Chapter 22 Section

4

753

SECTION

Vocabulary Builder

4

4

Step-by-Step Instruction

Objectives

As you teach this section, keep students focused on the following objectives to help them answer the Section Focus Question and master core content.

■

Explain why nuclear, biological, and chemical weapons threaten global security.

■

Analyze the various terrorist groups and why they are becoming more and more dangerous.

■

Describe the various ways in which the United States and other nations have responded to terrorism.

Prepare to Read

Build Background Knowledge

Ask students to recall the dangers of the Cold War. Explain that today the world faces attacks by terrorists, or violent extremists. Ask students to list some recent examples of terrorism.

Set a Purpose

■

WITNESS HISTORYWITNESS HISTORY

Read the selection aloud or play the audio.

AUDIO

Witness History Audio CD,

Taking a Stand

Ask

What is the main idea of Presi-dent Bush’s comment?

(He believes that the United States must take actions to limit terrorism rather than live with the fear of it.)

■

Focus

Point out the Section Focus Question and write it on the board. Tell students to refer to this question as they read.

(Answer appears with Section 4 Assessment answers.)

■

Preview

Have students preview the Section Objectives and the list of Terms, People, and Places.

■

Have students read this section using the Structured Read Aloud strategy (TE, p. T20). As they read, have students fill in the chart comparing threats to global security.

Reading and Note Taking Study Guide,

p. 229

Use the information below and the following resources to teach the high-use word from this section.

Teaching Resources, Unit 5,

p. 87;

Teaching Resources, Skills Handbook,

p. 3

High-Use Word Definition and Sample Sentence

priority, p. 757

n.

something deemed of greater importance than other thingsBrad’s biggest

priority

was playing guitar, although his mother insisted that he finish high school first.

L3

L3

WITNESS HISTORYWITNESS HISTORY AUDIO

44

Threats to Security

Nuclear Weapons Nuclear weapons unsecuredin former Soviet Union

Security in a Dangerous WorldObjectives• Explain why nuclear, biological, and chemical

weapons threaten global security.• Analyze the various terrorist groups and why

they are becoming more and more dangerous.• Describe the various ways in which the United

States and other nations have responded to terrorism.

Terms, People, and Placesproliferateterrorismal Qaeda

AfghanistanTaliban

Reading Skill: Compare and Contrast Use the chart to compare threats to global security.

The end of the Cold War seemed to promise an end to global con-flict and the threat of nuclear war. However, since the fall of theIron Curtain, new and unpredictable threats continue to hauntthe world.

The Threat of Modern WeaponsDuring the Cold War, the United States and the Soviet Union builthuge arsenals of nuclear weapons. When the Cold War ended,those weapons still existed. Since then, keeping nuclear, chemical,and biological weapons out of the hands of dangerous groups hasbecome an important issue.

The Nuclear Nonproliferation Treaty In 1968, during a thawin the Cold War, the United States, the Soviet Union, and 60 othernations signed the Nuclear Nonproliferation Treaty (NPT). Thepurpose of the treaty was to ensure that nuclear weapons did notproliferate, or rapidly spread to nations that had no nuclearweapons. Since then, the treaty has been renewed, with 189 nationsagreeing not to develop or possess nuclear weapons.

The International Atomic Energy Agency (IAEA) monitorsnations regularly to check that they comply with the treaty. Threenations have not signed the NPT: India, Israel, and Pakistan. Allthree have nuclear weapons. India and Pakistan’s testing ofnuclear weapons in 1998 raised fears of a nuclear arms race inAsia. A few signers of the NPT, such as Iran, have tried to sidestepthe treaty by acquiring nuclear technology that they claim is beingused to develop nuclear power as an energy source.

President Bush emphasizes the importance of national security in a speech to U.S. Coast Guard members in 2003.

Taking a StandIn the fall of 2002, United States President George W. Bush delivered a speech on international security before the United Nations in New York:

“We must choose between a world of fear and a world of progress. We cannot stand by and do noth-ing while dangers gather. We must stand up for our security and for the permanent rights and for the hopes of mankind.”—George W. Bush, Remarks at the United Nations General Assembly, September 12, 2002

Focus Question What kinds of threats to national and global security do nations face today?

