Bell Ringer #1 for 11-16-15

Go get a dark blue Global book. Pick one country from page 502-507 of our text book and compare their country profile with that of the United States. List three things that are drastically different than the United States.

The SWBAT know some basic understanding of some of the cultural characteristics of many of the countries in Africa.

11-16-15• Library time for half

the class to work on Brochures and essays

• Bell Ringer #1 and discussion

• African demographics activity

November 18

The students will examine, explore, and study the religion, culture, government, economics, and geography of many African countries.

The students will be introduced to African vocabulary for the upcoming unit and will begin to understand the definitions of the provided terminology.

Journal 2 – List 3 things you know about Africa.

• Half the class we will be in the library• Slave Trade – Ted Talks

November 20, 2015

• Go to the library for first half of class. European Union Brochures and significant person essays due.

• Bell Ringer• Crown a champion• Ted Talks or CNN

Student News

Bell Ringer #3 for 12-1

Why is Africa so poor? What keeps many of the countries from becoming more developed?

The students will examine, explore, and study the religion, culture, government, economics, and

geography of many African countries.

Bell Ringer #3 and discussion CNN Student News African notes African vocabulary

Welcome to AfricaAfrica is the second largest and second most populated continent in the world.

Africa by the Numbers

Covers over 11,700,000 square miles

54 Nations

Over 1,000 languages are spoken

1.1 billion people (2nd largest)

Geography Largest cities

• Lagos, Nigeria has an estimated 21 million people• Cairo, Egypt has an estimated 17 million people

Mount Kilimanjaro in Tanzania • Tallest mountain in Africa at 19,340 feet

Lake Victoria• Feeds the world’s longest river, the Nile at 4,258 miles

Sahara Desert• Largest desert in the world

Africa is a Divided ContinentDifferent Racial & Cultural Zones

Sahara DesertNorthern Africans

• Light-Skinned • Speak Arabic • Muslims

Sub-SaharanAfricans

• Black Africans • Bantu/Swahili• 1000’s of tribes & cultures

Colonization Portuguese established coastal

colonies in the 15th century

Europeans penetrated the African interior by the late 1800’s

British and French Missionaries• Established primarily Catholic and Protestant

colonies.

Political Change in Africa By WWI only Liberia & Ethiopia

remained free

The second half of the 20th Century brought independence

Independence did not mean freedom Anarchy, Civil War, Dictatorships…

Tribal loyalties often take precedence over allegiance to the new nations.

Africa Today

Religion

Animism is practiced in Africa North Africa – Islam Sub-Sahara – Animism & Christianity

The African Economy Economics – Highly dependent on

mineral resources such as diamonds, gold, platinum, etc.

Developing – Most of the countries are classified as developing. Why?• Low literacy rates and low per capita GDP’s• Religious and tribal differences are responsible for the lack of

national unity and economic prosperity.

December 3

The students will continue to explore and examine African countries as they are introduced to Apartheid. The students will be able to define Apartheid and they will understand how it impacted South Africa.

Journal 4 – What is Apartheid? Who was Nelson Mandela?

• Significant person review• Nelson Mandala – Video Clip• Notes over Apartheid• CNN Student News?

APARTHEIDRACIAL SEGREGATION IN

SOUTH AFRICA

History Before Apartheid

1,500 years ago: Bantu migration south

1600’s: 1st Europeans became known as Afrikaners, spoke Afrikaan

Colonizers: British, Dutch, French, and Germans

Black South Africans battle with whites

1800’s: White settlers forced Black Africans off the best land. 

English and Dutch colonized the area in the 17th century

1800’s: White settlers forced Black Africans off the best land. 

Battle over this land between the several countries

Fertile farmland and mineral resources

Diamonds, gold, and platinum mines

Mild climate

South Africa

Union of Africa Under the British

• Natives Act Land of 1913: Blacks could only live in 8% of the country. The rest of belonged to whites.

• Blacks could work in white areas for very low wages

• Blacks could not own land in white areas

• 1920: law passed separating black and white workers. Highest paying and best jobs went to whites.

Apartheid: 19481948: The Nationalist Party won the election and took over the country. They added new laws to white power determining where others might live, go to school, and what jobs they may hold. These laws were called Apartheid laws.

Definition: Separateness or a system of racial segregation

A system of legal racial segregation enforced by the Nationalist Party in South Africa from 1948 to 1994

Black South Africans were stripped of their rights and minority rule by white inhabitants was enforced.

