Lesson plan for problems in developing countries. Lesson plan "demographic problem and ways to solve it." Ways to solve the demographic problem

LESSON 21. GLOBAL PROBLEMS OF HUMANITY

Learning goal: to characterize the concept of “global problems of humanity”; determine the causes, features of each problem, possible solutions; develop the ability to assess the consequences of global problems at the present stage of human development, the ability to independently study various sources of geographical knowledge.

Equipment: physical map of the world, political map of the world, economic map of the world, atlases, diagrams, tables, graphs, diagrams (if possible - in multimedia).

Basic concepts: global problems of humanity, military conflict, terrorism, demographic situation, population explosion, alternative energy sources, food crisis, environmental crisis.

Type of lesson: lesson on the integrated application of knowledge, skills (form of delivery - business game).

II. Motivation of educational and cognitive activities of students

The process of interaction between society and nature reached a quantitative and qualitative limit, when the phenomenon of interaction between the entire human society and the entire nature of the planet arose. The scientific and technological revolution led, on the one hand, to the formation of a comprehensive system of knowledge and technology among humanity, and on the other, to an increase in anthropogenic impact on nature. Complex economic systems have formed, the influence of which extends throughout the world. As a result, the interconnection and interdependence of the economic and political life of countries and peoples of the world began to grow. The essence of these processes and phenomena gives rise to global problems, that is, problems affecting all of humanity. They cover all aspects of relations between the states of the world community, between society and nature, and the formation of the living conditions of mankind.

Scientists count several dozen problems that can be considered global in their comprehensiveness. All global problems can be divided into political, economic, demographic, social and environmental.

Today, at an expanded meeting of the UN, in order to discuss and solve global problems of humanity, not only official representatives of committees and commissions gathered, but also representatives of the media, who will ask questions and will be able to convey the results of the meeting to the general population.

III. The stage of applying knowledge in non-standard conditions

Group performances, controversy

1. The problem of maintaining peace

It is the most important, because in the event of a global military conflict in a world filled with nuclear weapons and nuclear technologies (nuclear power plants, etc.), all other problems lose their meaning.

Two countries - the USA and Russia - spend almost half of the funds on military needs. According to UNESCO, 50 million people work to meet the demand for military goods and services; half a million scientists and designers, or 1/5 of the world's scientists, take part in military developments.

Official states of the “nuclear club”: USA, Russia, Great Britain, France, China. Unofficial members of the “nuclear club”: India, Pakistan, Israel, South Korea. Threshold states that have the technology to produce these weapons: Iran, Iraq, South Africa, Brazil, Argentina, Japan.

From the end of World War II to the beginning of the 21st century. More than 38 international and about 100 intrastate conflicts occurred.

International terrorism. "Hot Spots".

2. Demographic problem and problem of overcoming

backwardness of developing countries

This global problem of humanity is caused, on the one hand, by the “demographic explosion” in developing countries, and on the other, by depopulation, i.e. disruption of population reproduction and reduction in its number in developed countries.

The vast majority of the world's population lives in developing countries (4.7 billion people). According to demographers, by 2025 the population of these countries will increase by another 3 billion people, which will account for 95% of the world population growth.

A potential threat to the development of the modern demographic situation is that the world population at the beginning of the 21st century. with 1 billion unemployed, 1 billion hungry, 1 billion illiterate, 2 billion living in conditions of relative or absolute overpopulation, 1.5 billion disadvantaged people below the poverty line.

The problem of overcoming the backwardness of developing countries is directly related to the demographic problem of overpopulation.

3. Economic problems

This group of problems mainly includes energy, raw materials and food.

The main way to solve the resource and energy crisis is the transition to material and energy-saving technologies, the integrated use of raw materials, and the creation of low-income and waste-free production.

4. Environmental problem

At the beginning of the 21st century, environmental problems can be considered in several aspects: atmospheric pollution (“greenhouse effect”, “ozone holes”, acid rain, dust pollution, etc.), hydrosphere pollution, land degradation (mining, increased water and wind erosion as a result of human activity, chemical contamination of soils with mineral fertilizers and pesticides, etc.), reduction of forest areas, desertification.

