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****** *** *** * Wednesday, May 26, 1993
* * * * * *
* * * * * *
* * * * * *
********** *** *** ANCHOR DESK _____________________________
********************************************************************
* Take advantage of America OnLine's great new purchase order *
* pricing for schools and teachers. From CNN NEWSROOM Guides *
* to maps, AOL offers a wealth of classroom resources. *
* To order, please call 1-800-344-6219. *
********************************************************************
DAILY NEWS BRIEFING
--------------------------------------------------------------------
Title # Program Rundown Time
--------------------------------------------------------------------
OPENING 1 :45
TOP STORY 2 Tension remains high in Guatemala after 2:55
President Serrano declares rule by decree.
WORLD 3 . . . to the coup in Guatemala 1:00
REACTIONS
DID YOU 4 430,191 people applied for political asylum :30
KNOW? in Germany in 1992.
GERMANY: 5 (Part II of our series) Many young Germans 4:20
INVISIBLE have chosen violent means to voice their
WALLS frustrations.
OUR WORLD 6 SEGA RATINGS . . . KID STRESS . . . :50
LOOK AHEAD 7 REAL NEWS FOR KIDS, Sat. 8:30 a.m., CNN :30
BUSINESS 8 One American company relocates after an 3:10
DESK attempt to operate South of the Border.
CLOSE 9 1:00
------------------ EDITOR'S NOTE: TODAY'S NEWS TERMS ---------------
rule by decree coup Mayan civilization reunification
"skinheads" "auslanders" Neo-Nazis growing pains
--------------------------------------------------------------------
COPYRIGHT (C) 1993 CABLE NEWS NETWORK, INC. ALL RIGHTS RESERVED.
COPYRIGHT (C) 1993 TURNER EDUCATIONAL SERVICES, INC.
ALL RIGHTS RESERVED.
May be reproduced for class- Curriculum materials by
room use with CNN NEWSROOM Teachable Tech, Inc.
ANCHOR DESK May 26, 1993 (2)
TOP STORY - GUATEMALA COUP
1. Why has President Serrano declared a military coup? In your
opinion, what other courses of action could the President have
taken to maintain order and address political dissent?
2. What impact might the situation in Guatemala have on other
fledgling democracies on the continent? Have students use
political maps and news sources to:
A. Investigate the kinds of government in power in other,
similar countries in the region.
B. Assess the political and economic stability of these
countries and their relations with Guatemala.
Ask students to prepare a regional impact assessment of the
events in Guatemala. Share and discuss student assessments.
Utilize them in analyzing events in the region as they unfold.
GERMANY - THE INVISIBLE WALLS
3. What is an "auslander"? Why is much of the violence expressed
by German teens directed towards auslanders? How are these
outsiders identified? What might German schools do to help
resolve the issues, feelings or prejudices that have arisen
from the violence? Are there any parallels in U.S. history
that might serve as useful analogies and that suggest
resolutions? Discuss.
4. What is a Nazi? Why have some German teens adopted symbols and
attitudes similar to those espoused by the Nazi party in '30s
Germany? What effect do you think this appearance has on
senior generations of Germans who lived through WWII?
5. Distribute the STUDENT RESOURCE (pg 4). Divide students into
groups. Have groups use the RESOURCE to compare the current
situation in Germany to Nazi Germany and speculate on the
possibility of an extremist movement evolving in modern German
politics. Students should:
A. Research the current economic, political and social
conditions that exist in Germany. Compare these
conditions to those described in the RESOURCE.
B. Investigate what safeguards exist in the current German
Constitution that limit the possibility of an extreme
political organization attaining political power.
C. Discuss these constraints and decide if they are
sufficient, given the upheaval that Germany has recently
undergone. Groups should consider the impact of:
- Difficulties in the reunification of E. and W. Germany.
- Germany's role in a more unified European Community and
the effects of the Maasricht Treaty.
- Popular fears for national identity and sovereignty.
Have groups share their investigations and their opinions about
Germany's political future. Can the German constitution be
modified to guarantee the rights of all Germans without
limiting freedom of expression? How?
***** * * ***** ***** * * ***** ***** ***** May 26, 1993 (3)
* * * * ** * * * * * ** **
**** * * *** * * * * *** *** ***
* * * * ** * * * * * ** ** MEXICAN
***** ***** ***** ***** * * ***** ***** ***** DESK: COMPANIES
1. PREVIEWING: What is "overhead"? List some expenses that might
fall into the category of "overhead."