Apartheid

Laws under Apartheid Blacks (71% of the population) were denied citizenship and

could not vote

Access to public facilities were denied or separated (libraries,

restrooms, water fountains, etc.) Whites (16%) had all rights,

mixed race (10%) some rights, and Asians (3%) had few rights

Prohibition of marriage between non-whites and whites

White only jobs

1951 formed African reserves or homelands where blacks were separated up to three hours away

Citizens only of the homeland, not South Africa

Must have passes to leave the homeland

They were aliens in their own country

Non-whites were required to register (Population Registration Act) and carry “pass books” containing fingerprints, photo and information for access to non-black areas

Bantu Authorities Act

Differences Under Apartheid Apartheid and the People of South Africa Category Blacks Whites

Population 19 million 4.5 million

Share of National Income 13 percent 87 percent

Ratio of average earnings 1 14

Minimum taxable income (1976)

360 rands$432 US

750 rands$900 US

Doctors/population 1/44,000 1/400

Infant mortality rate 20% urban40% rural

2.7%

Annual expenditure on education per pupil

$45 $696

Teacher/pupil ratio 1/60 1/22

Response to Apartheid 1950’s and 60’s: peaceful

protests

1953: Public Safety Act

African National Congress (ANC) was established, but outlawed by the government

1960: Sharpeville Massacre (69 killed and 187 wounded)

1962: Nelson Mandela, former ANC member was arrested and sentenced to life imprisonment.

Response to Apartheid 1970’s: protests grew in force and other

countries joined the fight

1974: South Africa was expelled from United Nations

Economic sanctions were imposed: closing of multinational corporate activity in South Africa, trade and aid restrictions, embargo on products made in South Africa

Athletes were banned from the Olympic Games and other international sports events for 21 years – until 1991 

The End of Apartheid 1990’s: weak economy and

continuing protests

President F. W. de Klerks passed legislation that tore down apartheid system

April 1994: South African Blacks were allowed to vote for first time for their new government ending Apartheid. Nelson Mandela, a black man, was elected President

The Truth and Reconciliation Commission

Created by Mandela and chaired by Archbishop Desmond Tutu. Commission heard testimony by thousands of South Africans involved as victims or perpetrators of crimes under Apartheid. Commission decided on amnesty for those who confessed their crimes and were truthful – advocated reparations for victims, but have not yet been awarded by the government.

The End of Apartheid

• ANC still in power • Africa still remains a divided and segregated society• Living in different neighborhoods• Less paying jobs as whites controlled largest businesses• Half of population still lives below the poverty level• Massive unemployment• Reverse Discrimination• Still a two nation dynamic: white and rich, black and poor.• Failure to invest in education, social services,

infrastructure • Rising crime and highest rates of HIV in the world (20% of

adult population is HIV-positive)

Over 20 Years after Apartheid

Bell Ringer #5 for December 7

• What does the term genocide mean? Can you give two examples?

December 7

The students will know what the term genocide means and be able to give examples of it throughout the world. They will also be able to understand how it has affected the world and solutions for preventing it.

(Review) Who was the president of South Africa credited with helping to end Apartheid? Give an example of the living conditions under Apartheid in South Africa?

Today• Bell Ringer• Quiz over Significant people (Review beforehand)• Lucy’s Presentation over the Congo. Thank you so much.• Notes over Genocide• Possibly start Rwanda and video guide if we have time.• Make sure African vocabulary is finished.

Bell Ringer #6 for December 9

• What do you feel human beings can do to prevent racial injustice, such as Apartheid, or acts of genocide from occurring in the world?

• What is social injustice? Give an example.

Bell Ringer #7 for December 9

• Learning outcomes. Number your paper from 1-10.

December 9, 2015

The SWBAT better understand the concept of genocide by watching parts of Hotel Rwanda. We will also continue to explore and review the culture of Africa through learning outcomes.• Bell Ringers 6 and 7. (7 is learning outcomes)• CNN Student News and discussion• Hotel Rwanda and video guides.

Bell Ringer # 8 and 9 for December 11

• Bell Ringer #8. Define the following: minority, race, and ethnicity.

Define: discrimination, prejudice, and racism

• Read hopes for S. Africa’s future and answer questions 1-5.

• Discussion these two bell ringers as a classs

Activities for Friday December 11

• Bell Ringers 8 and 9 and discussion.• Discrimination activity in class• Brief discussion over colonization of Africa.• Continue with Hotel Rwanda and video guide.

Bell Ringer 10 and 11 for Dec 15

• Bell Ringer 10. What influence do you think the U.S. has on Africa? Why do they not do more.

• Bell Ringer 11 Learning outcomes (Number your paper from 1-10.

December 15, 2015

The SWBAT to better understand the culture of Africa through readings, discussion, review, and video in preparation for the upcoming African Quest.• Bell Ringers 10 and 11• CNN Student News and discussion• Review for African Quest on Thursday• Hotel Rwanda and video guide.

Bell Ringer #12 for Dec. 17

Name three things you have learned about the culture of most of the African countries. Think about religion, government, economics, etc. etc. You will then share one of these with the class.

Agenda for December 17, 2015

• Bell Ringer• Review• Quest over Africa• Collect Bell Ringers for Africa• Kony Presenation

What to do with African Conflicts?

How does the United States handle present day conflicts that are influenced by the past?

What is Genocide?

The deliberate and systematic extermination of an ethnic, racial, political, or religious group.

