PERSPECTIVES ON THE PRESENT
Burks, Pence, & Yi 1
Running head: PERSPECTIVES ON THE PRESENT
Perspectives On the Present – A Socioeconomic History
Joshua Burks
Leah Pence
Sae Yi
Columbia University – Teachers College
A&HW 4036B – Teaching of Social Studies
Mr. Scott Wylie
PERSPECTIVES ON THE PRESENT
Burks, Pence, & Yi 2
TABLE OF CONTENTS
Introduction
3
Stage 1: Desired Outcomes
7
Stage 2: Assessment Evidence
8
Unit Calendar
9
LESSONS
- The Decolonization of the Congo
11
- Down to the Countryside: Urban-Rural Migration
During the Cultural Revolution
21
- Cold War and Germany
31
- The Global Economic Downturn
36
Final Unit Assessment: Research Paper & Supporting Photos
39
Annotated Bibliography
41
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Introduction to Unit
The unit we chose to address was entitled “Perspectives on the Present,” which is a
history of global events from 1945 to the present. In looking at this time period we chose to
analyze events from a socioeconomic perspective. In pursuing this social justice issue, we want
our students to understand the complexities of multiple economic systems, how socioeconomic
inequality affects people disproportionately around the world, and how socioeconomic status
influences an individual’s social values, capital, and norms. This will allow students to see that
socioeconomic disparity is not only an ongoing issue in the United States, but has been an
ongoing global problem. Through these themes, students will consider whether government has a
responsibility in ensuring the economic wellbeing of its citizens as well as what responsibility
citizens have in ensuring the economic wellbeing of other citizens. Students will consider these
essential questions throughout the unit. Some of the skills addressed in the unit is the analysis of
primary and secondary documents, the ability to form an argument based off of those sources,
exploring students’ personal beliefs, sharing their thoughts with others, and evaluating others’
beliefs.
The goals for this unit are students will be able to express their opinion on their ideal
economic system and recognize and respect opposing viewpoints, define different economic and
political systems around the world – past and present, and identify and critique social, political,
and economic practices that perpetuate socioeconomic inequality. In order to assess whether
these goals have been achieved, we will use a combination of formative and summative
assessments throughout the lesson. For example, worksheets will correspond with lessons on
decolonization in the Congo and the current economic downturn that allow students to express
their opinions on those events and reflect on the corresponding economic systems – colonialism
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and capitalism. As a culminating project, students will create a written response to the question,
“How does socioeconomic status influence an individual’s social capital, norms, and values?”
Drawing on the unit they will have just gone through, they will formulate ideas and arguments to
support their assertions. This will allow us to see what topics and themes not only resonated with
the student, but also see how critical they were when engaging with the unit.
For our classroom, we created this lesson for an Advanced Placement Economics class,
which would be comprised primarily of twelfth graders, with an overall enrollment of twentyeight students. The class set-up involved desks and chairs that could be moved around to various
seating arrangements. For example some of the lessons require four desks being joined together
in seven groups in a two-by-two format, in order for small groups to work together. In others, the
desks will be lined in two rows in order to watch film clips. We also assumed our students were a
heterogeneous population and we had access to available A/V equipment and laptops or
computers for each student. In thinking about the National Council for Social Studies (2010)
themes, our unit will cover themes on “Individuals, Groups, and Institutions” and “Power,
Authority, and Governance.” In each lesson, the material focuses on the relationship between the
citizen and the economic system, community, and society they live within. Additionally, each
lesson looks closely at the policies enacted by governments or rulers that affected the lives of
their citizens in a socioeconomic context. For example, when looking at the lesson on East and
West Germany the student will be able to examine how the life of a citizen was vastly different
based on what side of the Berlin Wall they lived on. With regard to New York State Standards
(2010), our unit addresses standards concerning the examination of the “social/cultural, political,
economic, and religious norms and values of Western and other world cultures,” as well as
explaining “how economic decision making has become global as a result of an interdependent
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world economy,” among other standards. To accomplish the former, lessons like the
Decolonization of the Congo will examine the relationship between the West and developing
nations, giving specific focus on the economic exploitation and political and military
intervention of the West. In the lesson on the current economic downturn, students will be able to
see how the recession did not only affect U.S. citizens, but had a global impact due to “an
interdependent world economy.”
When deciding what content to focus on, choices were made that highlighted different
parts of the world as well as choices that examined different economic systems and models. For
this reason, we chose historical events that involved colonial states – India and Congo,
communist states – China, East Germany, and the U.S.S.R, and capitalist states – the United
States. As one might notice, there is a section of time between the 1960s and the late 1980s
missing from our unit. This is not to say there were not socioeconomic examples to draw from
during that time, but the textbook in which we based our lesson off of, World History – Patterns
of Interaction, has sparse material during this era and we wanted our students to be able to refer
to the textbook in reference to our lessons. Additionally, each lesson planner had some
background or interest in these topics, allowing us to bring in material we have encountered
previously. An overarching theme for the unit is the examination of socioeconomic relationships
and how they differed based on their context. For example, the definition of “economic
disparity” is very different in the United States as compared to a developing nation. Each lesson
brought a specific method based on that content.
For example, the lesson on the Congo was designed around the idea that many students
are likely to know little about its history as well as that students may assume gaining
independence is sure to lead to better conditions for its citizens. The lesson problematizes that
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logic and suggests in order to achieve “better conditions” one needs more than just political
independence. For the lesson on the Cultural Revolution in China, the assumption was students
have at least heard of it and may know some amount of knowledge about it. Thus, one part of the
lesson looks at the Cultural Revolution in a way students may not have examined it before,
through the analysis of the propaganda campaigns utilized by the Chinese government. This will
allow students to think more critically about the messages sent by a government and develop
overall critical literacy skills. Concerning the lesson on East and West Germany, students are
likely to know about the Berlin Wall and division of Germany after World War II. Thus, the
lesson looks closer at how geography, based on an arbitrary line, informed whether a citizen
lived under a capitalist or communist regime. This will cause students to ponder how geographic
location can have an impact on their socioeconomic status. Each lesson involves reflection
periods where the students will consider what role citizens and government play in ensuring the
economic wellbeing of citizens. Finally, in order to bring a current issue into the classroom the
decision was made to cover the current global economic downturn. By watching the
documentary Inside Job students will be exposed to one perspective on the relationship between
government and “big business.” Through this perspective, students will consider what the
relationship between the private and public sector should be. This directly ties into our essential
question of “what responsibility does government have in ensuring the economic wellbeing of its
citizens?”