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754

The World Today

Solutions for All Learners

Teach

The Threat of Modern Weapons

Instruct

■

Introduce: Key Terms

Ask students find the key term

proliferate

(in blue) in the text and explain its meaning. Point out that a main worry in the twenty-first century is that weapons of mass destruction will proliferate around the world. Ask students to brainstorm problems that might result from this. What steps might nations take to control the spread of weapons?

■

Teach

Point out the term

weapons of mass destruction

in the text. Trace events that have led to the existence of these weapons. Discuss issues that threaten the security of existing weap-ons arsenals. Ask

Why are WMDs more of a threat today than in the past?

(Nations and groups that do not respect international law have them.)

■

Quick Activity

Have students work in small groups to discuss the following issue: Some nations say that, like the U.S., they want nuclear weapons for defense. Do individual nations have the right to decide to acquire nuclear weap-ons? Why or why not? Use the Num-bered Heads strategy (TE, p. T23) to have students share their responses with the class.

Independent Practice

■

Have students write a journal entry describing their concerns about WMDs. Clarify that you will not read the entry.

■

Biography

To have students learn more about the development of nuclear weapons, have them read the biogra-phy

Albert Einstein

and complete the worksheet. Then have them consider the positive and negative effects of Ein-stein’s work.

Teaching Resources, Unit 5,

p. 92

Monitor Progress

As students fill in their charts, circulate to make sure they can identify and differ-entiate types of global threats. For a com-pleted version of the chart, see

Note Taking Transparencies,

208

Answer

to limit the proliferation, or spread, of nuclear weapons and technology

L3

L1

Special Needs L2

Less Proficient Readers

Use the following resources to help students acquire basic skills.

Adapted Reading and Note Taking Study Guide

■

Adapted Note Taking Study Guide, p. 229

■

Adapted Section Summary, p. 230

To help students connect their studies to current events, have them look through recent news. Ask them to use the Internet, newspapers, or magazines to find images and stories related to the content of the section. Have students present their findings to the class and explain how they relate to the text.

Russia’s Nuclear Weapons During the 1990s, the United States andRussia agreed to reduce their nuclear arsenals. However, after the col-lapse of the Soviet Union, Russia’s nuclear weapons were scatteredacross a vast territory. With aid from the United States and Europe, Rus-sia dismantled, or took apart, some nuclear weapons. Despite the agree-ments however, both the United States and Russia held on to theirnuclear stockpiles.

Weapons of Mass Destruction As you haveread, weapons of mass destruction (WMDs) includenuclear, biological, and chemical weapons. Nuclearweapons include the atomic bomb. Biological weap-ons refer mainly to germs that can be released intothe air or into water supplies. Chemical weaponsare toxins, such as nerve gas and mustard gas.

Recently, however, the danger from WMDs hasgrown, as terrorist groups and “rogue states”—nations that ignore international law and threatenother nations—try to acquire them. One concern isthat terrorists will seize nuclear weapons duringtransport. Another fear is that terrorists, or thosewho sympathize with their causes, will gain accessto nuclear weapons programs in countries withunstable governments, such as Pakistan.

What was the purpose of the NPT?

Terrorism Threatens Global SecuritySince the 1990s, the world has witnessed a growing threat from terrorism.Terrorism is the use of violence by groups of extremists to achieve politi-cal goals. Terrorists’ goals range from getting political prisoners releasedto gaining territory or autonomy for a particular ethnic group. Terroristshave bombed buildings, slaughtered civilians, police, and soldiers, andassassinated political leaders. Although terrorists have seldom achievedtheir larger goals, they have inflicted terrible damage and generated wide-spread fear.

Terrorists use headline-grabbing tactics to draw attention to theirdemands. They might attack hotels and tourists in Mumbai, bomb com-muter trains in Madrid, or blow themselves up as “suicide bombers” tokill Israeli or Iraqi civilians. Terrorism has led to greater internationalcooperation between governments in an effort to prevent further attacks.

