FIFTEEN THEMES INFORMATION PACKET
Use these lessons to help prepare for the Regents Thematic Essay.
Format:
 Introduction: Explain the what (or who), where, when information. State your
thesis. This is usually based on what effect the event or leader had. (Basic
format what [or who], where, when and thesis—www.t). You may also give
some analysis, but write the intro quickly.
 Body paragraph 1: This consists of a one pager based on causes, actions,
results (C—A—R).
 Body paragraph 2: This consists of another one pager based on causes, actions,
results (C—A—R).
 Conclusion: Restate thesis. Suggestion: start with “Therefore, it is clear that…”
Next make an analytical comparison; explain a similarity or difference between
the topics. Example: When one analyzes the leadership styles of Gandhi and Hitler, it is
clear that they were both persuasive speakers. They differed, however, because Gandhi
helped create positive long term effects for India in a non-violent manner, while Hitler’s
violent human rights abuses were profoundly negative and resulted in egregious suffering
and millions of deaths. (Notice that this is also evaluative).
Central Questions:
 What is the basic format for most Regents Thematic essays?
 What is the abbreviation for the intro?
 What is the main type of information in the body paragraphs?
 What should you include in the conclusion? (What is an easy way to make the
conclusion analytical?)
 In order to get a very good score, the essay must be more analytical than
descriptive. What does this mean?
FIFTEEN THEMES ASSIGNMENT
name ______________
Directions. List two examples for each theme and make a list of vocabulary terms, causes,
and effects associated with each of these examples. You can NOT write about the U.S.A. !!
Make flash cards when necessary and emphasize who/what, where, when, causes, effects in KEY WORDS.
OBJECTIVE: Be able to write a one pager for each of the examples. The Thematic Essay
(the hardest part of the test) is based on these ideas. THIS IS VERY IMPORTANT.
1) CHANGE:
A) Neolithic Revolution- change from Paleolithic Era (nomads, hunting, gathering);
New Stone Age; permanent societies, rise of political, economic, social, and belief
systems
B) Industrial Revolution- change from handmade to machine made goods; steam
engine, spinning jenny, urbanization, pollution, poor working conditions; leads to
competing philosophies—capitalism versus Marxism (communism) [see Turning points]
2) TURNING POINTS: [see Turning points chart]
A) _____________________________________________________________________
_____________________________________________________________________
B) _____________________________________________________________________
_____________________________________________________________________
3) BELIEF SYSTEMS: (Choose from Christianity, Islam, Hinduism)
A) _____________________________________________________________________
_____________________________________________________________________
B) _____________________________________________________________________
_____________________________________________________________________
4) GEOGRAPHY: be able to write about TWO regions or TWO geographic factors (be able to
explain how people adapted to their geography).
A) _____________________________________________________________________
_____________________________________________________________________
B) _____________________________________________________________________
_____________________________________________________________________
5) ECONOMIC SYSTEMS: (traditional, manorialism, capitalism, communism (command)
A) _____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
B) _____________________________________________________________________
_____________________________________________________________________
6) POLITICAL SYSTEMS: (absolute monarchy, dictatorship, indirect democracy or republic)
A) Absolute monarchy: Louis XIV (Sun King) __________________________________
_________________________________________________________________________
B) Dictator: Hitler (fascist) or Stalin_____________________________________________
_________________________________________________________________________
7) CULTURAL & INTELLECTUAL LIFE (GOLDEN AGES):
A) Rome: _______________________________________________________________
_____________________________________________________________________
B) Han:_______________________________________________________________
_____________________________________________________________________
8) NATIONALISM: (1800s: Latin America—Bolivar; Germany—Bismarck)
(1900s—India—Gandhi ) ; Vietnam—Ho Chi Minh; Germany—Hitler )
A) Gandhi: India ________________________________________________________
_____________________________________________________________________
B) Hitler: NAZI Germany ________________________________________________
_____________________________________________________________________
9) IMPERIALISM (1800s: China, India, Scramble for Africa; Japanese exception)
A) _____________________________________________________________________
_____________________________________________________________________
B) _____________________________________________________________________
_____________________________________________________________________
10) DIVERSITY & INTERDEPENDENCE: (Interdependence: pros and cons; terrorism)
A) Dependence on foreign oil  (make a flash card)
B) Terrorism: Make a 9/11 flash card
C) Modern World Trade: cultural diffusion, lower prices, less chance of war ; loss of
jobs, worker exploitation, stock market problems—the world is connected 
D) Environmental Problems: Global Warming, deforestation
11) HUMAN RIGHTS VIOLATIONS:
A) After 1945: Apartheid (South Africa; see Mandela one pager)
B) After 1945: Rwanda flash card C) Holocaust (if before 1945)
12) MOVEMENT OF PEOPLE & GOODS: (Cultural diffusion through trade & war)
A) Crusades (political, economic, social impact flash card)
B) Silk Road trade (economic and social impact flash card; see trade essay)
C) Indian Ocean Maritime System (don’t abbreviate!!)