Reasons for the United Nations involvement in Sub–Saharan Africa

Colonial rule created numerous issues throughout Sub-Saharan Africa, and currently 7 of the 15 United Nations peacekeeping missions are in Africa.

Rwanda and Sudan have been urgent and devastating.

Stages of GenocideClassification – “Us vs. Them” mentality, creation of categories for different people

Symbolization – Names or symbols are given to the classifications

Dehumanization – Deny the humanity of the group.

Preparation – Victims are identified and separated out because of their ethnic or religious identity

Extermination – Mass killing

Denial – Perpetrators burn the bodies, cover up evidence, intimidate witnesses, and admit nothing.

Somalia

Somalia 1992• Years of warfare among

rival clans caused famine on a biblical scale. 300,000 civilians died of starvation.

• Mohamed Farrah Aidid, the most powerful of the warlords, ruled the capital Mogadishu.

• Aidid seized international food shipments at the ports. Hunger was his weapon.

• The world responded. Behind a force of 20,000 United States Marines, food was delivered and order restored.

• Aidid waited until the Marines withdrew, and then declared war on the remaining United Nations peacekeepers.

• In June, Aidid’s militia ambushed and slaughtered 24 Pakistani Soldiers, and began targeting American personnel.

April 1993

Saturday, October 2, 1993• At a Red Cross Food

Distribution Center unarmed civilians were fired upon.

• “This food is the property of Mohamed Farrah Aidid. Go back to your homes.”

• Delta Force was advised not to assist because they were not being fired upon themselves.

▫Black Hawk Down

The Result• The situation became dire when in one attempt to capture Aidid two Black Hawk helicopters were shot down, and a firefight ensued.

• The situation proved to be disastrous for the U.S. and created reluctance to enter Africa in the future.

• Today Somalia still suffers from severe governmental and economic instability.

Rwanda

Rwandan Genocide

Hutu• Majority of the

Rwandan people• Discriminated against

by the Belgians• Shorter, dark skinned

Tutsi• Minority of the

Rwandan population.• Favored by the Belgian

colonists• Taller, lighter skinned

Rwandan Refugee Camp in Zaire

Rwanda and Burundi were torn by ethnic strife since independence from Belgium in 1962.

Hutus make up 85% of population while the Tutsis 15%. Hutus were farmers, while the Tutsis were more aristocratic.

Belgians gave Tutsis more land rights and more privileges as well as government jobs solely to them. When Belgium lost control in 1962, it tried to set up a Tutsi government.

When the Belgians left there was a power vacuum and the area split into two:

• Rwanda – controlled by Hutus

• Burundi– controlled by Tutsis

In 1990, the Rwandan Patriotic Front (RPF) attempted to overthrow the Hutu led Rwandan government.

UN peacekeepers tried to stop the violence. Peace accords were signed in Aug. 1993, but after a plane crash killed the presidents of both Rwanda and Burundi, ethnic violence erupted.

11 UN peacekeepers were executed because they were in the way.

Armed with grenades, AK-47s, and machetes, Hutus slaughtered an estimated 800,000 Tutsi and Hutu sympathizers in 100 days.

Tutsi’s were told by radio to stay in their homes while a 30,000 member militia group, known as the Interahamwe ravaged through neighborhoods, and ordinary Hutus killed their Tutsi neighbors.

The killings went 5 times faster than the Nazis killed in WWII.

The genocidal slaughter has been shown to have been carefully orchestrated by the Hutu government in advance.

Despite horrific reports of genocide, no other country came to the Tutsi's assistance.

The UN, already stationed in Rwanda, withdrew soon after their 11 soldiers were killed.

A Tutsi rebel force, the Rwandan Patriotic Front, swept across the country in a 14-week civil war that overtook the Hutu extremists

Resulted in 1.7 million Hutu refugees in the Congo.

Sudan

Sudan has been at war with itself for more than three-quarters of its existence

The First Sudanese Civil war took place from 1955-1972 and was between the north and south.

The Second Sudanese Civil War started in 1983 and continued until peace was negotiated in 2005.

During the second civil war, more than two million people were killed and more than four million have been displaced.

The Lost Boys of Sudan are a group of boys – girls were also displaced and targeted – as young as six years old who walked a distance equivalent to walking from Denver to Chicago. It took 3 months and over half were killed or captured.

In 2003, people in the Darfur wanted fundamental human rights. The government in Khartoum feared this, and hired the Janjaweed to exterminate the black African groups in the Darfur.

The Janjaweed enter villages to rape, burn, and slaughter.

According to BBC news, the death toll is estimated at 300,000 with close to 2 million displaced in refugee camps in Chad, where disease and famine run rampant. The Sudanese government disagrees as they estimate 10,000 deaths.

Today, reporters and humanitarian aid have been blocked by the Sudanese government so that very few images of what is happening can be captured.

While there are no public auctions, modern slavery exists in Sudan. Several thousand have been enslaved in Sudan in the past ten years.