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Stage 1 - Desired Outcomes
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Established Goals:
NCSS Theme 5 – Individuals, Groups, and Institutions: Social studies programs should include experiences
that provide for the study of interactions among individuals, groups, and institutions.
NCSS Theme 6 – Power, Authority, and Governance: Social studies programs should include experiences
that provide for the study of how people create, interact with, and change structures of power, authority, and
governance.
New York State Standard 2.1d: Understand the broad patterns, relationships, and interactions of cultures and
civilizations during particular eras and across eras.
New York State Standard 2.3c: Examine the social/cultural, political, economic, and religious norms and
values of Western and other world cultures.
New York State Standard 4.1f: Explain how economic decision making has become global as a result of an
interdependent world economy.
New York State Standard 4.1e: Compare and contrast the United States economic system with other national
economic systems, focusing on the three fundamental economic questions.
Understandings:
Students will understand that…
There are strengths and weaknesses to
every economic system.
Socioeconomic status influences an
individual’s social values, capital, and norms.
Essential Questions:
-
Is government responsible for ensuring the economic
wellbeing of its citizens?
What responsibility do citizens have in ensuring the
economic wellbeing of other citizens?
Students will know…
Students will be able to…
… how the Cold War fostered economic
- Express their opinions on their ideal economic
disparity under the lens of East vs. West.
system and recognize and respect opposing viewpoints.
… decolonization did not always lead to better
- Define different economic and political systems around
conditions for citizens.
the world, past and present.
… totalitarian states sought to “re-educate”
- Identify and critique social, political, and economic
urbanites, students, and professionals.
practices that perpetuate economic inequality.
… historically socialist nations make choices in
the name of “the people,” but in reality these choices
negatively impact “the people.”
… capitalism offers economic mobility, but also
creates a large income gap between rich and poor.
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Stage 2 – Assessment Evidence
Performance Tasks:
Other Evidence:
- Ask students to create a newspaper editorial
that examines a socioeconomic issue that
occurs in their community (Students will work
with the instructor to better narrow their
choice). They must provide an overview of the
issue which would include: what is the cause,
who is affected, is it affecting everyone, what
is perpetuating the issue. They must be able to
summarize and what is being done to alleviate
the issue, or rather what they think can be done
to alleviate it.
- “Think, pair, share” during class discussions
in the lessons involving the Decolonization of
India and Congo, the Cultural Revolution, the
East & West German Divide, and the
Economic Downturn.
- In-class deliberation on, “Who is, or should
be, responsible for ensuring the economic
wellbeing of citizens?” Students will bring in
their own evidence, while being provided a
common text.
- Reflective journal on class readings,
discussions, and activities.
- Brief identification exercise on the strengths
and weaknesses of various economic systems.
- Quiz on the effects of decolonization in
Africa and India.
- Conversations with individual students and
groups during classroom.
- Student questions regarding the material and
assigned tasks.
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Unit Calendar: Perspectives on the Present – A Socioeconomic History
Day 1
Topic:
Introduction
Day 2
Topic:
India
Independence
Objectives: 4.1a Objectives: 2.1b
& 3.1d
Event: Class
Event: Students
will be focused will read primary
on determining sources from
what students
Indian and
know about
British
socioeconomic
perspectives on
issues. I will use colonial
a K-W-L chart. independence.
Students will
then read the
text book
introduction to
the unit and
respond to the
questions at the
end of the
chapter.
Discuss key
players during
this time such as
Gandhi, Nehru,
Dyer and others.
Assessment:
Recording of
prior knowledge
and written
response to
questions in the
book.
Assessment:
Students will
debate the British
vs. Indian
perspectives on
colonization.
Day 3
Topic:
Congolese
Decolonization
Objectives: 2.1b &
3.1d
Event: Students
will watch two
film clips,
depicting life
before and after
decolonization as
well as analyze a
comic strip
believed to be
defending Belgian
colonization.
Students will also
begin work on a
packet that has
excerpts of articles
depicting the
process of
decolonization.
Assessment:
Students will share
out their reactions
to the film clips
and work on a
packet with
guiding questions.
Day 4
Topic:
Cultural Revolution
China
Objectives: 2.1a,
2.1c, & 2.3b
Event: Using the
Choices Curriculum
on the cultural
revolution, students
will read the
overview about the
major players and
circumstances
leading up to the
cultural revolution
and the cultural
revolution itself from
1966-1976.
Day 5
Topic:
Cultural Revolution
China
Objectives: 2.1a,
2.1c, & 2.3b
Event: Students will
analyze the Cultural
Revolution closer
by examining the
propaganda posters
and campaigns used
by the Chinese
government to show
the “benefits” of reeducation.
Students will also
analyze how this
campaign had an
Students will have a impact on the
brief understanding
socioeconomic
of the cultural
status of Cultural
revolution in order to Revolution
understand the
participants later in
socioeconomic
their life.
impact of the
urbanites being
“reeducated” by the
rural masses.
Assessment:
Assessment:
Through teacher
Through teacher
observation, question observation, a
prompts and small
worksheet and small
group activities from group activities the
the Choices program instructor will be
the instructor will be able to assess
able to assess
learning.
learning.
PERSPECTIVES ON THE PRESENT
Day 6
Topic: Cold
War
Objectives: 4.1a
Event: Using
the text book
students will
read the chapter
and respond the
questions about
the Cold War.
Students will
then watch
10minutes of
the video “Cold
War: video 3Marshall Plan”
Assessment:
Students will
use an exit card
to give three
factors that led
to the Cold War.
Day 7
Topic:
Cold WarGermany
Objectives: 3.2c
& 4.1e
Event: Students
will evaluate a
graph and a
photo to make
inferences about
the divisions
along the Berlin
wall. Students
will also read
from the text
book and do
group
discussions.
