Fabiola Fernandez
fabiolafernandez@WMconnect.com
INTRODUCTION
For the past 50 years, one of the main
sources of energy used by developed and developing nations has been oil. Nations possessing oil reserves have the
power. Global development had an even larger impact on the use of energy and
other resources. Worldwide demand for these resources has led to both
environmental and political problems.
HISTORICAL BACKGROUND
OPEC (Organization of the Petroleum Exporting Countries)
is an international Organization of eleven developing countries which are
heavily reliant on oil 
revenues as their main source of income. Membership is open to
any country which is a substantial net exporter of oil and which shares the
ideals of the Organization. The
current members are 
ensure a balance between supply and demand.
OPEC's eleven
Members collectively supply about 40 per cent of the world's oil output, and
possess more than three-quarters of the world's total proven crude oil
reserves.
In 1990,
Was this a wise policy?
Was this done just to control oil supplies
for the benefit of developed countries?
Did the war on
All eleven OPEC’s members are developing countries,
whose economies rely on oil export revenues. One of
OPEC’s primary missions is to achieve table oil prices, which are fair and
reasonable for oil producer and consumers.
Is OPEC being greedy and all New Yorkers are
paying the PRICE?
There are a lot of opinions
and misconceptions (existing policy towards
-War will prevent further organization of the
OPEC momentum towards the euro as an oil transaction currency standard.
-
Did the war on Iraq help to
control the price of petroleum in US?
TASK
Students will write a 200 words essay analyzing the following
points and issues in oil situation:
v
History of OPEC
v
OPEC’s impact on the world economy
v
Immediate consequences in New York
v
Possible solution to the existing OPEC policy
v
Their new policy
to help New Yorkers economy
PROCESS
To help you write your essay, use the following links
to complete the six public policy worksheets.
Identify the problem http://www.maxwell.syr.edu/plegal/TIPS/worksheet1.html
Gathering evidence http://www.maxwell.syr.edu/plegal/TIPS/worksheet2.html
Identify causes of the problem http://www.maxwell.syr.edu/plegal/TIPS/worksheet3.html
Evaluate the policy
http://www.maxwell.syr.edu/plegal/TIPS/worksheet4.html
Develop a solution to the problem http://www.maxwell.syr.edu/plegal/TIPS/worksheet5.html
Selecting the best solution http://www.maxwell.syr.edu/plegal/TIPS/worksheet6.html
Resources
Ř
http://www.globalwitness.org/
Ř
http://www.globalwitness.org/campaigns/oil/
Ř
http://www.history.rochester.edu/fuels/tarbell/MAIN.HTM
Ř
http://www.eia.doe.gov/emeu/cabs/choke.html
Ř
http://quote.bloomberg.com/apps/news?pid=10000103&sid=anflYPb0SK6U&refer=us
Ř
http://www.eere.energy.gov/buildings/state_energy/connections/stellar_project.cfm?volume=34
Ř
http://t3.preservice.org/T0301008/whywar.htm
Ř
http://www.petroleumworld.com/
CONCLUSION
Global development has had a
variety of effects, both positive and negative. This development requires the
use of energy. Nations with less production of oil face the disruption on the
distribution or in the increase of its price. This situation makes the availability
of the oil resource to decline. The government ha to
implement a new policy or find some alternatives to make this product more
accessible and available for these nations.
EVALUATION
|
SCALES |
Unacceptable 1 |
Adept 2 |
Advanced 3 |
|
Research and Interpret
Data/Information |
Incorrectly
interprets data or information with little or no analysis or conclusion.
Little or no evidence of research presented. |
Correctly interprets data or information, but analysis or conclusion may not be supported by research. |
Correct interpretation of data or
information. Analysis and conclusion are based on research. |
|
Appropriate Vocabulary |
Inappropriate vocabulary and use occurs. |
Some inappropriate vocabulary present, or limited use of appropriate vocabulary. |
Articulates appropriate vocabulary and terms associated with the subject matter. |
|
Organization/Format |
Little
evidence of a cohesive plan. Little or no description or detail. Ideas seem
scrambled, jumbled, or disconnected. |
Organizes material in an appropriate manner, but may lack some clarity or consistency. Presents basic information but may have extraneous material. |
Organizes
material in a clear, appropriate, and precise manner. |
|
Content |
Little
evidence of appropriate content. |
Material is appropriate, but may lack a clear connection
to the purpose. |
Material
content is clear, relevant, accurate, and concise. |
|
Writing Conventions |
Little
or no evidence of correct writing. Poor conventions seriously limit the
paper's readability. |
Minor errors are present, but they do not detract from the readability of the paper. |
Enhances
the readability of the paper. |
STANDARDS
English
v Standard 1:
Students will read, write, listen, and speak for information and understanding.
As listeners and readers,
students will collect data, facts, and ideas; discover relationships, concepts,
and generalizations; and use knowledge generated from oral, written, and
electronically produced texts. As speakers and writers, they will use oral and
written language to acquire, interpret, apply, and transmit information.
v Standard
2: Students will read, write, listen,
and speak for literary response and expression. Students will read and listen
to oral, written, and electronically produced texts and performances,
v Standard
3: Students will read, write, listen,
and speak for critical analysis and evaluation.
As listeners and readers,
students will analyze experiences, ideas, information, and issues presented by
others using a variety of established criteria.
Social Studies
Students will use a variety
of intellectual skills to demonstrate their understanding of major ideas, eras,
themes, developments, and turning points in the history of the
v
Standard
4 The
skills of historical analysis include the ability to: explain the significance
of historical evidence; weigh the importance, reliability, and validity of
evidence; understand the concept of multiple causation; understand the
importance of changing and competing
interpretations of different historical developments.
Students:
•
analyze historical narratives about key events in
and evaluate the authors’ perspectives
•
consider different historians’ analyses of the same event or development in
•
evaluate the validity and credibility of historical interpretations of
important events or issues in New York State or United States history, revising
these interpretations as new information is learned and other interpretations