Often, the northern forces seize the southern Animists. They are used as forced labor, sexually exploited and in some cases sold to other “masters”.

The government denies slavery exists. However, it is reported the government tends to look the other way as they use slavery as a way to rid themselves of their enemies.

“Only the dead have seen the end of war.”

-Plato

November 3 and 4

Journal 6

Who or what is considered to be a man’s best friend?

Who or what is considered to be a woman’s best friend?

What type of ring is typically purchased for a marriage engagement?

What does a diamond represent?

November 3 and 4

The students will continue to explore conflicts in Africa, specifically blood diamonds, and their impact in Africa and across the globe. The students will be able to define a “conflict diamond” and they will identify which company controls the diamond market.

• De Beers – Video Clip• Conflict Diamonds – Notes and Discussion• Conflict Diamonds – Video Clip• I Know, I Know, I Know – Unit Review

Military Engagements to Engagement

RingsThe Path of Conflict Diamonds

Where Are Diamonds Found?

Rough diamonds are found by mining below the earth’s surface or river beds and streams through “alluvial” mining.

Most of the diamond deposits currently mined in places such as Sierra Leone and Angola are alluvial, requiring only a shovel, a pan, and hard labor.

Illusion of Scarcity

Illusion of Scarcity• Prices depend on the perception of scarcity. If diamonds are

perceived to be rare, prices will remain high. If new diamonds flood the market, prices will plummet.

• In the 1870s, large diamond deposits were discovered in Africa, allowing unprecedented numbers of diamonds to enter the open market.

• Diamond investors formed De Beers Consolidated Mines, Ltd. to control diamond production, perpetuating the illusion of scarcity.

• Through its enormous wealth, power, and influence, De Beers purchases large amounts of diamonds whenever countries attempt to flood the market.

• Because of De Beers, diamond prices have remained steady and expensive despite civil wars, slavery, and conflict

Exploitable Resource• In areas such as

Sierra Leone alluvial mining allows easy access to quality rough diamonds.

• The artificially high

price has encouraged rebels to take control of mining areas to make quick and substantial profits.

• Rebel groups such as the Revolutionary United Front (RUF) force civilians to mine for diamonds.

Diamonds Fund and Fuel Conflicts

• Rebel groups such use their diamond profits, upwards of $300 million a year, to buy weapons and supplies to sustain their military and mining endeavors.

• In the past decade, over 6 million people from Sierra Leone, Angola, Liberia, and the Democratic Republic of the Congo have become refugees after being forced from their homes by diamond fueled conflict.

• Millions more have died in diamond related conflicts over the past decade. Experts estimate conflict diamonds account for more than 4,000,000 deaths.

Abuses of Human RightsCruelty includes the abduction and training of child soldiers, amputations, abductions of male mine workers, and the use of rape as a tool of war.

Diamond profits allow for prolonged conflicts and the ongoing abuses of human rights in conflict areas

Despite UN efforts and attempts at diamond certification, the illegal sale of diamonds remains a profitable and dangerous business.

“A Diamond is Forever”

Diamond engagement rings were not common until 1947, when De Beers launched its famous “A Diamond Is Forever” marketing campaign.

The advertising campaign:

• Diamonds are rare

• Diamonds can never be parted with

• A man is expected to spend at least one month’s salary on a diamond engagement ring

• Diamonds are the only way to express true love.

“A Diamond is Forever”

De Beers has encouraged jewelers to loan diamonds to celebrities for prestigious events, solidifying a diamond’s association with wealth, prestige, and celebrity.

De Beers controls more than half the world’s diamonds today at 60%.

The United States is the largest market for diamond jewelry, buying nearly half of the $56 billion in diamonds sold last year.

The Conflict DiamondForced labor pulls diamond out of mine or river

Rebel groups take diamond from labor

Rebels sell the diamonds to smugglers or trade them for guns from warlords

Smugglers or warlords say the diamonds are not conflict diamonds and sell them on the open market

Consumers, mostly Americans buy the diamonds not knowing their money is going towards murders and kidnappers

Conflict Free Diamonds?

• Because diamonds are small and easy to transport, it is difficult to track all diamonds leaving a given country.

• Diamonds from conflict regions are often mixed with legitimate diamonds and certified as conflict free.

• Many diamond experts claim they can examine a diamond and identify its origin, down to the very mine from which it came.

• Other industry experts claim that smuggling and mixing diamonds from different origins makes it nearly impossible to know if a diamond came from a conflict area.

The Kimberley Process

In 2003, the Kimberley Process Certification, an initiative developed by governments, the diamond industry, and civil society was introduced to help reduce the flow of conflict diamonds.

The Kimberley Process is a voluntary initiative that requires participants to certify shipments of rough diamonds are conflict free.

The diamond industry also voluntarily agreed to implement a System of Warranties, designed to help trace rough diamonds from mining to point of sale.