5. Social problems

These are problems of health care (AIDS), education, culture, crime, etc. The possibilities for solving these problems depend on the level of socio-economic development of countries, therefore they are particularly acute in underdeveloped regions of the world.

IV. Lesson summary

The teacher and students analyze the most successful reports and questions, difficulties that arose during the business game, and conduct assessments and self-assessments.

V. Home tasks

· Work through § .

· “Correspondents” to prepare articles about global problems (each about 1-2 problems).

· Prepare for the final lesson on the topics: “Interaction between society and nature”, “World economy”, “Global problems of humanity”.

Lesson topic: “Developed countries of the foreign world”, grade 10

Teacher Bulgakova Lyubov Mikhailovna, MAOU “Gymnasium No. 6”

Gubkin city, Belgorod region

TEACHER: Guys, look at the screen. What do you see? (flags, g e rby). That is, the symbols of states. What do you think - symbols of which states are represented on the screen? (USA, ITALY, FRANCE, UK).

TEACHER: What states are these? can you say it in one word? Think about how you can title the topic of today's lesson? Use the question - which ones? (developed states of the world, foreign states of the world, large states, economic states, historical).

TEACHER: Is it possible to find a synonym for the words developed, large, economic? Can these words be replaced with one word – great? (Yes, you can).

TEACHER: The topic of today's lesson is Developed countries of the foreign world.

Teacher: We live in our own little world. We rejoice in success, friends, and the beauty of the world around us. But we don’t think about the fact that this world is very fragile and it is imperfect in the relationships between people on our planet. To improve the world, we must know a lot about each other. Ask yourself the question: “What is the Earth and who am I here?”, “What do I know about my peer from the USA, Great Britain, Italy?”, “What do I know about their country?”

Obtaining information about the lives of other people is an important necessity for a person of any age.

Guys, knowing the topic of the lesson, what do you expect from today's lesson? what would you like to learn in class?

(get to know the economy, industry, foreign economic relations, interesting places)

Indeed, what kind of countries are these, and what role do they play in the World? In the development of post-industrial society, in art, literature? What is the standard of living of the population?

Today in the lesson we will take a tour of the great states of territorial and social significance in the world - the USA, Great Britain, Italy, France: we will get acquainted with the economic development of these states and culture. Let's answer the question - what contributed to them becoming great?

You will work in groups. There are envelopes on your tables. The envelopes contain the material with which you will begin to draw up your project, using a plan of economic and geographical characteristics of the country. Guys, what methods and means can you achieve the goal of today's lesson?

(using atlas map analysis, comparison of tables, diagrams, reference material, textbook, encyclopedias).

Each group will then present their project to everyone.

From each group, 2 representatives will defend their project.

We started implementing the project. (work for 8 minutes) (music “sound of the sea” sounds quietly)

(draw borders and states, show foreign economic relations with arrows, mark minerals, cities, prepare material for protection).

Guys, time is up.

There is in our wide world

A very strange country

Adults and children know

That she is in the West.

It's unclear and interesting

What's in that distant country

All the land is in state squares,

Like a mosaic on the wall

So, pay attention to the screen - after listening to the poem, looking at the slides, determine which group will be the first to defend their research.

TEACHER: So, representatives of the United States, please have the floor. (everything is shown on a wall map or on your project). Representatives of other states, listen carefully and memorize the material. Can be supplemented. After each group defends their work, we will exchange questions.

TEACHER: The capital of USA - Washington.

TEACHER: Representatives of other states, your questions to the US group.

STUDENT: What do the stars on the US flag mean and how many are there?

STUDENT: Are there names of Russian backup cities in the USA?

ANSWER - Yes. On the map of the USA you can find several St. Petersburgs. Moscow is in several states.