2. AFTER VIEWING: Why have some American companies chosen to move
their operations out of the U.S.? Why did the Quality Coil
Company move back to the United States?
3. What is "productivity"? According to Carla Anderson Hills,
former U.S. Trade Representative, how does the productivity of
American workers compare with that of their Mexican counter-
parts? Working in small groups, have students research and
create bar graphs comparing worker productivity statistics
among several countries. Have groups cite the sources of their
statistics and present their graphs to the class. Have the
class brainstorm a list of factors that might contribute to
low worker productivity. What can be done to reverse those
statistics? Discuss.
4. What other costs are involved in operating a small business?
Have each group of students interview a small business owner in
your community to get answers to the following questions: What
are some of the indirect costs that your company must consider
in its operation? (EXAMPLES: health insurance for workers,
utilities, payroll taxes like FICA, etc.). What percentage of
your revenue would you estimate goes to pay these indirect
costs? Have groups report back to the class. Were students
surprised by any of their findings? If small businesses
generate the majority of new jobs in the U.S. today, should the
federal government provide incentives to help them operate more
efficiently and stimulate their growth? Why or why not? If
so, what ideas would you suggest?
5. Have groups research to determine the characteristics that
businesses look for in establishing or expanding their
operation in a new region. Have groups exchange information,
then brainstorm a list of your community's positive aspects
that could attract business. Using the list, have students
produce a brochure aimed at attracting business to your
community. Submit it to the local Chamber of Commerce for
their consideration.
------------------EDITOR'S NOTES: TODAY'S TERMS--------------------
manufacturing productivity workers' compensation trade barriers
***** ** ** * May 26, 1993 (4)
* * * * * *
* * * * * *
******** ** ** STUDENT RESOURCE: NAZI GERMANY - A HISTORY
--A dispute over Serbia between Imperial Germany and Russia started
WWI in 1914. The war created great food shortages and intoler-
able costs in machines and men. Germany sued for peace.
--After WWI, the German people revolted against Imperial rule and
declared a republic. The Social Democratic Party took control.
--In 1919, a freely elected assembly met in Weimar, Germany, to
write a constitution and a coalition government was formed.
This government was forced to accept the punitive peace terms
of the Treaty of Versailles. Germany lost large amounts of
land, people and natural resources and was forced to pay
enormous financial reparations. This crippled Germany's
recovery from WWI.
--Political parties splintered due to this pressure and it was hard
to make policy decisions as coalitions often fell apart over
issues. In 1923, one of the smallest political parties, the
National Socialists (Nazis), led by Adolf Hitler, an ex-Army
corporal decorated in WWI, staged a failed coup in Munich.
--The Weimar Government coalition became increasingly reliant on the
conservative military to provide stability.
--The Versailles reparations were bankrupting Germany. Rampant
inflation caused Germany's failure to continue payments. In
retaliation, France occupied the Ruhr industrial region and
Germany's economy collapsed.
--Gustav Stresemann, a Republican, helped rebuild Germany by issuing
new currency, negotiating easier reparation terms and improving
relations with Germany's neighbors.
--The 1930s depression ended Germany's revival. Conditions caused
political parties to splinter again into radical groups and the
government functioned by emergency decree. The Nazi and Commu-
nist Parties benefited, offering radical economic solutions and
appealing to the population's sense of national pride. By
1932, the Nazis were the largest party in the government.
--In 1933, President Hindenburg appointed Hitler Chancellor, con-
vinced that he would be the best man to restore order. Hitler
quickly established a totalitarian state, purged his own party
of any opposition, set up a ruthless secret police force, the
Gestapo, and organized concentration camps through the party's
para-military SS to imprison any dissenters.
--Hitler began a campaign of Anti-Communism and Anti-Semitism in
1935. Jews were deprived of their civil rights, imprisoned
and, eventually during WWII, exterminated en masse. Many
Germans of non-German descent, Russians and Communists suffered
the same fate. The Nazi Party started significant state
economic and military programs to rebuild the German economy,
provide employment and win the confidence of the German people.
--Adapted: Academic American Encyclopedia. 1993. Grolier Elec. Publ.
*** END OF FILE *** Close Buffer *** Press [ENTER] to Continue.