13) TECHNOLOGY: (Neolithic—new stone tools; printing press; computers: nuclear power). Make
flash cards.
14) CONFLICT (WARS): see turning points and make a flash card for each
A) World War I B) World War II
15) GLOBAL CONNECTIONS
A) Dependence on foreign oil  (make a flash card)
B) United Nations (make a flash card)
* POLITICAL REVOLUTIONS: (Also: Chinese Communist Revolution under Mao)
A) French Revolution: make a flash card B) Russian Revolution: make a flash card.
* LEADERS: Know two from Global I. From AP World, refer to your one pagers on Mao,
Deng, Ho Chi Minh, Mandela. Be sure to read your directions to the thematic essay twice.
* WORLD ORGANIZATIONS: A) United Nations (see flash card)
B) Amnesty International
THEMATIC ESSAY QUESTIONS
Mr. Cummings
Note for all Thematic essays it will say: You are not limited to these suggestions.
Do not use an individual from the United States in your answer.
August 2012 TECHNOLOGY
Select two technological innovations and for each
• Describe the existing technology that was replaced by this new technological
innovation and how this new innovation changed the existing technology
• Discuss the effects this new technological innovation has had on a society or the world
Some suggestions you might wish to consider include aqueducts, gunpowder, printing press,
caravel, steam engine, factory system, nuclear power, and internet communications
June 2012 GEOGRAPHY
Select two different geographic features and for each
• Discuss how this geographic feature influenced the development of a specific civilization or region
• Discuss how this geographic feature promoted and/or limited the interaction
of this civilization or region with another civilization or region
Some suggestions you might wish to consider include Nile River, Atlantic Ocean, Himalayas,
Sahara Desert, Great Northern Plain, location of Japan, Mediterranean Sea, Russian steppes,
Brazilian rain forest, and Indian Ocean monsoons.
January 2012 LEADERS (INDIVIDUALS)
Select two individuals from your study of global history and for each
• Describe the historical circumstances that led this individual to develop or modify an idea
• Explain an action taken by this individual as a result of this idea
• Discuss how this individual’s idea affected a society
Some suggestions you might wish to consider include Pericles, Martin Luther,
Queen Elizabeth I, Toussaint L’Ouverture, Karl Marx, Mohandas Gandhi, Jomo Kenyatta,
Mao Zedong, Mikhail Gorbachev, and Mother Theresa.
August 2011 (CONTEMPORARY GLOBAL ISSUES)
Select two global issues that have occurred since the end of World War II and for
each
• Describe how this issue has affected a specific country or region or the global community
• Explain a solution that has been proposed to address the issue
• Discuss the extent to which this solution has been successful in solving the issue
Some suggestions you might wish to consider include deforestation, nuclear proliferation, AIDS, famine,
terrorism, refugees, pollution, desertification, and child soldiers.
June 2011 Technology was asked again
Janaury 2011 GEOGRAPHY
Select three different geographic features and for each
• Discuss how this geographic feature influenced the historical and/or cultural
development of a specific civilization, empire, country, or region
(e.g.. rivers, seas, oceans, rain forests, plains, mountains, deserts, islands, and monsoons.)
August 2010 Directions: Write a well-organized essay that includes an introduction, several paragraphs
addressing the task below, and a conclusion.
Theme: Nationalism
Task:
Select one country or region and
• Describe the historical circumstances that led the people of this country or
region to begin a nationalist movement
• Describe a goal of the nationalist movement
• Discuss a method used to achieve this goal
• Discuss the results of this nationalist movement on this country or region
You may use any country or region from your study of global history. Some suggestions you
might wish to consider include Germany, Kenya, India, China, Latin America, the Balkans,
and the Middle East. You are not limited to these suggestions.
Do NOT write about the United States or the British North American colonies in your answer.
_____________________________________________________________________________
June 2010 Theme: Change — Ideas
The ideas of individuals have had a significant influence on groups, nations, and regions.
