Core Questions:

• What are the effects of colonial/imperial control on local populations? How have colonized regions organized themselves to counter these effects?
• Are nationalist organizations a strong force to oppose colonial control?  What are the on-going struggles that have not yet been resolved?
• Is the trend of globalization in fact a new form of imperial control (neo-colonialism)?  In which ways do non-western countries contribute to globalization?

Overview: In this unit, students will research the organizational structure of OPEC and its political and economic role. The class will simulate an OPEC meeting, using parliamentary procedures to discuss policy issues.

Time Required: 10 -15 class periods of 45 minutes. To go through the materials on OPEC could take 4 - 5 class periods. Explanation of the simulation, assignment of teams to represent the countries, and explanation of parliamentary procedures will take 1 period. Library time to work on the simulation's research is 1-2 periods.  The OPEC meeting (in formal committee session) should take at least 3 periods to discuss one agenda topic and up to 6 if two agenda topics are attempted. 1 period to debrief is suggested.

Suggested Grade Levels: Grades 8 - 12

Interdisciplinary Applications: Social Studies, Business Education

NJ Core Content Standards: 6.3: #9-14; 6.4: #9,11,12; 6.5: #17,18; 6.6: #11-16; 6.7: #11,12; 6.8: #16,17; 6.9 #6-8.

Instructional Objectives:

1. Students will determine the effectiveness of "economic" nationalism as a force against imperial control from Western oil companies through guided reading and simulation/role play.
2. Students will describe the circumstances that led to the formation of the OPEC cartel and evaluate the responses by industrialized countries to the formation of this cartel and the attempts by OPEC to nationalize private oil development in their nations.
3. Students will evaluate an OPEC meeting where the fragile nature of this cartel and its response to current political disturbances (United Nations sanctions limiting Iraq's production) and economic conditions (slowing economies and slowing demand for oil) are clear.

Strategies:

1. Complete the background research and print copies of any packets that you have gathered on OPEC.  If you intend to do the simulation, it is suggested that you give it to your students before beginning the unit. Assign students to represent specific OPEC countries. Then students should perform research in class, at home or in the library.
2. Before the simulation, instruct the class on parliamentary procedures. During the simulation, the class will follow these procedures while the teacher moderates. Print out placards that each delegation in OPEC could raise in order to be recognized in committee sessions. Students should take notes of the proceedings in their progress log as they participate.
3. After the simulation, the teacher should lead a class discussion for students to debrief the proceedings. Using a progress log and other assessment materials, students will write a report on the proceedings.

Materials:

• OPEC placards (MS Word)
• OPEC parliamentary procedures chart (MS Word)
• Assessment material worksheets
• OPEC research packets

Resources:

• OPEC Simulation Briefing Packet, parliamentary procedures chart, Progress Log (a time management tool for students,) and assessment rubric, and resolution writing worksheet (all on one WORD file) This allows you to modify the document as needed as time goes by. Once it comes up, save the file to your computer, floppy, or network drive. All of the materials needed are in this file except the country placard.
• The OPEC nations' placards Change the country name and print one for each of the eleven members.
• OPEC research packets can be compiled from the following sources:
  • The Department of Energy's Energy Information Agency info on OPEC
  • OPEC-The Organization of Petroleum Exporting Countries
  • Arabnet--Information on Arab countries in OPEC can be found here
  • MBendi-Information on African countries in OPEC
  • The UNITED NATIONS--sanctions against Iraq can be found here
    A suggestion would be to read Daniel Yergin's THE PRIZE: THE EPIC QUEST FOR OIL, MONEY & POWER (first published in 1991), which details the history of oil development. The history of OPEC is also chronicled.  This book was turned into a wonderful video program--complete with interviews with many of the people who made this history.

Assessment:

• Written reports (individual grade): 30 points
• Research binder (individual grade): 20 points
• Oral participation in conference (individual grade): 40 points
• Progress Log (web sites, works cited, dates): 10 points
  
  The alternate grading rubric has its own point valuations.