Assessment: For
homework:
Students will
create a
propaganda
poster from either
East or West
Germany.
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Day 8
Topic:
Collapse of Soviet
Union
Objectives: 2.2e &
2.3a
Event: This class
will look at the
collapse of The
Soviet Union and
the economic
impact this had on
the former USRR
states. We will
then discuss the
question did
capitalism prevail?
Students will use
the text book to
read the chapter on
The collapse of
The Soviet Union.
Assessment:
Students will
respond to
questions in the
textbook.
Day 9
Topic: Current
Global Economic
Downturn
Objectives: 4.1d,
4.1e, & 4.1f
Event: Students will
watch Inside Job and
fill out the handout
that accompanies it,
with guiding
questions.
Day 10
Topic: Current
Global Economic
Downturn
Objectives: 4.1d,
4.1e, & 4.1f
Event: Students will
revisit the handout
on the movie, read
the countering
articles and develop
a newspaper coverpage based on this
information.
Assessment:
Students notes on the
movie will be
collected and
checked for
completion.
Assessment:
Students will work
in groups to create a
newspaper cover
page and support
their paper with
facts from the
article and movie.
Students will also
present the
information to the
class.
For homework:
students will be
assigned a 1.5-2
page comparison
paper on the film
and article.
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Name: Josh Burks
School: TEP (The Equity Project)
Grade: 12th
Date: 8/2/2012
Title of Unit: Perspectives on the Present – A Socioeconomic History
Title of Lesson: The Decolonization of the Congo
New York State Standards (List applicable standards, key ideas, and performance
indicators):
STANDARD 2 – WORLD HISTORY
Students will use a variety of intellectual skills to demonstrate their understanding of major
ideas, eras, themes, developments, and turning points in world history and examine the broad
sweep of history from a variety of perspectives.
Key Idea 2.1:
1. The study of world history requires an understanding of world cultures and civilizations,
including an analysis of important ideas, social and cultural values, beliefs, and traditions.
This study also examines the human condition, the connections and interactions of people across
time and space, and the ways different people view the same event or issue from a variety of
perspectives.
2.1b: Understand the development and connectedness of Western civilization and other
civilizations and cultures in many areas of the world and over time.
STANDARD 3 – GEOGRAPHY
Student will use a variety of intellectual skills to demonstrate their understanding of the
geography of the interdependent world in which we live -local, national, and global - including
the distribution of people, places, and environments over the Earth’s surface.
Key Idea 3.1:
Geography can be divided into six essential elements which can be used to analyze important
historic, geographic, economic, and environmental questions and issues. These six elements
include: the world in spatial terms, places and regions, physical settings (including natural
resources), human systems, environment and society, and the use of geography.
3.1d: Understand the development and interactions of social/cultural, political, economic, and
religious systems in different regions of the world.
National Council for the Social Studies Standards (List applicable thematic strands):
During their studies, learners develop an understanding of spatial perspectives, and
examine changes in the relationship between peoples, places and environments. They study
the communications and transportation networks that link different population centers, the
reasons for these networks, and their impact. They identify the key social, economic and cultural
characteristics of populations in different locations as they expand their knowledge of diverse
peoples and places. Learners develop an understanding of the growth of national and global
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regions, as well as the technological advances that connect students to the world beyond their
personal locations.
Learning Objectives:
Students will be able to…
… determine who has benefitted most from the economic success of Congo’s natural resources.
… understand why the decolonization of the Congo did not necessarily lead to better conditions
for its people.
Classroom Arrangement:
Desks will be arranged in the following arrangement to provide a better viewing of film clips:
Materials Required:
- Access to a projector with laptop capability
- Access to the internet
- YouTube clip: “White King, Red Rubber, Black Death”
http://www.youtube.com/watch?v=wpibEk3lUg0&feature=related (0:30 to 8:05 mark)
- An image of the Belgian comic “Tintin in the Congo” (attached)
- YouTube clip: “Crisis In The Congo: Uncovering The Truth”
http://www.youtube.com/watch?v=vLV9szEu9Ag (until the 3:10 mark)
- Twenty-eight copies of the packet of article selections and corresponding questions (attached).
- Article: “Tintin at 70: Colonialism’s Comic-Book Puppet?” for teacher reference.
http://www.nytimes.com/1999/01/08/world/kinshasa-journal-tintin-at-70-colonialism-s-comicbook-puppet.html?pagewanted=all&src=pm
- YouTube clip for homework: “Belgian Congo uprising”
http://www.youtube.com/watch?v=u488cpsmYZ8
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Lesson:
(Include detailed description of each step with time required)
Opening/Hook:
Students will open their journals and respond to the following prompt:
Think of a time in your life when you felt someone with “authority” abused their
position/”power.” What do you remember feeling and how did you respond? (5 minutes)
Procedures:
After the opening hook, the instructor will conduct a brief lecture outlining the impossibility of
accurately presenting the decolonization of every, let alone one, African nation in one fiftyminute class. The instructor will provide some basic information such as the fact that 50 of the
53 African nations gained independence after World War II and that Ethiopia and Liberia are the
only two nations not to be colonized by European powers. The instructor will then say the focus
of today’s class will be on the decolonization of the Democratic Republic of the Congo. (5
minutes)
In order to understand how the Congo became under Belgian rule, students will watch a brief
clip of the documentary “White King, Red Rubber, Black Death” which chronicles King
Leopold’s personal ownership of the Congo from 1884 to 1908. The clip is from the 0:30 to the
8:05 mark and will be displayed via the projector and laptop. The instructor will conclude by
stating the Belgian parliament annexed the “Congo Free State” in 1908, making it a Belgian
colony. Students will be asked to write down what feelings or emotions they experience while
watching the clip. (10 minutes)
Next, students will examine as a group a Belgian comic entitled “Tintin in the Congo” via the
projector and laptop. It is argued this comic, from 1930, shows evidence of how the Belgians felt
their presence in the Congo was beneficial to those who were colonized. Namely to provide
“civilization,” education, reform, and religion. As a group, the students will briefly process the
comic and its racist depiction of Congolese people. The instructor should ask specifically what
their impressions of the comic are, what stands out, how the Congolese people are portrayed, and
what life was like prior to Belgian colonization. The instructor should reference a 1999 New
York Times article that suggests those who attended Belgian religious schools were known as
“those who have evolved” and were afforded more rights and privileges. (10 minutes)
Next, students will receive a packet with four article excerpts that chronicles the independence of
Congo from Belgium (see attached packet). The packet describes how even after independence,
Congo was influenced and molded by foreign states and organizations – namely the U.N., U.S.,
and U.S.S.R. Each student will be instructed to read each excerpt and use class time in order to
answer some of the questions. Whatever questions they don’t finish will be part of their
homework. (15 minutes)
Conclusion:
With the remaining time students will watch a three minute YouTube clip on the current status of
the Congo, entitled “Crisis In The Congo: Uncovering The Truth.” The point of this clip is to
show students that even today foreign states still intervene economically and militarily in the
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Congo, yet there are activists and movements that work toward solving these problems. (5
minutes)
Assessment:
In addition to the twelve questions on the first four pages of the packet, students will have a
homework assignment, located in the back of their packet, where they are to watch a U.S.