Task:
Select two individuals and for each
• Explain a specific idea developed by the individual
• Describe the historical circumstances that surrounded the development of the idea
• Discuss how the idea influenced a group or a nation or a region
e.g. Confucius, Niccolò Machiavelli, Galileo Galilei, John Locke, Simón Bolívar, Karl Marx, Kemal
Atatürk, Nelson Mandela, Deng Xiaoping, and Mikhail Gorbachev.
______________________________________________________________________________
January 2010 Culture and Intellectual Life
Task:
Select two intellectuals, philosophers, and/or leaders and a writing associated
with that person and for each
• Describe the historical circumstances surrounding this writing
• Describe a main idea found in this writing
• Discuss how this idea has influenced the development of a nation or region
You may use any intellectuals, philosophers, or leaders from your study of global history.
Some suggestions you might wish to consider include:
Bartolomé de las Casas—Brief Report on the Destruction of the Indians
Martin Luther—Ninety-five Theses
John Locke—Two Treatises on Government
Olympe de Gouges—The Declaration of the Rights of Woman
Karl Marx—Communist Manifesto
Theodor Herzl—On the Jewish State
Adolf Hitler—Mein Kampf
Mao Zedong—Little Red Book
Nelson Mandela—Long Walk to Freedom
August 2009 Theme: Belief Systems
Task:
Select two belief systems from your study of global history and for each
• Explain one major idea of the belief system
• Discuss the effects the belief system has had on the politics, society, and/or
the economy of a specific nation or region
June 2009 Theme: Human Rights
Select two different examples from history where human rights have been denied
to groups of people and for each
Answers to the essay questions are to be written in the separate essay booklet.
• Explain the historical circumstances that led to the denial of human rights
• Describe how the human rights of that group were denied
• Discuss an action taken by an individual, a group, or a government that
attempted to end the human rights violations
e.g. the indigenous people in Latin America during the Encounter, Jews in Russia during the pogroms, the
Armenians under the Ottomans, blacks under apartheid in South Africa, Chinese students in Tiananmen
Square…
January 2009 Theme: Geography
Select two different geographic factors and for each
• Explain how the geographic factor affected the development of a specific
nation/region
• Discuss how that geographic factor promoted or hindered cultural diffusion
You may use any geographic factor from your study of global history. Some suggestions you
might wish to consider include deserts, rivers, mountains, plains, islands, irregular coastlines,
straits, climate, and location.
August 2008 Theme: Geography (How Humans Change Their Environment)
Task: Select two different nations/regions and for each
• Explain why the society modified their environment
• Explain how the people of that specific nation/region modified their physical
environment
• Discuss the effect this modification had on that nation/region
i.e. Middle East (modified the land), Africa (modified the land), Japan (modified the land), Great Britain
(removed resources), South Africa (removed resources), Brazil (removed vegetation), China (built a
structure), East Germany (built a structure)
June 2008 Theme: Belief Systems
January 2008 Theme: Change Not all revolutions are political. Nonpolitical revolutions have brought important
intellectual, economic, and/or social changes to societies.
Task:
Identify two nonpolitical revolutions that brought important intellectual,economic, and/or social changes
to societies and for each
• Describe one change brought about by this nonpolitical revolution
• Discuss an impact this nonpolitical revolution had on a specific society or societies
Neolithic Revolution, the Commercial Revolution, the Scientific Revolution, the Enlightenment (17th–
18th centuries), the Agricultural Revolution (18th–19th centuries), the Industrial Revolution in Europe
(18th–19th centuries), and the Green Revolution (late 20th century).
August 2007 Theme: Political Systems
Choose two different political systems and for each
• Describe the characteristics of the political system
• Discuss how the political system has affected the history or culture of a specific
nation or society
You may use any political systems from your study of global history. Some suggestions you
might wish to consider include absolute monarchy, constitutional monarchy, parliamentary
democracy, direct democracy, theocracy, communism, and fascism.