Regional Terrorist Groups Regional terrorist groups have operatedin the developed world for decades. For 30 years, the Irish RepublicanArmy (IRA) used terrorist tactics to force Britain out of Northern Ire-land. Protestant paramilitary groups loyal to Great Britain respondedwith the same tactics. During the Cold War, the communist Red Brigadein Italy used violence in an attempt to gain power. The ETA, a Basqueterrorist group, wants the Spanish government to grant independence tothe Basque region in northern Spain.

In South America, leftist groups like the Shining Path in Peru andFARC in Colombia use kidnappings, murder, and bombings to overthrownational governments. They finance their operations with the sale of ille-gal drugs. In Asia, terrorist activities were linked to the long conflictbetween India and Pakistan over Kashmir.

A Risky SituationVials of the bacteria that cause plague were left improperly secured in Kazakhstan by Soviet scientists.

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Chapter 22 Section

4

755

Solutions for All Learners

Terrorism Threatens Global Security

Instruct

■

Introduce: Key Terms

Ask students find the key term

terrorism

(in blue) in the title. Work as a class to agree on a definition, then have a student read the definition in the text. Have stu-dents recall what they just read about WMDs. Ask students how the spread of WMDs would change the threat of terrorism.

■

Teach

Discuss the terrorist threat. Ask

What tactics do terrorists use?

(headline-grabbing tactics like bomb-ings of public places and poison gas attacks)

What are their goals?

(to make political demands, such as control of territory or freedom for prisoners, through the use of violence and to try to frighten nations into meeting those demands)

Why is terrorism so dif-ficult to control?

(Terrorists can hide in the general population; they will use extreme measures to achieve their ends.)

■

Quick Activity

Read the following sentence from the text to students: “Terrorists generally have failed to achieve their greater goals.” Ask stu-dents to consider why they think ter-rorists continue their actions. How do they justify these actions?

Independent Practice

Have students access

Web Code nbp-3441

to take the

Geography Interac-tive Audio Guided Tour

and then answer the map skills questions in the text.

Monitor Progress

■

Check answers to map skills questions.

■

Ask students to write a one-sentence summary of each black heading under Terrorism Threatens Global Security.

Answers

Map Skills

1.

Review locations with students.

2.

the United States, United Kingdom, France, Israel, Libya, Egypt, Sudan, Syria, Pakistan, India, China, Russia, North Korea, South Korea

3.

Sample: It might not want world opinion to turn against it or it might want to retain an advan-tage over its enemies.

L3

L4

Advanced Readers L4

Gifted and Talented

The complicated and ever-changing nature of national security in the age of terrorism presents an opportu-nity for more in-depth analysis of the issues presented in this section. Consider having these students read all or parts of Thomas Friedman’s book

Longitudes and Attitudes: Exploring the World After September 11

th

. This collection of Friedman’s newspaper columns

delves into the roots of modern global terrorism and the battle to stop it. Students can write a review of the book following their reading. Alternatively, have students consult a variety of print and online sources on issues surrounding the War on Terrorism and then present a critical review of their findings to the class.

200

300

30–50

19,500

UnknownUnknown

Unknown9,000

Pac if icOcean

Pac if icOcean

Atlant icOcean

IndianOcean

UNITED STATES

CUBA

R U S S I A

INDIA

FRANCE

PAKISTAN

NORTH KOREA

SOUTH KOREA

Taiwan

Alaska(U.S.)

IRAN

ISRAEL

SYRIA

LIBYA

SUDAN

EGYPT

UNITEDKINGDOM

CHINA

0˚

30˚N

30˚S

60˚S0˚30˚W90˚W

60˚ W

150˚ W 120˚ W 30˚ E 60˚E 90˚E 120˚ E 150˚ E

20000 4000 mi

20000 4000 km

Robinson Projection

N

S

EW

Biological weapons

Chemical weapons

Known Suspected

Known Suspected

Nuclear weapons

Known

Approximate numberof nuclear warheads

Suspected

350

Conflicts in the Middle East Decades of conflict between Israel andits neighbors helped fuel the spread of terrorism. In 1964, a group ofArabs founded the Palestine Liberation Organization (PLO), with thegoal of creating an independent Palestinian state. In its early years, thePLO used terrorist methods.