newsreel depicting the conflict in the Congo. The clip puts heavy emphasis on the impact it had
on white travelers and provides very little information on the actual independence of Congo.
Students will be asked to answer the following questions:
Who would have been viewing this newsreel?
What is missing from this clip?
Why would the creators of the newsreel emphasize certain events and ignore others?
What does this suggest was assumed of U.S. audiences viewing this newsreel?
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Differentiation, Modifications, and Accommodations
(Circle all that apply)
Adjust Grouping Formats
Oral, Pointing, Signed
Responses
Give Additional Examples
Extended Work Times
Reread Directions
Use Assistive Devices to
Respond
Give More Frequent Breaks
Handout Hardcopy of Board
Notes
Word Processor/Computer
Post Visual Picture of
Seating Near Advanced
Schedule
Students
Give Daily Progress Report
Give Verbal Reminders
Use Graphic Organizer
Use of Brail or Large Print
Use of Interpreter
Pair Students
Give Student Copy of
Use of Verbal Cues to
Increase the Number of
Directions
Emphasize Main Ideas
Review Activities
Write Homework List
Other: Use Alternate
Provide an Alternate Reading
Level for a Reading
Use Page Markers
Definitions for Advanced
Reading Level Words &
Provide Brief Summaries
Provide Additional Information for Any Item Checked Above:
- Adjust Grouping Formats: Students will be seated in lateral rows in order to better view the
film clips in class.
- Use Graphic Organizer & Write Homework List: Students will receive a packet with
excerpts of selected articles as well as corresponding questions. These serve as both an organizer
for their thoughts and a written homework list. Additionally, the take-home assessment is located
in the back of the packet.
- Other: Use Alternate Definitions for Advanced Reading Level Words & Provide Brief
Summaries: Some of the articles used words from a high reading level. I provided alternative,
lower reading level words to make it easier to understand. Additionally, I also summarized some
of the articles and put into context some of the names they may not be familiar with.
PERSPECTIVES ON THE PRESENT
Attached Documents for Lesson:
Copy of “Tintin in the Congo” comic:
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Belgian Views on the Congolese
“As Thomas Hodgkin aptly observed, the Belgians who colonized the Congo formulated for
themselves a role similar to that of the philosopher-king in Plato's Republic: their task, as
members of 'a benevolent, wise and highly trained elite,’ was to manipulate the 'plastic minds' of
their African subjects, to instil [sic] in them certain 'unquestioned and unquestionable moral
values', to provide them with certain amenities, but to prevent them from ever coming into
contact with such 'contaminating' concepts as liberty and self-determination… It was only in
1954 that the first Congolese, Thomas Kanza, was admitted to an undergraduate university
programme. By 1960, only 30 Congolese had university degrees. African political parties were
not allowed until December 1957. As with the civil service, [officer positions within] the military
were blocked to the Congolese.” (p. 607).
From: Eisenhower, Nkrumah, and the Congo Crisis by Ebere Nwaubani.
Source: Journal of Contemporary History, Vol. 36, No. 4 (Oct. 2001), pp. 599-622
In multiple examples Congolese were barred from participating in many prominent social
institutions – higher education, political organization, and military service – for decades of
Belgian rule.
What does this author suggest is the reason why?
If you were an unhappy Congolese how difficult or easy do you think it would be to affect social
change with limited access to attend higher education, organize political parties, and serve as an
officer in the military? Why?
Do you think these barriers were successful in preventing Congolese people from furthering their
education or organizing politically? How would you get around these barriers?
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Congolese “Independence”
“The riots of 4-7 January 1959 in Leopoldville forced Belgium hastily to open negotiations on
independence with Congolese political leaders. There-after, events moved so fast that the Congo
was hurried into independence on 30 June 1960 with Joseph Kasavubu as president, and Patrice
Lumumba as prime minister… Six days later, Congolese troops mutinied because… their
Belgian commander… had told his Congolese non-commissioned officers that independence had
no bearing on the military and their service conditions. Almost immediately, the mutiny spread
to the civilian population and escalated into large-scale anti-European unrest. On 11 July,
[Premier] Moise Tshombe complicated the crisis by announcing the secession of Katanga,
Congo's richest province. That same day, and without consulting the Congolese government,
Belgium injected its metropolitan troops into the crisis, ostensibly to secure European lives and
property. The arrival of more Belgian troops and the fact that they were actively supporting the
Katanga rebels led to a widespread suspicion among the Congolese that Belgium was indeed
embarking on a reconquest of its former colony” (p. 607).
From: Eisenhower, Nkrumah, and the Congo Crisis by Ebere Nwaubani.
Source: Journal of Contemporary History, Vol. 36, No. 4 (Oct. 2001), pp. 599-622
After the Democratic Republic of the Congo gained its independence, the small province of
Katanga seceded with support by Belgium. Katanga was rich in many natural resources.
Did independence automatically lead to something better for the Congo and its people?