TEACHER: On a map of the USA you can find London, Paris, Vienna.

STUDENT: What is the calling card of the USA?

STUDENT: The visiting card of the United States is the Statue of Liberty. The Statue of Liberty has several names: “symbol of freedom and democracy” and “Lady Liberty”. A proud lady of steel and copper greets people entering the country. The height of the statue together with the granite pedestal is 93 meters. (addition)

TEACHER:

A lump in the throat... And steely waters

pointed crown reflect...

New York, America and the Statue of Liberty -

They captivate with their scope and accessibility.

TEACHER: I present to your attention the business card of the next state.

TEACHER:-Which state will we be talking about?

STUDENT: These shots refer to Italy and we will talk about this state.

TEACHER: Italy is an amazing country with Italian pizza, spaghetti, Venice canals. The stilts for this amazing city are Siberian larch.

TEACHER: so, representatives of Italy, please give the floor.

STUDENT 1: The geographical position of Italy is favorable for its economic development. The Mediterranean Sea provides Italy with convenient connections with European countries and North Africa. And with the help of the Suez Canal, Italy found itself on trade routes that go to the countries of South and East Asia, East Africa, and Australia.

The leading branch of Italian industry is mechanical engineering. The most developed export mechanical engineering (production of cars, wagons, shipbuilding, trucks, buses, airplanes, ships, locomotives, tractors, equipment for power plants, airports.

STUDENT 2: Using rich deposits of dolomite, Italy has become one of the first places in the world in the production of magnesium.

Another leading sector of Italian industry is the chemical industry.

The food industry is the third industry in terms of production value after mechanical engineering and chemistry.

TEACHER: What peninsula is Italy located on?

TEACHER:The capital of Italy is Rome.

QUESTION In your answer, you emphasize that the manufacturing industry is developed, but what about the mining industry?

STUDENT-(we did not find significant reserves of the most important minerals on the maps)

QUESTION: What is the principle of locating metallurgy in Italy?

STUDENT- Metallurgical plants are located either near ports or gravitate towards sales markets. And the sales market is mechanical engineering.

STUDENT: Why?

STUDENT: Imported raw materials)

QUESTION: I’m interested to know what kind of city on the water is in Italy?

TEACHER: Representatives of Italy, what kind of city on the water is this?

TEACHER: Guys, the city is unique not only in history, but also in appearance.

When watching the film, pay attention to the unusualness of the streets.

"The film is about Venice."

TEACHER: Guys, what are your impressions?

TEACHER: Yes, there are 150 canals and 400 bridges in Venice. This city was never rebuilt and therefore retained its medieval appearance.

TEACHER: Located on 118 islands, it extends 51 kilometers in length and 14 kilometers in width. Where did the trees for the piles come from, other than Russia?

TEACHER:"The ships will stand and set course"

you will feel sad and sorry for someone.

That's how Vysotsky sang to us. I am the pulse of Venice

I can still feel it in the photo.

The song of Mireille Mathieu is playing.

TEACHER: I suggest you look at the business card of the most “fashionable” country in the world. The language of which was spoken by the upper strata of society in Tsarist Russia.”

What kind of state do you think we will be talking about?

TEACHER: So, representatives of France, please give the floor.

TEACHER: The capital of France? Paris!

STUDENT: Which countries does France border with?

ANSWER: France has land borders with Spain, Italy, Switzerland, Germany and Belgium, and is washed by the waters of the Mediterranean Sea and the waters of the Atlantic Ocean.

TEACHER:France beautiful, captivating and magnificent!

Clothing, fabrics, paper, jewelry, cinema, cosmetics, perfumes and... You can list and list what France is famous for.

STUDENT: Tell me the main attraction of France?

STUDENT: The Eiffel Tower, a symbol of the country, proudly towers over the city. The height of the Eiffel Tower is 324 METERS.

Built in 1889 in honor of the 100th anniversary of the French Revolution.