___________________________________________________________________________
June 2007 Theme: Political Change
• Describe the change the government wanted to bring about
• Explain why the government wanted to make this change
• Describe one specific policy the government used to try to bring about this change
• Discuss the extent to which this change was achieved
You may use any example of governmental change from your study of global history. Some suggestions
you might wish to consider include efforts to strengthen the Empire of Mali under Mansa Musa,
Reformation in England under Henry VIII, westernization of Russia under Peter the Great, Reign of
Terror during the French Revolution under Robespierre, Meiji Restoration in Japan under the Emperor
Meiji, modernization of Turkey
under Atatürk, five-year plans in the Soviet Union under Joseph Stalin…
Although you are not limited to these suggestions, you may not use communism under Mao Zedong or Deng
Xiaoping as your example of governmental change. (They were in the DBQ). Do not use an example of
governmental change in the United States as your answer
January 2007 Theme: Human Rights Violations
August 2006 Theme: Movement of People and Goods (Trade)
Task:
Identify two trade routes and/or trade organizations and for each
• Explain one reason for the establishment of the trade route or trade
organization
• Discuss one positive effect or one negative effect of the trade route
or trade organization on a specific nation or region
You may use any example from your study of global history. Some suggestions you might
wish to consider include the Silk Roads, the trans-Saharan trade routes of the African
kingdoms, Mediterranean trade routes, the Hanseatic League, the British East India
Company, the Organization of Petroleum Exporting Countries (OPEC), and the European
Union (EU).
June 2006 Theme: Conflict
The Task was based on opposing groups, causes, effects, outcome
Some suggestions you include the Crusades, the French Revolution, World War I, the
Russian Revolution, the Chinese civil war, the partition of India, the policy of apartheid in
South Africa, the Rwandan civil war, and the Bosnian War.
January 2006 leaders causes/effects
August 2005 leaders causes/effects
June 2005 THEMATIC ESSAY QUESTION
Theme: Global Problems
Throughout history, global problems have posed major challenges for
nations and regions.
Task:
Select two different global problems and for each
• Describe one major cause of the global problem
• Discuss one effect of the global problem on a specific nation or region
You may use any global problem from your study of global history. Some suggestions:
environmental pollution, desertification, deforestation, overpopulation, refugees, spread of disease, international
drug trafficking, and ethnic conflicts.
Political Systems
1.)
Louis XIV: Absolute Monarch in the Age of Exploration
From 1643 to 1715, the reign of King Louis XIV was characterized by a thirst for power and
attention, along with achievements in terms of French culture. Louis XIV became king at the
young age of five. During a reign that spanned 72 years, Louis XIV made France into a center for
European culture under his absolute authority. For example, he helped create classical ballet
and brought this art form to new hieghts. Claiming divine right, which is comparable to China’s
Mandate of Heaven, Louis XIV ruled with the benefits of not having political opposition. Absolute
rule allowed him to get things done quickly along with decisions that would benefit the common
people. However, absolute rule had its negatives as well. It shielded the public from political
rights as well as depriving people socially and economically. Power was so centralized under
Louis XIV that he proclaimed himself the “Sun King”, believing the sun rose on his command. He
lived a lavish lifestyle in the comfort of his magnificent palace at Versailles. Indeed, the size and
beauty of this structure were a testament to his power and ego. However, his rule created large
debts due to costly wars. In turn, this led to the French Revolution under his grandson, Louis
XVI. Overall, Louis XIV made many cultural achievements, but he wasn’t a wise ruler and didn’t
support the poor classes. When one judges all of his actions, it is evident that his reign was
highly detrimental to France.
1) At what age did Louis XIV become king? ______ How long did he rule? _______
2) What did he make France the center of? ______________________________
2a) Which art form did Louis XIV bring to new heights? _______________________
3) What was his divine right comparable to? ______________________________________
4) What did absolute rule allow him to do? _______________________________________
5) What were some of the negative aspects of absolute rule? ___________________________
__________________________________________________________________________
6) What was his nickname? _______________
7) Describe the palace at Versailles. _______________________________________________
___________________________________________________________________________
8) What was the main reason for the massive debts caused by Louis XIV? __________________
9) Under Louis XVI, which major event occurred in France due to the massive debts incurred by
Louis XIV? __________________________
10) In one complete sentence, give your own personal evaluation of Louis XIV.
Task: Write a one pager consisting of 10-12 sentences which analyzes the causes, actions and results
of Louis XIV.
Political systems: Fascist Dictatorship
Hitler
Historical circumstances/timeline: WW I 1914-1918; 1919 Treaty of Versailles  reparations 
hyperinflation ; Great Depression  Germany’s economy; Hitler wants revenge & “justice”  blames
Jewish people; wants land back --. Conquers Europe [ Austria, France, Czechoslovakia; ATTACKS
POLAND]  WW II
Causes
(purpose, goals, reasons)
Wanted to advance the
rights of the German
people by conquering
Europe and rejecting the
Versailles Treaty
Eliminate the Jewish race
because Hitler
Blamed them for
Germany’s problems
(scapegoat concept)
Actions
(methods)
-fascist government—
dictatorship; blind loyalty
-public speeches in
stadiums:
NATIONALISM
-Took Austria, Poland
Czechoslovakia
Results
(effects, impact)
Started WWII,
70 million deaths,
destroyed cities
Genocide in
concentration
camps
6 million Jews killed in
the Holocaust
Evaluation
(judgment)
Hitler assignment: Outline the C—A—R information from memory in the space below. Be able to
write a one pager on this information.