The Kimberly Process

• While the Kimberley Process has not solved the problem of conflict diamonds, it has reduced the amount of conflict diamonds sold into the open market.

• Currently, violence funded by conflict diamonds is escalating in the Ivory Coast, proving there are serious loopholes in the Kimberley Process.

• Recommendations to strengthen the Kimberley Process include increasing government oversight of the diamond industry and strengthening government enforcement policies.

Exit Ticket1. What is a conflict or blood diamond?

2. How does the sale of conflict diamonds increase human rights abuses?

3. In what ways has American culture been affected by diamond advertising and the role of diamonds?

You may not use your notes or my notes for the Quest, but you can use your one page ___________ ___________.

Sudan and Rwanda are considered to be _______________________ countries.

Developing nations have a lower number of adults who can _________________.

Africa’s diverse geography and climate contributes to its diverse _____________.

What is the most prevalent terminal disease in Africa?

Racial segregation in South Africa was called __________________.

Where is animism predominantly practiced in the world?

A __________________ economy is often practiced in Africa. It is a system in which production is the result of ritual, habit, and custom.

Ethiopia and Somalia are located in the __________________ region of Africa?

Lake Victoria feeds the _________River, which is the longest river in the world

Re +

Africa’s most likely depends on its abundant ___________ __________.

___________ __________ was the president of South Africa credited with ending Apartheid.

ggfgfgfg

In 2011, ___________ __________ was established as a new country

There is ongoing conflict in the ______________ region of Sudan.

Mount __________________ is the tallest mountain in Africa.

The _________________ Desert is the largest desert in the world.

The two dominant religions in Sub-Saharan Africa are _______________ and ________________.

Living under Apartheid blacks were forced to live in areas referred to as their ________________________.

The children from the Darfur region are known as the ____________ ___________ of Sudan.

Two countries that colonized Africa were ____________________ and ____________________.

Deliberate and systematic extermination is know as _______________________.

The _____________ tribe was under attack during the Rwandan Genocide.

Forced labor is required to mine ________________ diamonds, also known as ____________ diamonds.

The slogan, “A Diamond is Forever” is the advertising campaign for the ____________________ company.

The ________________ _______________ is an organization in which European countries integrate the economies of members states, and promote cooperation and policy coordination.

From 1945 to 1989, the tension between the United States and the Soviet Union was known as the ____________ ____________.

Africa Map Quiz

Led by Martin Luther, the _________________ ____________________challenged the power of the Catholic Church

November 9 and 10

Journal 1: If you could spend the day with one living person that you have never met, who would it be? Why did you choose this person? Please be specific

If you could spend the day with one person from history that is not living, who would it be? Why did you choose this person? Please be specific.

• Global Tournament Draft• Global Tournament Bracket• Global Tournament Discussion

November 5 and 6

The students will complete their exploration of the culture in Africa and demonstrate what they have learned by meeting proficiency on a Quest.

Journal 7 – Name three things you learned about Africa during the unit?

• Africa Quest • 7 Journals - Due Today• Global Tournament – Introduction and Draft• European Map

June 30

Journal 6 – How did you do in the first round of the tournament? Were you satisfied with your results? Why or why not? Are you prepared for the second round?

• Tournament: Rounds 2 and 3

July 6

The students will continue to explore and examine African countries as they are introduced to Apartheid

Journal 4: Why did you think the United States failed to get involved in the Rwanda Genocide? Give your personal reflection of the movie Hotel Rwanda.

July 6

Global Perspective Influential Tournament

Journal 6: Who is the influential person you will be representing? Write down one reason you believe your contestant can win the tournament

The students will gain a global perspective and better understand how 22 famous world figures and leaders have influenced the world though a one minute competitive speech.

• Tournament

July 9

The class will be introduced to the European Union and explore how it impacts the culture of Europe.

Journal 1: How is Europe different from Africa? How is it different than the Middle East? How is it different than the United States? (List two differences for each)

Tournament Finals Tournament Quiz Notes over the European Union Map of Europe Video clip over the European Union European Union Brochure

European Union

A family of democratic countries committed to working together for peace and prosperity

Sometimes referred to as the United States of Europe

It does not replace existing countries They do have many things in common

and they make decisions as a group Initial countries were Belgium, France,

Germany, Italy, Luxembourg, Netherlands

History of the European Union

Formed after World War II Europeans did not want that kind of

killing and destruction again Started with six countries and was mainly

concerned with trade and commerce 27 countries now and 450 million people Europe is diverse, but it shares the values

of democracy, freedom, and social justice

Fewer borders,more opportunities

No passports needed to travel among EU countries

Shop in other countries for cheaper goods without paying extra taxes

One single currency, the Euro, allows shoppers to purchase merchandise throughout Europe

Air travel, internet access, phone, and power are also cheaper due to fair competition among all the countries in the union

Greener Europe

Environmentally conscious and they are working hard to protect the environment

Strict rules for waste disposal Rivers and lakes are cleaner Kyota protocol works to reduce emissions Strict emissions on vehicles