The whimsical idea of ​​engineer Eiffel has become a symbol of Paris . All tourists flock to it to admire the panorama of the city from its top. The Eiffel Tower is visible from almost anywhere in Paris and serves as an excellent landmark.

2nd student: Its original purpose was to show technological progress. And only after 10 years of its existence it became a cultural landmark and a calling card of both Paris and the whole country.

This huge tower is practically not affected by the wind. Even in the strongest winds, the top of the Eiffel Tower tilts only 15 cm.

TEACHER: The Eiffel Tower has interior lighting, which makes it look more elegant and romantic.

TEACHER: We still have a state - is this?

Students - UK

TEACHER: Representatives of Great Britain, you have the floor.

Great Britain is an island state in northwestern Europe, separated from the continent by the English Channel and Pas de Calais. Not far from Great Britain, there are the most important trade routes, and many international airlines connecting European countries with America and other continents converge at London airport. Thus, Great Britain occupies an advantageous position that contributes to the development of its economic ties with countries in both hemispheres.

STUDENT 2: The leading industry is mechanical engineering, including electrical and electronic engineering, transport, shipbuilding, tractor and machine tool building.

In addition, oil refining, chemical, textile, and light industries are developed.

Exports are dominated by machinery and equipment, petroleum products, and chemical products. The UK largely imports cast iron and scrap metal. Maritime transport is of great importance for Great Britain, as an island power.

Question - What minerals are mined in the UK? (The answer is coal, iron ore, non-ferrous metals, oil, rock salt, oil shale).

TEACHER: what event happened in the summer of 2012 in London? (Olympic Games).

But since we touched on sports, we need to remember which sport is the birthplace of Great Britain? (football)

TEACHER: Our guide to Great Britain will tell you about the sights of this state in English. We listen to everything carefully so that we can translate the text into our native language.

STUDENT: Big Ben is the most famous and recognizable landmark in London.

TEACHER: Well done, guys, you did a good job with the translation.

Our journey is over, what did we learn in class today?

ANSWERS- got acquainted with the economic development of the USA, France, Italy and Great Britain;

found out the main features of the EGP and economic sectors;

identified the main items of import and export of these states.

TEACHER: Now let’s return to our problematic question - why are these states great and what contributed to them becoming great. Let's find commonality between these states

(hint - in the EGP)

1. their geographical location allows them to widely use maritime transport and develop connections with their land neighbors.

(hint – BY TRANSPORT)

2. The main types of transport are widely developed in all 4 countries: railway, road, sea, and aviation.

(hint – in industries?)

3. In all the countries under consideration, mechanical engineering is developed at a very high level. And we remember that the standard of living of the population depends on the development of mechanical engineering.

4. All these 4 states play a big role in post-industrial society. Not only their economy, but also their infrastructure is developing rapidly.

5. They all play an important role in world politics, international geographical division of labor, economic integration .

TEACHER: We also saw the sights of the states we were studying.

The attraction of which state did you like the most? Your group?

I agree with you that we learned a lot of interesting things today, you showed yourself to be real researchers, presenting excellent projects to our attention. I hope that everything we talked about today will remain in your memory for a long time.

The roads are open for you, and I wish you to visit these places. But the person who tries to understand the world without knowing his country is bad. And no matter how much we like hot Italy, wise Great Britain, fashionable France, industrial states, a great love for Great Russia will always live in the heart of a Russian person.

Performance of the song: “Russian Temples”

TEACHER: Homework: diaries prepare information about the countries of Latin America for the preparation of creative works, abstracts, which will be necessary for the final conference on this topic and in preparation for the Unified State Exam.

TEACHER: Reflection Movie.

Guys, were you comfortable in the lesson? I hope that I have instilled an interest in states in your souls, awakened a desire to learn more, study, and experience the world. I would like to know - did I succeed? If yes, then hang a green leaf on this tree; if the lesson did not teach you anything new, then hang a yellow leaf. I would be grateful if you write your review of the lesson on a piece of paper. When you leave the office, leave your opinion on this tree.