Fill in the historical circumstances/timeline from memory:
Causes
(purpose, goals, reasons)
Actions
(methods)
Results
(effects, impact)
Evaluation
(judgment)
Nationalism: Gandhi and Hitler are two nationalist leaders that you are very familiar with.
Gandhi assignment: Outline the C—A—R information from memory in the space below. Be able to
write a one pager on this information.
Gandhi
Historical circumstances: India was under British imperialism
Causes
(purpose, goals, reasons)
Wanted to advance the
rights of the Indian
people by gaining
independence from
Britain
-Amritsar Massacre
(1919) was Turning
Point Gandhi now
worked for independence
Muslim/Hindu unity
Causes
(purpose, goals, reasons)
Actions
(methods)
Results
(effects, impact)
- fasting
-public speeches (INC)
-marches
(Salt March, 1930)
-civil disobedience
-Passive resistance (not
fighting back)
-boycotts (against
British clothing; made
his own clothes)
-declared independence
in 1930 (Salt March)
- achieved independence
1947
- inspired Civil Rights
movement in USA
(1950s & 1960s) led by
Martin Luther King, Jr.
Tried to combine
Muslims and Hindus in
national government.
- It didn’t work,
Pakistan was created with
a Muslim majority
Actions
(methods)
Results
(effects, impact)
Evaluation
(judgment)
Evaluation
(judgment)
ECONOMIC SYSTEMS: CAPITALISM AND COMMUNISM
Wealth of Nations- Adam Smith
economic system: capitalism (a.k.a free enterprise, market economy)
In the Wealth Of Nations, Adam Smith wrote that economic prosperity and fairness are best
achieved through private ownership and by a lack of government interference. (This lack of
government involvement later became known as laissez faire). Smith believed that individuals
should own the means of production* and sell their own products and services on a free and
open market, where the supply and demand for goods and services would determine their
prices and availability. Smith wrote the Wealth of Nations in 1776 in response to Western
European mercantilism practices which had led to government regulation of the economy. In the
following century, as Western Europe’s economies developed under Smith’s principles,
industrialization gained momentum, but it also resulted in widespread exploration of workers.
This development, in turn, led to the rise of Stalinist Communism. In other words, one extreme
led quickly to the other.
1) What book did Adam Smith write? _____________________________________
2) Which economic system is discussed in this book? _______________________
3) How did he think that prosperity could best be achieved?
a)_______________________________________________________________
b)_______________________________________________________________
c) The lack of government interference in the economy became known as
_____________________________________
4) Whom did Adam Smith believe should own the means of production?
________________________________________________________________
5) In free market, which factors determine prices and availability?
________________________________________________________________
6) Why did Smith write The Wealth of Nations?
________________________________________________________________
7) When and where did Smith’s ideas catch on?
________________________________________________________________
8) What problems occurred when his ideas were implemented?
___________________________________________________________________
_____________________________________________________________
9) Which opposing force developed?
________________________________________________________________
*The term ‘means of production’ refers to the goods and capital resources needed to run a
business.
~ turn page ~
The Communist Manifesto- Karl Marx

Economic system: communism (command economy; this also relates to socialism)
Karl Marx wrote The Communist Manifesto in response to the exploitation of the working class under laissezfare capitalism. He argued that private ownership allowed a few people to dominate the economy and
exploit the workers and the consumers. Therefore, he concluded that the only way that true fairness and
economic prosperity can be achieved is through government (or societal), ownership of the means of
production. His theories were widely read and discussed and led to major uprisings throughout Europe.
Eventually, in 1917, the Bolshevik Revolution attempted to put his economic theories into practice. After this,
Communism spread to China (1950s), Southeast Asia (1950s), Eastern Europe (during the Cold War, 19451990), and Cuba (1960s). It dramatically affected the economic and political landscape of the entire world of
the twentieth century. Communism collapsed circa 1990. The two main events associated with this are the
destruction of the Berlin Wall (1989) and the collapse of the Soviet Union (USSR) in 1991. Even though
Communism has recently been discredited and abandoned in Europe and continues to be subjected to
reforms in Asia, the fundamental message of The Communist Manifesto will likely continue to effect
economic and political development for decades to come because it provides an alternative to capitalism.