Why would Belgium want to help defend Katanga?
How would you respond if tomorrow California – the nation’s most productive state – seceded
from the United States and England vowed to provide military support?
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Lumumba Turns to the Soviets
“Lumumba, according to Carole Collins, was driven by the desire for 'true independence': above
all else, he was anxious not to compromise his country's newly-won independence and this
predisposed him to strong and total opposition to any semblance of Belgian influence in the
Congo. His other preoccupation was national unity, 'the preservation of the Congo's territorial
integrity at any cost'… In desperation, and especially as Belgium was arming the Katanga rebels
(even supplying them with planes), the Congolese government turned to the Soviets. The arrival
of 10 Soviet planes, 60 trucks, weapons, and military advisers to help Lumumba… In this
setting, Lumumba immediately fell out of favour with Washington… Whatever the motives for
Washington's conduct, it seems that with Eisenhower's personal knowledge and approval, US
agencies and agents master-minded not only [Colonel] Mobutu's coup, but the deposition, arrest,
and possibly the murder, of Lumumba. A US Senate report issued in 1975 held that 'The chain of
events and testimony is strong enough to permit a reasonable inference that the plot to
assassinate Lumumba was authorized by President Eisenhower’” (pp. 608-611).
From: Eisenhower, Nkrumah, and the Congo Crisis by Ebere Nwaubani.
Source: Journal of Contemporary History, Vol. 36, No. 4 (Oct. 2001), pp. 599-622
Because the U.N. was unwilling to provide him a peacekeeping force and he felt his country
was at risk of losing “territorial integrity,” Lumumba turned to the Soviet Union for
assistance.
Why would the U.S. be upset that Lumumba would turn to the Soviet Union for assistance?
According to the author and the 1975 U.S. Senate report, what involvement did the U.S. have in
the death of Lumumba? What does this suggest are the repercussions for not supporting western
interests?
What interest would the U.S. and the Soviet Union have in intervening in the Congo?
PERSPECTIVES ON THE PRESENT
Burks, Pence, & Yi 20
The Role of the U.N., the West, and the Soviets
“Pressures were being brought on [President] Kasavubu by the United States, Belgium, and
others to dismiss [Prime Minister] Lumumba. Lumumba was eventually dismissed, then arrested,
and most shockingly turned over to [Premier] Tshombe's government in Katanga. There he was
executed… Lumumba, for many, symbolized (and still today symbolizes) the Congo's first real
nationalist spirit and was seen as leading its only genuine nationalist movement. Opposition to
him appeared to [supporters] and admirers as catering to Western imperialist aims (i.e., to
maintain the West's direct or indirect control over Congo's riches, and, above all, to deny them to
the Soviet Union). In this light, the UN's reluctance to confront Tshombe and his Belgian
supporters with force when Lumumba was in power, but to [tolerate] such forceful action when
Lumumba was gone from the scene and the central government was in [the] more conservative
hands [of President Kasavubu], appears to the critics as evidence of the UN serving Western
interests” (pp. 163-164).
From: Ralph Bunche’s International Legacy: The Middle East, Congo, and the United Nations
Peacekeeping by Princeton N. Lyman
Source: The Journal of Negro Education, Vol. 73, No. 2, The Legacy of Ralph J. Bunche and
Education: Celebrating the Centenary Year of His Birth (Spring, 2004), pp. 159-170
The U.N. was critiqued for seemingly supporting western interests in the wake of the
“Congo Crisis.” They were chided for looking on as Lumumba was arrested, beaten, and
killed as well as for trying to negotiate with Tshombe and the Katangans.
According to this author, what did Lumumba symbolize? What causes did he advocate?
What does the author suggest are the reasons the U.S. and the Soviet Union wanted to be
involved in the Congo?
If you were Secretary-General of the U.N., how would you have responded to the Congo Crisis?
PERSPECTIVES ON THE PRESENT
Burks, Pence, & Yi 21
LESSON PLAN
Name: Sae Yi
School: TEP (The Equity Project)
Grade: 12th Grade
Date: Aug 3, 2012
Title of Unit: Perspectives on the Present - A Socioeconomic History
Title of Lesson: Down to the Countryside: Urban-Rural Migration During the Cultural
Revolution
New York State Standards (List applicable standards, key ideas, and performance
indicators):
STANDARD 2 – WORLD HISTORY
Students will use a variety of intellectual skills to demonstrate their understanding of major
ideas, eras, themes, developments, and turning points in world history and examine the broad
sweep of history from a variety of perspectives.
Key Idea 2.1:
1. The study of world history requires an understanding of world cultures and civilizations,
including an analysis of important ideas, social and cultural values, beliefs, and traditions.
This study also examines the human condition, the connections and interactions of people across
time and space, and the ways different people view the same event or issue from a variety of
perspectives.
2.1a: Define culture and civilization, explaining how they developed and changed over time.
Investigate the various components of cultures and civilizations including social customs,
norms, values, and traditions; political systems; economic systems; religions and spiritual
beliefs; and socialization or educational practices.
2.1c: Analyze historic events from around the world by examining accounts written from
different perspectives.
Key Idea 2.3:
3. Study of the major social, political, cultural, and religious developments in world history
involves learning about the important roles and contributions of individuals and groups.
2.3b: Explain the dynamics of cultural change and how interactions between and among cultures
has affected various cultural groups throughout the world.
National Council for the Social Studies Standards (List applicable thematic strands):
Social studies programs should include experiences that provide for the study of the ways human
beings view themselves in and over time, so that the learner can compare and contrast different
stories or accounts about past events, people, places, or situations, identifying how they
contribute to our understanding of the past.
PERSPECTIVES ON THE PRESENT
Burks, Pence, & Yi 22
Social studies programs should include experiences that provide for the study of interactions
among individuals, groups, and institutions, so that the learner can identify and describe
examples of tensions between and among individuals, groups, or institutions, and how belonging
to more than one group can cause internal conflicts.