TEACHER: You all worked actively today, I give everyone a “5”.

Lesson press conference on the topic: “Global problems of humanity”

Notes prepared for 10th grade students

geography teacher

GBOU SPO SO "Krasnoufimsky Pedagogical College"

Chukhareva V.I.

Lesson objectives:

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

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

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

Tasks :

Cognitive :

studying a new source of geographic information and an algorithm for its use for problem analysis;

practicing problem analysis skills;

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

developing the skill to organize research work (collecting the necessary information, finding relationships, the ability to draw up an action plan and draw conclusions).

Emotional-value:

development of the ability to intellectually perceive phenomena in the surrounding world;

understanding value orientations, finding relationships between phenomena.

Communication :

development of group work skills;

developing skills in creating an electronic presentation and the ability to speak publicly.

Form of organization of educational activities: work in groups.

Equipment: political map of the 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. Maksakovsky “Economic and social geography of the world” Moscow, “Prosveshchenie”, 2011.

V.I. Sirotin. Geography. Workbook with a set of contour maps - M.: Drofa, 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. Motivational-target block.

Teacher: Today in class we are looking at an extremely important topic. It concerns the life of not only an individual person, but the entire human civilization. You have repeatedly encountered this topic in social studies lessons in the ninth grade, in geography, history, biology, economics lessons, so 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 exacerbation of global problems.

Until the middle of the 20th century, such a concept as a global problem was absent in political language. Only at the level of philosophical generalizations were ideas put forward about the connection between human activity and the state of the biosphere and its environment, which supports life on Earth. And only the Russian scientist Vernadsky V.I. expressed the idea that human activity is acquiring a scale comparable to the power of natural, geological forces? It’s hard to believe, but earthly 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”, meaning 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 of humanity, pose a threat to its present and future and require the united efforts of all states and peoples to be resolved.(Write in notebook)

Analysis of global problems is unthinkable 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, and it is impossible to consider everything within 45 minutes of a lesson. Let's use the classification proposed by the author of the geography textbook V.P. Maksakovsky.( Students' work with the textbook p. 353 : write down 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 sustainable development of the world community and increasing the level of organization and controllability of it);

2. Natural - economic nature.

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

3. Social in nature.

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

4. Mixed character.

Problems of a mixed nature, the unresolution of which often leads to massive loss of life (regional conflicts, crime, technological accidents, natural disasters, etc.);

Teacher: mainquestion (problematic), which you must answer today:Why do problems on a planetary scale arise? What are causes of global problems? And the most important thing is to identify possible ways to overcome them. (Student answer options).

2. Generalization of the material. The lesson takes the form of a press conference.Speakers (students of the class who received an advanced assignment) present their works, which are presented in the form of presentations.

Plan for characterizing a global problem:

1. The essence of the problem.

2. The reasons for its occurrence.

3. Ways to solve the problem.

Listeners ask questions about the topic of the presentations. Fill out the table in your notebooks. At the end of the lesson, they exchange opinions and give an answer to a problematic question.

Global problem

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

Why exactly in the 2nd half?XXcentury, have most of the global problems worsened?(Student answer options)

Causes of global problems:

Global problems arose as a result of the objective development of society and exist due to 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 living things;

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

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

Instill in people new moral and ethical values;

Unite all of humanity;

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 escape them. They can only be overcome. To overcome through the efforts of every person and every country in close cooperation for the great goal of preserving the opportunity to live on Earth.

Every person must realize that Humanity is on the verge of destruction, and whether we survive or not is the merit of each of us.

Slide 1

The problem of overcoming the backwardness of developing countries.

The work was carried out by: Ilya Varbansky, O. Mamedov. Teacher Shizhenskaya N.N. GBOU school No. 104 of St. Petersburg

Slide 2

Problems of the developing world:

1. Frequent wars 2. Poverty 3. Famine

5. Low level of education

4. Poorly developed medicine

Slide 3

Wars in developing countries

During the post-colonial period, 35 armed conflicts were recorded in Africa, during which about 10 million people died, most of whom (92%) were civilians. Africa accounts for almost 50% of the world's refugees (more than 7 million people) and 60% of displaced people (20 million people).