The PLO renounced terrorism in 1988. Meanwhile, other terroristgroups have emerged and continue their calls for the establishment of aPalestinian state and the destruction of Israel. The Al-Aqsa Martyrs Bri-gade, Hamas, Hezbollah, and Islamic Jihad are among the groups thatpractice terror to achieve their goals. They found support in poverty-stricken Palestinian refugee camps in Gaza and trained suicide bombersto attack Israeli targets.

Islamic Fundamentalism By the 1980s, Islamic fundamentalism wason the rise. This conservative reform movement wanted to revive Islamicvalues and install governments that strictly followed Islamic law, orSharia. The Islamist movement was partly a response to the rise of secu-lar governments in many Muslim nations and the impact of Western cul-ture. It was also a backlash against foreign support for Israel and thepresence of foreign powers in the Middle East. Islamic fundamentalistsmade Israel or Western nations scapegoats for their problems.

The 1979 Iranian revolution brought an Islamist government to power.Later, an Islamist group called the Taliban gained power in Afghanistan.Fundamentalist movements have also emerged in countries from Algeriato Indonesia. Iran and Saudi Arabia have both provided financial supportfor terrorist organizations.

Al Qaeda Attacks Some Islamic fundamentalists turned to terrorism.The most widely known Islamic terrorist organization is al Qaeda

Map Skills Chemical, nuclear, and biological weapons are distributed throughout the world.1. Locate (a) Sudan (b) North Korea (c) Israel

(d) India.2. Describe Which nations have stockpiles of

biological, chemical, and nuclear weapons?

3. Draw Inferences Locate nations with suspected weapons. Why might a nation choose to be secretive about its stores of dangerous weapons?

For: Audio guided tourWeb Code: nbp-3441

World Distribution of Weapons of Mass Destruction

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756

The World Today

History Background

Response to Terrorism

Instruct

■

Introduce

Tell students that after September 11, 2001, America looked for ways to defend itself. As the nation explored different ways to do this, debates arose about which methods were effective or in the nation’s best interests. Ask students to share their knowledge about the methods and debates.

■

Teach

Write

Afghanistan

and

Iraq

on the board. Have students summarize U.S. military actions in these locations and identify the reasons for those actions. Ask

How did Americans feel about U.S. military action in Afghanistan and Iraq?

(Many sup-ported them; some opposed the actions.)

Have students identify steps the United States has taken to improve security.

■

Quick Activity

Show students

The Taliban in Afghanistan

from the

Witness History Discovery School

™

video program. Then discuss how the Taliban enforced a harsh inter-pretation of Islam in Afghanistan and how it was finally removed from power by a U.S.-led military coalition after it was linked to the terrorist attacks of September 11, 2001.

Independent Practice

Have students write a paragraph for or against the following statement: America should have gone to war against Iraq. Clarify that you will not read the entry.

Monitor Progress

Check Reading and Note Taking Study Guide entries to confirm that students have accurately identified and compared threats to global security.

Answers

Caption

Bin Laden leads al Qaeda, which carried out the September 11, 2001, attacks on the United States and has threatened further attacks.

They want to install governments that strictly follow Islamic law and reduce the presence of Western powers in the Middle East.

Civil Liberties and the War on Terrorism

Two months after the September 11 attacks in 2001, Congress passed the Patriot Act. Congress’s action reflected an urgent desire to protect the nation, even at the cost of certain freedoms. Among the act’s most hotly debated provisions were new laws allowing the federal government easier access to private records, including personal financial, library, travel, phone, and

medical records that had previously been off-limits to the government without a court-issued warrant. It also became easier for the government to conduct phone taps and other surveillance. Civil liberties advo-cates argued that fighting terrorism did not justify eroding the rights of American citizens. Proponents of the law countered that the government needed expanded powers to protect the nation.