1) Why did Marx write The Communist Manifesto?
_____________________________________________________________________
2) According to Marx, what problems were caused by private ownership?
____________________________________________________________________
____________________________________________________________________
3) How did he feel that economic fairness could be achieved?
_____________________________________________________________________ _____________________________________________________________________
4) Which revolution put his theories into practice? _____________________________
Where and when did this occur? _________________________________
5) Where else has communism been practiced?
______________________________________________________________________
____________________________________________________________________
6) Circa 1990, what happened to communism in the USSR and Eastern Europe?
_____________________________________________________________________
7) Why do people believe that Marxism will continue to influence economies for years to
come?
_____________________________________________________________________
_____________________________________________________________________
HUMAN RIGHTS VIOLATIONS IN AFRICA SINCE WWII
Directions. Fill in the spaces below using the readings on the next page. Memorize the causes,
actions, and results for Apartheid and the Rwandan Genocide (1994).
1) What was the worst case of human rights violations from the 1500s to the
1700s? __________________. (Hints: Triangle Trade, Atlantic trade)
2) From the mid 1800s until the end of WW II, which regions did Europe dominate?
____________________________________. This was called ___________________.
3) In Europe after WWI, what was the name of the genocide led by Hitler? ______________.
4) Since WWII, give three examples of HUMAN RIGHTS VIOLATIONS in Africa: a)
________________ in South Africa; b) genocide between Hutus and Tutsis in _____________; c) the
current crisis in __________________. (Please research this on your own—we will discuss it.)
APARTHEID IN SOUTH AFRICA
1) South Africa is one of the few African nations with a significant ___________ population.
2) In the 17th century, Dutch settlers called __________ arrived. The ____________ came
soon after this.
3) Disputes between the British and Dutch led to the _________________
(1899-1902), which was won by the __________________.
4) In 1948, the ________________, descendants of the Boers, gained control of the
government. They established a strict separation of the races called ________________.
5) Blacks were denied _________________, as well as freedom of ___________________.
6) In response, the ______________________________ was formed to oppose apartheid.
7) Although Its leader, ________________, originally used _____________methods, he supported violent
tactics after the __________________ Massacre in 1960, where about 70 innocent people were killed.
8) After being convicted of _____________, he spent 28 years in jail for advocating violence against apartheid.
9) In the 1980s, the international community imposed economic _______________ against South
Africa by boycotting ______________________. Soon after this, _____________was released from jail and
apartheid was abolished. South Africa’s new constitution called for a ______________________________.
Consequently, Mandela became the______________________________________.
GENOCIDE IN RWANDA
1) During the 20th century, “Belgian rule reinforced an ethnic divide between the ________ and ______, and
they supported ________ political power… Tutsi's skulls were bigger, they were taller, and their skin was
lighter. As a result of this, Europeans came to believe that _________ had Caucasian ancestry, and
were thus "__________" to Hutus. [In1931] each citizen was issued a ___________ identification card,
which defined one as legally Hutu or Tutsi. The Belgians gave the majority of political control to the
Tutsis… In the 1920s, Belgian ethnologists ‘analyzed’ (measured _______, etc.) thousands of Rwandans
on analogous racial criteria, such as which would be used later by the Nazis”.
2) After sporadic fighting from 1962 to 1993, the Hutus and Tutsis agreed to a cease-______.
3) But in 1994, when the Hutu president died in a plane crash, the Hutu blamed the Tutsis
and began to _________________ them.
4) In the ensuing genocide, _____________ Tutsis were killed in 100 days.
5) Eventually, the ______, the Rwandan Patriotic Front, gained control and restored peace.
6) The Rwandan government has sought out and convicted individuals who were guilty of
__________________, the mass slaughter of an ethnic group.
HUMAN RIGHTS VIOLATIONS IN AFRICA SINCE WWII
Brief Review.
1) What was the worst case of human rights violations from the 1500s to the
1700s? slavery.
(Hints: Triangle Trade, Atlantic trade)
2) From the mid 1800s until the end of WW II, which regions did Europe dominate?
China, Africa, India.
This was called
Imperialism.
3) In Europe after WWI, what was the name of the genocide led by Hitler? The Holocaust.
4) Since WWII, give three examples of apartheid in Africa: a) apartheid in South
Africa; b) genocide between Hutus and Tutsis in Rwanda; c) the current crisis in
Darfur. (Please research this on your own—we will discuss it.)
APARTHEID IN SOUTH AFRICA
1) South Africa is one of the few African nations with a significant white population.