Slide 4

Poverty in underdeveloped countries

In the years since the Rio de Janeiro Conference (1992), the number of people living in absolute poverty has increased, particularly in developing countries. The very serious and complex problem of poverty can cause social tensions, undermine economic development, damage the environment and threaten political stability in many countries.

Slide 5

The 2011 East African famine is a humanitarian disaster that, according to international organizations, threatens about 11.5 million people, primarily in Somalia (3.7 million), Ethiopia (4.8 million), Kenya (2.9 million) and Djibouti (164 thousand).

Slide 6

Healthcare

In third world countries, medicine is poorly developed. Because of this, a huge number of people die every year.

Slide 7

Low level of education

Currently, in terms of education, underdeveloped countries still lag behind other parts of the world. In 2000, only 58% of children in sub-Saharan Africa were in school; these are the lowest figures in the world. There are 40 million children in Africa, half of them school age, who are not receiving schooling. Two thirds of them are girls.

Slide 8

Ways to solve problems:

1. Stopping wars, introducing a constitution, having a standing army

2. Economic recovery, by establishing and expanding enterprises, importing and exporting with other countries, investing in the country from abroad, establishing relations with neighboring countries and highly developed

3. Improving medicine, exchanging experience with highly developed countries, purchasing equipment and building hospitals

Slide 9

4. Construction of educational institutions, establishment of book printing, widespread use of Internet resources

5. Improving the environment, stopping pollution of water bodies and rivers

6. Breeding livestock, establishing agriculture, importing and exporting with developed countries

A lesson in general repetition and systematization of knowledge on the topic "Agenda 21st century: global problems of humanity." 11th grade

Lesson type: a lesson in generalizing and systematizing knowledge, skills and abilities on a studied topic based on the application of knowledge from natural scientific disciplines of the school curriculum.

The purpose of the lesson: Create conditions for generalization and systematization of knowledge on the topic “Global problems of humanity.”

Tasks:

Educational: realize the integrity of the geographical envelope 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; bring students to an understanding of the need for rational environmental management as a way to maintain ecological balance in the biosphere; prove the importance of peaceful coexistence of all countries and peoples of the Earth.

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

Educational: ecological-geographical education, moral education, instilling a responsible attitude towards completing assigned tasks, the ability to make decisions in a new learning situation, socially active development of personality.

The form of organization of the educational lesson: a conference based on the creative cooperation of students and teachers in the mode of developmental education.

Main methods: reproductive, partial search, problem, analysis and synthesis, modeling and forecast.

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

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. Motivational-target block.

Teacher: Today in class we are looking at an extremely important topic. It concerns the life of not only an individual person, but the entire human civilization. You have repeatedly encountered this topic in social studies lessons in the ninth grade, in geography, history, biology, economics lessons, so 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 exacerbation of global problems.

Until the middle of the 20th century, such a concept as a global problem was absent in political language. Only at the level of philosophical generalizations were ideas put forward about the connection between human activity and the state of the biosphere and its environment, which supports life on Earth. And only the Russian scientist Vernadsky V.I. expressed the idea that human activity is acquiring a scale comparable to the power of natural, geological forces? It’s hard to believe, but earthly 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”, meaning 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 of humanity, pose a threat to its present and future and require the united efforts of all states and peoples to be resolved. (Write in notebook)

Analysis of global problems is unthinkable 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, and it is impossible to consider everything within 45 minutes of a lesson. Let's use the classification proposed by the author of the geography textbook V.P. Maksakovsky. (Students' work with the textbook p. 353: write down 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 sustainable development of the world community and increasing the level of organization and controllability of it);

2. Natural - economic nature.

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

3. Social in nature.

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

4. Mixed character.

Problems of a mixed nature, the unresolution of which often leads to massive loss of life (regional conflicts, crime, technological accidents, natural disasters, etc.);

Teacher: main question (problematic), which you must answer today: Why do problems on a planetary scale arise? What arecauses of global problems?And the most important thing is to identify possible ways to overcome them.(Student answer options).