L3

A Dangerous LeaderNew York City police stand near a “Wanted” poster in 2001. How does bin Laden threaten the United States’ security?

(ahl KY duh), which means “the Base” in Arabic. Thefounder and leader of al Qaeda is Osama bin Laden,a wealthy Saudi businessman.

In the 1980s, bin Laden joined Muslim fightersbattling Soviet forces in Afghanistan. Later, hebroadened his goals to include the overthrow of gov-ernments considered “un-Islamic” and the expulsionof non-Muslims from Muslim countries. In the 1990s,bin Laden mobilized al Qaeda to expel U.S. interestsand military power from Saudi Arabia.

Al Qaeda built a global network to train and financeterrorist activities. In 1998, al Qaeda terrorists bombedthe American embassies in Kenya and Tanzania.But the major blow came when al Qaeda struckinside the United States.

On September 11, 2001, al Qaeda terroristshijacked four airplanes in the United States. Most of the hijackers werefrom Saudi Arabia. They slammed two airplanes into the twin towers ofthe World Trade Center in New York and one into the Pentagon nearWashington, D.C. Passengers fought the hijackers on the fourth flight,which crashed on the way to its target. More than 2,500 people werekilled in the attacks.

What are the goals of Islamic fundamentalists?

Response to TerrorismAl Qaeda’s attack on the United States triggered a startling global shake-up. Governments around the world questioned their ability to keep theircitizens safe. In the United States, President George W. Bush declared a“war on terror” in general, and against al Qaeda in particular.

New Security Measures After the 2001 attacks, the United Statesmade national security a top priority. To this end, the governmentstrengthened and reorganized its intelligence services and passed newcounterterrorism laws. In the United States and elsewhere, there weremore rigorous security measures at airports and public buildings. A long-term effort was launched to find out how terrorist groups were funded,with the goal of cutting off terrorists’ money supply and limiting theiractivities. The United States worked with other countries to coordinateintelligence about terrorist groups.

These measures were costly. In addition, some believed the federalgovernment was using the threat of terrorism to increase its power andviolate the constitutional rights and freedoms of its citizens. But manyfelt that the threat was serious enough to justify extreme measures.

War in Afghanistan As part of its “war on terror,” the United Statesmade it a priority to find and punish the organizers of the 2001 attacks.Osama bin Laden was based in Afghanistan. The government ofAfghanistan, an extreme Islamic fundamentalist group called the Taliban,refused U.S. demands to surrender the terrorists. The United States thenformed a coalition of nations to invade Afghanistan. In 2002, with thehelp of Afghan warlords, American and allied forces overthrew the Tali-ban and drove al Qaeda into hiding or flight. Bin Laden and many Talibanleaders escaped capture.

WITNESS HISTORY VIDEOWITNESS HISTORY VIDEO

Watch The Taliban in Afghanistan on the Witness History Discovery School™ video program to learn about Islamic fundamentalism in Afghanistan.

Vocabulary Builderpriority—(pry AWR uh tee) n. something deemed of greater importance than other things

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Chapter 22 Section

4

757

Assess and Reteach

Assess Progress

■

Have students complete the Section Assessment.

■

Administer the Section Quiz.

Teaching Resources, Unit 5,

p. 85

■

To further assess student under-standing use

Progress Monitoring Transparencies,

147

Reteach

If students need more instruction, have them read the section summary.

Reading and Note Taking Study Guide,

p. 230

Adapted Reading and Note Taking Study Guide,

p. 230

Spanish Reading and Note Taking Study Guide,

p. 230

Extend

Organize students in discussion groups. Ask them to consider how the military actions taken by the United States aimed to improve U.S. security and how success-ful those actions have been. How else might the United States respond to terrorist threats?

Section 4 Assessment

1.

Sentences should reflect an understanding of each term, person, or place listed at the beginning of the section.

2.