Education and equal opportunites for all

EU has opportunities for studies in other countries

Bans discrimination of any kind Men and women have equal pay for equal

work EU is a pioneer for women's rights

Euros

This is the currency used by 12 of the countries in the union. 2/3 of the population

This can be used in all the countries where the Euro is accepted

Common design on one side and home country on the other

Jobs and prosperity

Goal is to be the most knowledgeable and skilled in the world

One third of budget is used to stimulate the economy and add jobs

Training for unemployed and under qualified people

Focusing on high tech jobs for the future

Freedom, security and justice

Work together to battle terrorism Battle of cross border drug trafficking European arrest warrants EU makes it easier to solve border legal

conflicts, like marriage and divorce

Peace and Stability

War between the EU countries now is almost unthinkable due to the unity they developed

They are trying to spread peace and prosperity

They provide more humanitarian aid than anyone in Europe helping poor countries

Protects other countries Wants to be a model for the rest of the

world

A place in the Union

Any European country can join, provided it has a stable democracy that guarantees the rule of law, human rights and the protection of minorities

Must also have a functioning market economy and civil service capable of applying EU laws

It sometimes takes up to 10 years to become a member

They have a flag, national anthem, and EU day

July 10

The students will understand what the European Union is and the purpose of it.

Journal 1: How is Europe different from Africa? How is it different than the Middle East? How is it different than the United States? (List two differences for each)

Journal 2: What is the European Union? What is the good and bad things from what you have found out so far?

1789-1799

French Revolution

Three Estates/Absolute Monarchy

1st Estate was the church clergy2nd Estate included the Nobility3rd Estate were the peasants or the

bourgeoisies. This group was the majority.

How did it start?The French were in a financial crisisPeople were unhappy with the king3rd estate were being taxed heavily They wanted a new social order and led by

a few high ranking people took French control into their own hands

Third Estate broke away and created a National Assembly

Five Main Causes

Absolute MonarchyEstate SystemEconomic InequalityEnlightenmentOther Revolutions

New OrderKing was not happyPeasants raided the Bastille, which was a royal

fortress for ammunition.Clergy and common people met to bury

differences and change the way things were run.

Not as many taxes and laws for the peasants to pay

1791 a new constitution was developed.

King’s new roleHe could remain in power, but an elected

assembly would make the laws.King Louis tried to have other countries

attack FranceHe ended up trying to leaveThe king was sentenced to death and

executed in 1793 The monarch was abolishedFrance declared itself a republic

Committee of Public Safety

Maximilian Robespierre was in charge and took it a little too far.

Lots and lots of executions and turmoil

The RevolutionAn era of bloody years went by where over

16,000 people were guillotined.

A general named Napoleon Bonaparte took over and a new constitution took place in 1799

In 1804 he crowned himself Emperor of France

Revolution was over and a new empire had begun

Consequences A republic based on bourgeois replaced the

monarchy

Start of the modern world

More patriotism for country instead of the monarch

July 13

Journal 3: List 3 things you know about recent European History (1900’s to present.) List two things prior to 1900 that you are aware of.

Journal 4: What is the difference between a War, a Revolution, and a Civil War?

French Revolution Crash CourseFrench Revolution Hand OutEurope NotesEurope Review

Europe

Basic Geography

How big is it?3,931,000 sq miles

739,165,030 people (est. 2010)

Great Cities

Ancient Heritage

Europe Egypt, Middle East, China

» Large quantities of rainfall

» Limited need for irrigation

» Limited need for centralization of authority

» Few major geographic boundaries

» Limited Rainfall» Agriculture

dependent on large public works

» Highly centralized authority

» Major geographical boundaries

Does Geography Matter?

In Europe River Systems provide• Drinking water• Sanitation• Sewer/trash disposal• Trade opportunities• Not required for agriculture

Agriculture is based on rainfall

Allows for urbanization• Farmers • Craftsmen• Aristocracy

Individualized Wealth• Independent of State• Origins of the Middle Class

The Rivers of Europe

London- Thames

Paris - Seine

Kiev- Dnieper

Moscow – VolgaBerlin- Elbe

Vienna, Budapest, Belgrade, Zagreb – Danube

Warsaw- Vistula

Madrid & Lisbon- Tagus

OthersRhine Germany

Rhone Southern France

Identify the Countries

Countries in the European Union

» Italy

» Latvia

» Lithuania

» Luxembourg

» Malta

» Netherlands

» Poland

» Portugal

» Romania

» Slovakia

» Slovenia

» Spain

» Sweden

» United Kingdom

» Austria

» Belgium

» Bulgaria

» Croatia

» Cyprus

» Czech Republic

» Denmark

» Estonia

» Finland

» France

» Germany

» Greece

» Hungary

» Ireland

July 14

Introduction to Asia

Journal 5: List 3 things you know about the continent of Asia

Journal 6: What do you know about Gandhi and the country of India

European Quest

• Gandhi Video• Notes over Gandhi• Notes over Caste System• Map of Asia

Asia

Mahatma Gandhi

Born in 1869 in India and died in 1948

Most important figure in India in the 20th century

He went to London in 1888 to study law

Lived in South Africa where he took part in peaceful protests against the government's treatment of Indian settlers

Returned to India in 1915 and became one of the party's leaders

What did Gandhi do?