2) In the 17th century, Dutch settlers called Boers arrived. The British came soon after this.
3) Disputes between the British and Dutch led to the Boer Wars
(1899-1902), which was won by the British.
4) In 1948, the Afrikaners, descendants of the Boers, gained control of the
government. They established a strict separation of the races called apartheid.
5) Blacks were denied voting rights, as well as freedom of speech and assembly.
6) In response, the African National Congress was formed to oppose apartheid.
7) Although Its leader, Nelson Mandela , originally used non-violent methods, he supported violent
tactics after the Sharpeville Massacre in 1960, where about 70 innocent people were killed.
8) After being convicted of treason, he spent 28 years in jail for advocating violence against apartheid.
9) In the 1980s, the international community imposed economic sanctions against South
Africa by boycotting gold and diamonds. Soon after this, Mandela was released from jail and apartheid
was abolished. South Africa’s new constitution called for a multi-racial democracy. Consequently, Mandela
became the first Black president of South Africa.
GENOCIDE IN RWANDA
1) During the 20th century, “Belgian rule reinforced an ethnic divide between the Tutsi and Hutu, and they
supported Tutsis political power… Tutsi's skulls were bigger, they were taller, and their skin was lighter. As a
result of this, Europeans came to believe that Tutsis had Caucasian ancestry, and were thus "superior" to
Hutus. [In1931] each citizen was issued a racial identification card, which defined one as legally Hutu or Tutsi.
The Belgians gave the majority of political control to the Tutsis…In the 1920s, Belgian ethnologists analyzed
(measured skulls, etc.) thousands of Rwandans on analogous racial criteria, such as which would be used
later by the Nazis”. (Adam Curtis documentary All Watched Over by Machines of Loving Grace. BBC, episode 3)
2) After sporadic fighting from 1962 to 1993, the Hutus and Tutsis agreed to a cease-fire.
3) But in 1994, when the Hutu president died in a plane crash, the Hutu blamed the Tutsis
and began to slaughter them.
4) In the ensuing genocide, 800,000 Tutsis were killed in 100 days.
5) Eventually, the RWF, the Rwandan Patriotic Front, gained control and restored peace.
6) The Rwandan government has sought out and convicted individuals who were guilty of
genocide, the mass slaughter of an ethnic group.
World Problems Chart
Directions. Fill in the spaces below with information contained on the next page.
1) Overpopulation
a) List and explain the causes of Overpopulation
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b) List four effects of overpopulation.
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2) Global Warming: the increase in the average temperature of Earth's near-surface
air and oceans http://www.ncdc.noaa.gov/oa/climate/globalwarming.html
a) What is the impact of the greenhouse effect?
b) According to many scientists why has the amount of carbon dioxide in the atmosphere
increased rapidly?
c) What are the dangers of Global Warming?
d) Most scientists agree that Global Warming is directly caused by people.
What is the opposing POV? Some people believe that changes in temperature
are due to natural forces (i.e. solar activity & climatic patterns such as El Nino)
World problems chart
(make flash cards for each)
name __________________
1) Overpopulation
a) List and explain the causes of Overpopulation
 20th century: better medicinelong life expectancy, lower infant mortality
 Cultural factors: desire for many children to support family (i.e. agriculture)
 Culture is against birth control (i.e. males)
 Lack of birth control knowledge & technology
b) List four effects of overpopulation.
 Overcrowded housing, poor sanitation, lack of clean water
 Depletion of natural resources (water, land  desertificationdeforestation)
 Hunger, malnutrition, poverty
 Low standard of living (income, lack of consumer goods)
2) Global Warming: the increase in the average temperature of Earth's near-surface
air and oceans http://www.ncdc.noaa.gov/oa/climate/globalwarming.html
a) What is the impact of the greenhouse effect? The atmosphere is getting hotter.
b) According to many scientists why has the amount of carbon dioxide in the atmosphere
increased rapidly? Emissions from motor vehicles, industries, airplanes.
c) What are the dangers of Global Warming? Ice caps meltocean levels could
risecoastal areas would flood people displaced.
More hurricanes and tornadoes.
d) Most scientists agree that Global Warming is directly caused by people.
What is the opposing POV? Some people believe that changes in temperature
are due to natural forces (i.e. solar activity & climatic patterns such as El Nino)
AP Illustrative Example: Deforestation
Deforestation
Deforestation is the destruction of the
rainforests.
Causes: The land is destroyed for four reasons.