Nations face threats from weapons of mass destruction, such as nuclear, chemi-cal, and biological weapons, and from ter-rorist groups.

3.

Both nations might feel that they might need nuclear weapons for defense against others who have these weapons.

4.

Sample: Most will be disappointed; some would accept the nations’ decisions while others might try to make changes.

5.

Students should support their answers with specific examples from various peri-ods of history. They may also create hypo-thetical examples to help explain their answers.

●

Writing About History

A well-constructed opening paragraph should contain a thesis statement, but it should also begin with a hook, or opening, that engages readers with specific details.

For additional assessment, have students access

Progress Monitoring

Online

at

Web Code nba-3441.

L3

L3

L2

L2

L4

Answers

Caption

They believe that Iran may be develop-ing nuclear weapons, which it might use to threaten neighbors or pass on to terrorists.

President Bush claimed that Iraq was produc-ing WMDs.

L1

44

Coalition forces helped Afghanistan hold elections for a new govern-ment. The new government lifted many harsh Taliban laws, such asthose that forbid girls and women from getting an education. From hide-outs along the Pakistan border, Taliban fighters resisted the new govern-ment and its Western allies. The war soon spilled into neighboringPakistan, where Taliban and al Qaeda fighters took refuge.

War in Iraq In 2003, President Bush urged Congress to agree to aninvasion of Iraq, citing intelligence reports that said Iraq was secretlyproducing WMDs. The Bush administration also suggested that Iraq wasinvolved in the 2001 terrorist attacks against the United States. The warwas bitterly debated among Americans and around the world, because noWMDs were found after the U.S. invasion.

A 2008 report by the Senate Intelligence Committee said that prior tothe invasion, the Bush administration had repeatedly exaggerated thethreat posed by Iraq. The report also revealed that there had been nocredible intelligence to support the Bush administration’s claims thatIraq was developing nuclear weapons, or that Iraq had longstanding tiesto terrorist groups.

Threats From Iran and North Korea When Iran announced a planto develop nuclear power plants in the early 2000s, the United Statesand other nations feared that Iran truly intended to develop nuclearweapons. Although Iran insisted its nuclear energy program was for peace-ful purposes, the UN Security Council imposed some sanctions on Iran.

For years, North Korea violated its agreement under the Nuclear Non-proliferation Treaty and worked on developing nuclear weapons. Ten-sions grew as the United States tried to pressure North Korea’s regimeto stop its nuclear weapons program. In 2003, North Korea withdrewfrom the NPT. In 2006, it tested a small nuclear bomb.

Many people feared that if Iran or North Korea developed nuclearweapons, that nuclear technology could be passed on to terrorist groups.A nuclear-armed Iran or North Korea also posed threats to their regionsand to world peace.

Why did the United States invade Iraq?

Progress Monitoring OnlineFor: Self-quiz with vocabulary practiceWeb Code: nba-3441

Terms, People, and Places

1. For each term, person, or place listed at the beginning of the section, write a sentence explaining its significance.

2. Reading Skill: Compare and Contrast Use your completed chart to answer the Focus Question: What kinds of threats to national and global secu-rity do nations face today?

Comprehension and Critical Thinking

3. Draw Inferences Why might the United States and Russia be reluctant to fully commit to nuclear disarmament?

4. Predict Consequences How might nations around the world react should Middle Eastern nations democratically elect Islamic fundamentalist governments?

5. Demonstrate Reasoned JudgmentDo you think that “preemptive” wars, or wars waged to prevent other wars or attacks, are sometimes necessary? Explain your answer.

● Writing About History

Quick Write: Draft the Opening Paragraph The paragraph that opens your essay is the place to grab the reader’s inter-est. Remember that if the reader loses interest after reading the first paragraph, he or she is unlikely to continue reading. Draft an opening paragraph about threats to global security, using specific details to grab the reader’s interest. An opening such as “There are many threats to global secu-rity” is much less compelling than a description of a specific threat.

Iran’s Nuclear PlansIranians form a chain around a nuclear research facility to show their support for their country’s nuclear program. Why do Western nations object to the program?

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