Encouraged Indians to boycott British goods and buy Indian goods

Taught passive resistance

Went to prison four times and while there went on hunger strikes

Death would have made international headlines and made the British look bad

More History

1931 went to England to negotiate and not much was accomplished

He eventually helped India gain their independence in 1947

Assassinated in 1948 by a Hindu fanatic who did not like that Gandhi felt Muslims had equal values to Hindus and no one was better than anyone else

World's oldest religion

Combination of religious, philosophical, and cultural ideas

Veda is the oldest readings of Hinduism

No specific founder

Hinduism

Brahma is the Creator

Vishnu is the Preserver

Shiva is the Destroyer

They also worship spirits of trees, plants, etc.

Reincarnation belief

Most Hindu's found in India

Hindu Deities

A form of social organization which places people into social classes they can't move from

People are born into the caste of their parents

They can only move up after they die

Outlawed in 1949 but it is still in practice for the most part

Gandhi's legacy was huge in India

Caste System

Brahmin: Priests, Scholars, and Religious officials

Kshatriya: Rulers, Landowners, and Warriors

Vaishya: Farmers, Merchants, Traders, & Craftsmen

Shudra: Servants and Basic Laborers

Untouchables: The dirtiest jobs, such as latrine or street cleaners

Varnas or Categories

July 14

From the information provided by the readings, notes and the video write an obituary about Gandhi using these guidelines.

An obituary tells the most important parts of a person’s life. However there are size restrictions on an obituary so writers need to be very selective, clear and concise.

Assignment: In 150-175 words (as close as you can get) write Gandhi’s obituary. Be sure to tell who he is and why his life was important.

Add an influential quote that Gandhi had. Why do you feel that it is important?

You will read this obituary to the class.

July 14

Students will learn about the importance and influence of Genghis Khan to Mongolia and all of Asia as well as the impact of Buddha and Buddhism.

Journal 7: What do you know about Buddhism and Buddha?

Journal 8: Who was Genghis Khan? What do you know about him?

Buddha VideoNotes on BuddhaGenghis Khan VideoNotes over Genghis KhanPower of the People

Religions of South AsiaReligions of South Asia

Buddhism in the Subcontinent

Buddhism in the Subcontinent

The essence of Buddhism

The essence of Buddhism The “middle way of

wisdom and compassion.”

2,500 year old tradition. The 3 jewels of

Buddhism: Buddha, the teacher Dharma, the teachings Sangha, the

community

Siddhartha Gautama (563-483 BCE)

Siddhartha Gautama (563-483 BCE) Born in NE India (Nepal)

Raised in luxury to be a king

At 29 he rejected his luxurious life to seek enlightenment and the source of suffering

Lived a strict ascetic life for 6 years

Rejecting this extreme, sat in meditation, and found nirvana

Became The Enlightened One at 35.

What is the fundamental cause

of all suffering?

What is the fundamental cause

of all suffering?

Desire!Desire! Therefore, extinguish the

self, don’t obsess about oneself

Four Noble TruthsFour Noble Truths

1. There is suffering in the world. To live is to suffer. (Dukkha) The Buddha discovered

this out when he was young and experienced suffering and death in others.

Four Noble TruthsFour Noble Truths

2. The cause of suffering is self-centered desire and attachments. (Tanha)

Four Noble TruthsFour Noble Truths

3. The solution is to eliminate desire and attachments. (Nirvana = “extinction”)

Four Noble TruthsFour Noble Truths4. To reach nirvana, one

must follow the Eightfold Path.

Eightfold PathEightfold Path

NirvanaNirvana The union with the ultimate spiritual reality.

Escape from the cycle of rebirth.

Tibetan BuddhismTibetan

BuddhismThe “Diamond Vehicle.” [Vajrayana]

Developed in Tibet in the 7c CE

A mix of Theravada and Mahayana

Boddhisatvas include Lamas, such as the Dalai Lama

The Tibetan Book of the Dead[Bardo Thodol].

The DalaiLam

a

The DalaiLam

a

Genghis Khan1162-1227

Greatest Military Leader?In 25 years Khan conquered a larger area

and greater population than the Romans did in four centuries.

Ruthless bloodthirsty killer?Rose from poverty and slavery to the most

powerful ruler of the world.Soviet Russia not allowed to say his name.

Early yearsBorn with the name Temujin.Father took him to get married when he was

9 and his dad was killed by a rival tribe.His current tribe/village banished his mom

and seven children and they had to live on their own.

He was in prison for 5 years and ended up getting out at 16.