2. Generalization of the material. The lesson takes the form of a press conference. Speakers (students of the class who received an advanced assignment) present their works, which are presented in the form of presentations.

Plan for characterizing a global problem:

1. The essence of the problem.

2. The reasons for its occurrence.

3. Ways to solve the problem.

Listeners ask questions about the topic of the presentations. Fill out the table in your notebooks. At the end of the lesson, they exchange opinions and give an answer to a problematic question.

Watch a video about global problems of humanity

So. Guys, you guessed it. What topic is our lesson dedicated to?

Why is the media talking more and more about the future of humanity. Why do these problems worry the minds of scientists, writers, journalists, and film directors? What do you think we mean by the concept problem?

“Every creature that was on the surface of the Earth was destroyed; from humans to livestock 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

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

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

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

From a course in geography, biology, social studies, you looked at 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 is the problem of peace and disarmament

Performance of 1 group. Discussion.

Demographic problem

We can read about this global problem from Robert Rozhdestvensky:

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

Serious minds are torn:

In this life, in this whirlwind, crazy people, we multiplied!

Demographic explosions strike, rivers dry up and the crust turns black

Cities are coming in like boils.

There are too many, too many of us!

There are many of us!

The scientist praises the bomb.

There are many of us!

The destroyer breaks the wave.

But there still aren’t enough of us people for the new wave.

What does it mean to have many of us? State the problem.

Performance of 2 groups. Discussion.

The longer humanity lives on earth, the more and more often it gets sick from viruses and diseases that have never been heard of before. As soon as a person learns to fight only diseases, such as smallpox or cholera, they are replaced by cancer and AIDS. But maybe that's how it should be! Survival of the fittest! The more people who die from disease, the more space will be freed up for future generations? How do you think?

Energy and raw materials problem

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 population there is on Earth, the more various mineral and energy resources are spent. It is not for nothing that close attention is paid to this topic.

Group 3 performance

Food problem

Tell me, please, have any of you gone hungry? Do you know what hunger is, real hunger? Have any of you helped the hungry on the street? Hunger is not a new phenomenon. In China alone in the 19th 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 “Pole of Hunger” of our planet. You probably guessed it. What is this problem?

Group 4 performance

Ecological problem

Group 5 performance

Well, 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 well-known parable: “Two frogs fell 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 humanity in the image 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 conclusion can be drawn from all this: Fight all problems and all humanity, since 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 finding strength, finding means, finding reason 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 did most of the global problems worsen in the 2nd half of the 20th century? (Student answer options)

Causes of global problems:

Global problems arose as a result of the objective development of society and exist due to 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 living things;

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

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

Instill in people new moral and ethical values;

Unite all of humanity;

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 escape them. They can only be overcome. To overcome through the efforts of every person and every country in close cooperation for the great goal of preserving the opportunity to live on Earth.

Every person must realize that Humanity is on the verge of destruction, and whether we survive or not is the merit of each of us.

3. Reflection The technique of “thin” and “thick” questions teaches students to correctly ask questions and understand their level of complexity. Both the teacher and students can ask questions to each other.

1. Can we say that global problems are relevant only for countries with a low level of development?

What global problems are most characteristic of our time?

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

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

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

Homework : Write a mini-essay, 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” 10th grade, part 2, Lesson plans based on the textbook by V.P. Maksakovsky, Volgograd, “Teacher”, 2006

2. Zhizhina E.A., Nikitina N.A. Lesson developments in geography, grade 10, Moscow “VAKO”, 2006.

3. Gladky Yu.N., Lavrov S.B. Global Geography, grades 10-11, Moscow, Bustard, 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.Рhilosophica.ru›volkov/20.htm