Social studies programs should include experiences that provide for the study of how people
create and change structures of power, authority, and governance, so that the learner can give
examples of how government does or does not provide for the needs and wants of people,
establish order and security, and manage conflict
Learning Objectives:
Students will be able to… analyze propaganda posters during the urban youth relocation program
of the Cultural Revolution
...critically examine the message and exploring use of propaganda in social movements
...deconstruct tables which consist of six socioeconomic indicators of people are have lived
through urban relocation and their success today
Classroom Arrangement: Classroom will be arranged in two halves with 14 students on one
side and 14 students on another which each half facing each other.
Materials Required: Smartboard, Computers, 28x handouts of propaganda posters with
historical descriptions of the "Down to the Countryside" movement (propaganda posters will be
taken from the Up to the mountains, down to the villages poster series on
www.chineseposters.net), 28x handouts of excerpts from research paper by Yu Xie (2007), pen,
notebooks, journals
Lesson:
(Include detailed description of each step with time required)
Opening/Hook: Journal Entry (6 min) - Imagine you are told you will have to move to a new
home and live with a new family. In this new place you will learn to work using new skills and
be expected to fully appreciate your new surroundings. Write a personal journal entry reflecting
how you would feel about this news and what your expectations might be. When students are
complete, the teacher will ask if anyone would like to share their thoughts.
Procedures: Lecture (9 min) - Students will be given a lecture on the specifics of the "Down to
the Countryside" movement during the Cultural Revolution. Students will be instructed to write
down notes on the lecture. This lecture will be presented in PowerPoint format. It will consist of
short sentences, phrases, and words which the instructor will expand upon. There will be pictures
of key leaders, geography, and photos of the movement.
Small Group Work (15 min) - Students will divide into their small groups and be handed a
document containing various propaganda posters depicting the "Down to the Countryside"
movement. Students will explain what they think each propaganda piece is trying to say and
PERSPECTIVES ON THE PRESENT
Burks, Pence, & Yi 23
what impact it might have on the Chinese urban youth. The handout will contain questions
associated with the pictures as well as questions pertaining to the use of propaganda in general.
After about ten minutes, we will have a share out session where students will be able to share
their answer to the entire class.
Socioeconomic Analysis (15 min) - Students will again divide into their small groups and be
handed a document containing an analysis on the effects of the "Down to the Countryside" on the
youths that participated in the program and its effect on their socioeconomic status later in life.
Students will decipher the tables and charts in the paper. Excerpts from the research paper will
also be included. There will be questions related to the tables and excerpts. After ten minutes
students again will have the opportunity to share their thoughts to the whole class.
Conclusion: Debrief and Recap (5 min) - The teacher will ask for volunteers to summarize key
points learned in the day. On a final note, going around the classroom, each student will say one
word that best conveys their thoughts or feelings on today's lesson.
Assessment: Assessment will rely on teacher observation and listening throughout the small
group activities and larger group discussions. The teacher will collect all work from the handouts
on the propaganda portion and paper analysis and look over student work.
PERSPECTIVES ON THE PRESENT
Burks, Pence, & Yi 24
Differentiation, Modifications, and Accommodations
(Circle all that apply)
Adjust Grouping Formats
Oral, Pointing, Signed
Responses
Give Additional Examples
Extended Work Times
Reread Directions
Use Assistive Devices to
Respond
Give More Frequent Breaks
Handout Hardcopy of Board
Notes
Word Processor/Computer
Post Visual Picture of
Seating Near Advanced
Schedule
Students
Give Daily Progress Report
Give Verbal Reminders
Use Graphic Organizer
Use of Brail or Large Print
Use of Interpreter
Pair Students
Give Student Copy of
Use of Verbal Cues to
Increase the Number of
Directions
Emphasize Main Ideas
Review Activities
Use Page Markers
Other
Write Homework List
Provide an Alternate Reading
Level for a Reading
Provide Additional Information for Any Item Checked Above:
The research tables being analyzed may be a little too difficult to understand. Instead of
using the tables I could relay to the students the author findings and have a discussion on those
conclusions. Perhaps I can take those findings and recreate them in a simpler format in a separate
document.
PERSPECTIVES ON THE PRESENT
Burks, Pence, & Yi 25
Name:
Date:
Directions: Examine the following propaganda posters from the "Down to the Countryside"
movement during the Cultural Revolution. Please answer the questions and have a small group
discussion on your thoughts.
"Advance victoriously while following Chairman Mao's proletarian line in literature and the arts"
"Educated youth must go to the countryside to receive re-education from the Poor and LowerMiddle peasants!"
PERSPECTIVES ON THE PRESENT
Burks, Pence, & Yi 26
"Comrades! You are welcome to support the construction of agriculture"
PERSPECTIVES ON THE PRESENT
Burks, Pence, & Yi 27
Questions for Discussion
1. How are the Chinese youths depicted in the posters? Is the depiction an accurate reflection of
what they really experienced? What was the goal of these posters?
2. Why did Mao Zedong implement the "Down to the Countryside" movement? If you lived
through this movement, how would you feel as how Chinese youths felt depicted in the posters?
3. What is propaganda? What strategies were used in these posters? Can propaganda be used in
the public interest? Would you wish to stamp out all propaganda?
PERSPECTIVES ON THE PRESENT
Burks, Pence, & Yi 28
Name:
Date:
Directions: Examine the following research data that pertains to the socioeconomic status of
Chinese youths affected by the "Down to the Countryside" movement. Also read excerpts taken
from the study and answer the questions.
Descriptive Differences between Respondents with Send-Down Experience and
Respondents without Send-Down Experience
Age
Sex (% Female)
College Education (%)
Years of Schooling
Annual Salary (yuan)
Total Annual Income
(yuan)
Socioeconomic Indicator
Not Sent
down
41.4
51.7
10.9
11.0
5,317
Sent
Down
43.8
47.6
11.9
10.8
4,983
Sent Down Duration Sent Down Duration
<6
6+
43.4
44.9
49.3
43.2
15.2
3.0
11.3
9.4
4,567
6,083
8,470
8,680
7,976
10,542
42.5
42.0
42.6
40.6
1. According to the research data, did those who were sent down experience any greater
advantages against those who were not?
2. Why do you think the duration of those who were sent down greatly affected their annual
salary?