1) Farming slash and burn (swidden)
2) Resources wood is valuable in industry
3) Grazing land for animals (both private and
corporate)
4) Growth in population
These forests have many undiscovered plants
and animals. 1500 different species of plans, 150
trees exist in the rainforest, and over 1500
species of animals. Many of these plants have
medicinal purposes. These forests also provide
20% of our oxygen.
1) According to the chart which region has
the largest amount of deforestation?
Answer:
This is an example of deforestation along the
Haitian/Dominican Republic border
2) What may be the probable cause for
the differences in the landscape?
Answer:
name ______________________________________
The picture on the right portrays the
deforestation on Borneo
What has society done
to create the problem that has occurred
between 1950 and 2020?
3) Define the term deforestation:
4) List four causes of deforestation:
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5) What effect does the destruction of these forests have on the human/animal population? Give specific
examples. What specific threats does deforestation pose?
6) What areas of the world tend to be most active in the act of deforestation?
Deforestation tutorial created by Mr. Christopher
Amnesty International
name _______________
Objective: Be able to write detailed one-pagers for two world organizations, the U.N.
and Amnesty International. The one-pagers should describe the organization, explain its purpose,
describe its achievements, explain and evaluate its effects.
Founded in London in 1961, Amnesty International (AI) is a Nobel Prize-winning grassroots
activist organization with over 2.8 million members worldwide. Amnesty International
undertakes research and action focused on preventing and ending grave human rights abuses
such as genocide, torture and the unlawful detention of political prisoners. AI also considers
the death penalty a human rights violation. AI bases its positions on the Universal
Declaration of Human Rights (UDHR), a document written in 1948, which is an expansion
of the freedoms stated in the U.S. Bill of Rights.
The 30 articles of the UDHR establish the
civil, political, economic, social, and cultural rights of all people. It is a vision for human
dignity.
Achievements
AI was awarded the 1977 Nobel Peace Prize for its "campaign against torture.
successfully worked on the behalf of political prisoners in Latin America in the
Criticism
1)
2) AI
1970s.
By
1980 Amnesty International was drawing more criticism from governments. The USSR
alleged that Amnesty International conducted espionage, the Moroccan government
denounced it as a defender of lawbreakers, and the Argentine government banned Amnesty
International’s 1983 annual report.
1) What is the main purpose of AI? Which document does it base its positions on?
2) Name two successful achievements of AI.
3) Name two criticisms of AI.
4) Evaluate AI.
UNITED NATIONS
1.* World War II resulted in the deaths of 70 million people.
2. Why was the United Nations formed? To provide a forum to prevent
conflicts and maintain peace
2a. The U.N.’s main body is the General Assembly. The most powerful body is the
Security Council with 15 permanent members, five of which are permanent.
3. As time passed, the U.N. also became involved in monitoring human rights violations
such as genocide, ethnic cleansing, torture and holding political prisoners.
4. Case study #1: Rwanda. What problem did Rwanda face in 1994?
The Hutus started slaughtering Tutsis
5. Were the U.N.’s efforts successful? Explain. No, they pulled out most of their troops.
6. Case study #2: genocide in Bosnia 1990s. Bosnia, located on the Balkan Peninsula,
broke away from Yugoslavia in the early 1990s. After this, Bosnia which had a Muslim
majority, came under attack by Serbia, the heart of Yugoslavia.
7. Over 200,000 Bosnian men over the age of 16 were placed in concentration camps. Most
of these men were killed. This genocide was referred to as ethnic cleansing.
During the period of genocide, the U.N. failed to stop it.
8. But later, the U.N. held war crimes trials and convicted Slobodan
Milosevic, the Serbian leader He died in jail.
9. When has the U.N. been successful? During the Cold War, it helped prevent World
War III!! (That’s a good thing).
Questions:
1.* World War II resulted in the deaths of ____ million people.
2. Why was the United Nations formed? ______________________________________
_________________________________________________________
3. As time passed, the U.N. also became involved in monitoring __________________
violations such as ____________________________________________________________
__________________________________________________________.
4. Case study : Rwanda. What problem did Rwanda face in 1994?
5. Were the U.N.’s efforts successful? Explain.
6. Case study #2: genocide in Bosnia 1990s. What caused the Serbians to engage in
human rights violations in the 1990s?
7. About how many Bosnian men were killed? What term is used to describe this?
In the short term, did the United Nations respond effectively? Explain.
8. Following the ethnic cleansing, the U.N. conducted ____________________ trials
which convicted the Serbian leader, Slobodan ___________________.
9. When has the U.N. been successful?