Rise to PowerGreat warrior and fighter who many admired.Became a follower of Christian tribe in

Mongolia who later turned on him. He defeated them and several other tribes

and was appointed leader and given the name Genghis Kahn (Supreme Ruler of the Land/Ocean)

1206 Mongol Prince proclaimed him supreme ruler of the Mongol people.

ConquestsUnified MongoliaConquest of China, Russia, parts of the

Middle East and Europe.

LegacyReformed traditional law and social structure

in Mongolia.Equal opportunity for allEveryone shared in the richesNo kidnapping of woman.Freedom of religion and did not kill holy

folks.Postal systemAlphabet formed and standard currencyTrading routes established

Areas conquered

Power of People

Asian Economics

Total Gross Domestic ProductGDP by Country (2010 USD)Developed Countries• USA

• $14.59 Trillion• European Union

• $12.29 Trillion• Japan

• $5.46 Trillion• South Korea

• $1.01 Trillion

Developing Countries• China

• $5.93 Trillion• India

• $1.73 Trillion• Indonesia

• $1.29 Trillion

Population by Country

Developed Countries• USA

• 330 million• European Union

• 500 million• Japan

• 128 million• South Korea

• 49.7 million

Developing Countries• China

• 1.4 billion• India

• 1.2 billion• Indonesia

• 242 million

Why?

Average Monthly Wage by CountryDeveloped Countries• USA

• $3,263• European Union

• $3,143• Japan

• $2,522• South Korea

• $2,903

Developing Countries• China

• $656• India

• $295• Indonesia

• Less than $200

Cost of doing business…..

• Low Cost Labor• Cheaper to transport• Low regulation

– Few Child Labor Laws– Few Hour Restrictions– No Overtime Pay– No Benefits– No Retirement– Little to no unionization– Few product safety

requirements

Technology is not innovative but

replicated.

Role of Governments

Typically Weak States• Rules of society designed to benefit the few• Little to no environmental protections• Safety of citizens dependent on economic and/or social

status.• CorruptionChina• Household Registration System• Particularly destabilized by corruption

– Guan-xi• Social networks and connections

What will happen…

As we enter into the Holiday Season, think of the goods you buy and receive as gifts, where they come from, and who you are supporting by having them or buying them.

July 15

Journal 9: Where is Latin America? Why is it called Latin America? What do you know about Latin America?

Asia Quest

• Latin America Video

• Latin America Notes

• Hugo Chavez Bio

• Newsroom

Latin American History

Ten Important Events

When Columbus arrived the Americas belonged to Portugal

Both Spain and Portugal claimed the land

The Pope split South America giving Brazil to Portugal and the rest to Spain

This provided the foundation for the demographics of South America

Treaty of Tordesillas 1493-1494

1519-1533

New world was a valuable resource

Aztecs in Mexico and Incas in Peru

Spanish Conquistadors Cortes in Mexico and Pizarro in Peru destroyed these empires

Conquest of Aztec and Inca Empire

1806-1898

Most of Latin America claimed independence from Spain in 1810

1825 Mexico: Most of Central America and South America were free from outside rule

Spanish rule ended for good in 1898 when they lost the final colonies to the United States in Spanish American War.

Independence from Spain & Portugal

Still issues over Mexico losing Texas

Americans won this war and invade Mexico City

The Alamo was a big stand for the Americans

Treaty of Guadalupe Hidalgo gives the United States: California, Nevada, Utah, and parts of Colorado, Arizona, New Mexico and Wyoming

Mexican-American War 1846-1848

1881-1893 and 1904-1914

This engineering marvel changed worldwide shipping

Construction of the Panama Canal

Peasants revolted against the wealthy class

Years of bloody conflicts

Consequence: Land reform took place and a new political party rose to power and stayed in power until the 1990’s.

Mexican Revolution 1911-1920

Fidel and Raul Castro and their followers went after the government led by Batista

They wanted economic equality for all

They ran Batista out of the country and set up a communist government with ties to the Soviet Union.

The Castro family has been a thorn in the U.S. side for years.

Cuban Revolution 1953-1959

Southern part of South America was under conservative dictatorship leadership

Many people rebelled and planned a secret operation to get these dictators out of office

Thousands in leadership positions were either silenced or killed

This led to no trust in the government.

Many people behind this sinister plot were brought to justice, but many were never caught.

Operation Condor 1975-1983

July 16

LATIN AMERICA COUNTRY PROJECT

Government: Explain the type of government and how it works within your country? What is the history of the current government?

Economy: Identify the economic system of your country? What are the jobs of the country? Is the country developed or a developing? Why? Culture: Examine elements of culture for your country, such as language, religion, education, family life, sports, jobs, hobbies, education, music, traditions, etc.

Connections: Explore any ties of links your country has to the United States and/or Idaho. What is their colonization history from other countries? Do they get along with the United States? Is your country part of the United Nations?

July 20

• Latin America Vocabulary• Latin America Quiz• Video Clip