PERSPECTIVES ON THE PRESENT
Burks, Pence, & Yi 29
Unadjusted and Adjusted Differences in Socioeconomic Outcomes between Respondents
with Send-Down Experience and Respondents without
Unadjusted
Scale
College
Log-OddsEducation
Ratio
Years of
Difference
Schooling
Log of
Annual Salary Difference
(yuan)
Log of Total
Annual
Difference
Income (yuan)
SEI
Difference
Adjusted
Sent
Sent
Sent
Sent
Sent
Sent
Down <6 Down ≥6
Down <6 Down ≥6
Down vs.
Down vs.
vs. Not
vs. Not
vs. Not
vs. Not
Not Sent
Not Sent
Sent
Sent
Sent
Sent
Down
Down
Down
Down
Down
Down
0.09
0.38
−1.37
0.04
0.30
−1.33
−0.18
0.34
−1.54
0.31
0.64
−0.53
−0.07
−0.16
0.19
−0.02
−0.03
0.02
0.04
−0.03
0.23
0.07
0.07
0.06
−0.48
0.05
−1.88
−0.86
−1.45
0.59
The above example illustrates the need to control for relevant characteristics before we draw any
conclusions by send-down status. In Table 2, we report results from regression analyses that
control for relevant covariates. For college education and years of schooling, we include age,
sex, city of residence, father’s education, father’s SEI, and parents’ cadre status. For annual
salary and total income, we include sex, city of residence, education and work experience. For
cadre status and SEI, we include sex, age, city of residence, years of schooling, father’s
education, father’s SEI, and parents’ cadre status (Xi, 2008). Table 1 represents the unadjusted
panel.
1. How has the new control factors affect the data?
The previous results appear suggest that the send-down experience, particularly a short-duration
send-down experience, may have a positive effect on educational attainment. An important
question then arises: Is this observed association causal? There are two reasons why our results
reported in Table 1 and Table 2 may be biased. First, family background characteristics, some of
which may be unobserved, may have been associated with the likelihood of being sent down and
may have also later affected youths’ educational attainment. Second, some youth who were sent
down may have stayed in the countryside or gone to other cities, making the comparison between
PERSPECTIVES ON THE PRESENT
Burks, Pence, & Yi 30
those with send-down experience and those without send-down experience in selected cities
problematic. Without a nationally representative longitudinal sample, this problem potentially
poses a serious threat to our results as well (Xi, 2008).
Results from Fixed-Effects Analyses Using Sibling Pairs
Not Sent down Sent Down δ
Age
41.9
43.2
−1.2
Sex (% Female)
50.9
39.0
11.9
College Education (%)
11.4
11.7
−0.3
Years of Schooling
11.2
11.0
0.2
SEI
43.7
44.5
−0.7
1. Does this data help mitigate the research problems found in Tables 1 and 2?
"While we found no benefit of send-down, we also found no evidence of negative consequences.
Despite our different conclusions regarding education, most of our findings are thus consistent
with Zhou and Hou’s primary findings, which showed that the send-down experience did not
appear to result in lasting negative socioeconomic consequences for the affected youth. This
result is somewhat counterintuitive: how could such a widely resisted policy of forced migration
not matter for the later outcomes of those affected? Part of the answer undoubtedly lies in the
poor opportunities associated with the alternative to being sent down. High urban unemployment
and underemployment and the closure of universities during the Cultural Revolution meant that
youth who stayed in the cities also faced limited life chances and struggled under difficult
conditions. Youth coming of age at this point in China’s history were thus deprived of many
opportunities, whether they were sent down or not. Finally, the lack of lasting negative effects of
send-down can be interpreted as an example of human resiliency, in which people who suffer
difficult or traumatic circumstances find ways to adapt and thus avoid lasting harm. Such an
interpretation of resiliency is surely more plausible than the contention that the experience of
send-down was actually beneficial to China’s youth." (Xi, 2008).
1. What do you think of the assessment on the send-down program and of the Cultural
Revolution as a whole made by the researcher? Do you think the idea of human resiliency is an
appropriate assessment on this issue?
PERSPECTIVES ON THE PRESENT
Burks, Pence, & Yi 31
LESSON PLAN
Name: Leah Pence
School: TEP (The Equity Project)
Grade: 12th
Date: 8/2/2012
Title of Unit: Perspectives on the present: A socioeconomic history
Title of Lesson: Cold War and Germany
New York State Standards (List applicable standards, key ideas, and performance
indicators):
STANDARD 3 – GEOGRAPHY
Student will use a variety of intellectual skills to demonstrate their understanding of the
geography of the interdependent world in which we live -local, national, and
global - including the distribution of people, places, and environments over the Earth’s surface.
Key Idea 3.1:
Geography can be divided into six essential elements which can be used to analyze important
historic, geographic, economic, and environmental questions and issues. These six
elements include: the world in spatial terms, places and regions, physical settings (including
natural resources), human systems, environment and society, and the use of geography.
3.2c: Select and design maps, graphs, tables, charts, diagrams, and other graphic representations
to present geographic information.
STANDARD 4 – ECONOMICS
Students will use a variety of intellectual skills to demonstrate their understanding of how the
United States and other societies develop economic systems and
associated institutions to allocate scarce resources; how major decision-making units function in
the U.S. and other national economies; and how an economy solves the
scarcity problem through market and non-market mechanisms.
Key Idea 4.1:
1. The study of economics requires an understanding of major economic concepts and systems,
the principles of economic decision making, and the interdependence of economies
and economic systems throughout the world.
4.1e: Compare and contrast the United States economic system with other national economic
systems, focusing on the three fundamental economic questions.
STANDARD 5-CIVICS, CITIZENSHIP, AND GOVERNMENT
Students will use a variety of intellectual skills to demonstrate their understanding of the
necessity for establishing governments; the government system of the U.S. and
other nations; the basic Civic values of American constitutional democracy; and the roles, rights,
and responsibilities of citizenship, including avenues of participation.
PERSPECTIVES ON THE PRESENT
Burks, Pence, & Yi 32
Key Idea 5.1:
1. The study of civics, citizenship, and government involves learning about political systems; the
purposes of government and civic life; and the differing assumptions held by people
across time and place regarding power, authority, governance, and law
5.1d: Identify and analyze advantages and disadvantages of various governmental systems.
National Council for the Social Studies Standards (List applicable thematic strands):
The development of civic competence requires an understanding of the foundations of
political thought, and the historical development of various structures of power, authority,
and governance. It also requires knowledge of the evolving functions of these structures in
contemporary U.S. society, as well as in other parts of the world. Learning the basic ideals and
values of a constitutional democracy is crucial to understanding our system of government. By
examining the purposes and characteristics of various governance systems, learners develop an
understanding of how different groups and nations attempt to resolve conflicts and seek to
establish order and security.
Global connections have intensified and accelerated the changes faced at the local, national,
and international levels. The effects are evident in rapidly changing social, economic, and
political institutions and systems. World trade has expanded and technology has removed or
lowered many barriers, bringing far-flung cultures, institutions, and systems together.
Connections among nations and regions of the world provide opportunities as well as
uncertainties. The realities of global interdependence require deeper understanding of the
increasing and diverse global connections among world societies and regions.
Learning Objectives:
Students will be able to…
... examine charts and photos and evaluate their value through written and verbal activities.
... determine the reasons Germany split into two countries and reflect upon the outcomes of this
divide.
Classroom Arrangement:
Students will work in two formations. The first in our normal class layout and the second in
groups of seven.
PERSPECTIVES ON THE PRESENT
Burks, Pence, & Yi 33
Groups of seven:
Materials Required:
- Projector and computer
- Handouts with questions
- Text book
Lesson:
(Include detailed description of each step with time required)
Opening/Hook:
Students will view the photo on the board of the Berlin wall. There will also be the following
questions on the board.



Where is this photo?
What are the walls used for?
What do you notices about the walls?
After giving the students five minutes to digest the photo and write their responses. We will have
a class brainstorm about the photo and I will help provide information as needed. (15 minutes)
http://www.flickr.com/photos/siyublog/1982035178/ (photo link)
Procedures:
Students will read in their text book the chapter on the Berlin wall. This chapter details the
separation of East and West Germany and the consequences of the division. (10 minutes)
After, the students have completed the reading I will post the attached graph on the board and
have students write a response to the graph. Asking the following questions: (15 minutes)



What does this graph suggest about job availability in West Germany and East Germany?
What does the sample size of this graph tell us about West Germany and East Germany?
What can you infer about families from this graph in West Germany and East Germany?
The graph is on page 14 of the PDF
PERSPECTIVES ON THE PRESENT
Burks, Pence, & Yi 34
Conclusion:
Group Share: Students will work in groups of seven to discuss their responses to the questions.
(10minutes)
As students leave the class, I will collect their responses to the questions.
Assessment:
During class: I will observe students’ discussions and evaluate their level of understanding
through their responses to the questions.
For homework: Students will create a propaganda poster from either East Germany or West
Germany
PERSPECTIVES ON THE PRESENT
Burks, Pence, & Yi 35
Differentiation, Modifications, and Accommodations
(Circle all that apply)
Adjust Grouping Formats
Oral, Pointing, Signed
Responses
Give Additional Examples
Extended Work Times
Reread Directions
Use Assistive Devices to
Respond
Give More Frequent Breaks
Handout Hardcopy of Board
Notes
Word Processor/Computer
Post Visual Picture of
Seating Near Advanced
Schedule
Students
Give Daily Progress Report
Give Verbal Reminders
Use Graphic Organizer
Use of Brail or Large Print
Use of Interpreter
Pair Students
Give Student Copy of
Use of Verbal Cues to
Increase the Number of
Directions
Emphasize Main Ideas
Review Activities
Use Page Markers
Other
Write Homework List
Provide an Alternate Reading
Level for a Reading
Provide Additional Information for Any Item Checked Above:
Adjust Grouping Formats – Students will be formed into small groups for small group
discussion.
PERSPECTIVES ON THE PRESENT
Burks, Pence, & Yi 36
Name: Sae Yi, Leah Pence, & Josh Burks
School: TEP (The Equity Project)
Grade: 12th
Date: 8/2/2012
Title of Unit: Perspectives on the Present – A Socioeconomic History
Title of Lesson: The Global Economic Downturn
New York State Standards (List applicable standards, key ideas, and performance
indicators):
STANDARD 4 – ECONOMICS
Students will use a variety of intellectual skills to demonstrate their understanding of how the
United States and other societies develop economic systems and associated institutions to
allocate scarce resources; how major decision-making units function in the U.S. and other
national economies; and how an economy solves the scarcity problem through market and nonmarket mechanisms.
Key Idea 4.1:
1. The study of economics requires an understanding of major economic concepts and systems,
the principles of economic decision making, and the interdependence of economies
and economic systems throughout the world.
4.1d: Describe the ideals, principles, structure, practices, accomplishments, and problems related
to the United States economic system.
4.1e: Compare and contrast the United States economic system with other national economic
systems, focusing on the three fundamental issues
4.1f: Explain how economic decision making has become global as a result of an interdependent
world economy.
National Council for the Social Studies Standards (List applicable thematic strands):
Global connections have intensified and accelerated the changes faced at the local, national,
and international levels. The effects are evident in rapidly changing social, economic, and
political institutions and systems. World trade has expanded and technology has removed or
lowered many barriers, bringing far-flung cultures, institutions, and systems together.
Connections among nations and regions of the world provide opportunities as well as
uncertainties. The realities of global interdependence require deeper understanding of the
increasing and diverse global connections among world societies and regions.
Learning Objectives:
Students will be able to…
… deconstruct the movie Inside Job and an article challenging the movie’s arguments in order to
create a list of problems that led to the current economic downturn.
PERSPECTIVES ON THE PRESENT
Burks, Pence, & Yi 37
… analyze how economic decision making has become global as a result of an interdependent
world economy
Classroom Arrangement:
The desks will be arranged in the following arrangement:
The students will work in groups of four while performing group work.
Materials Required:
- Seven poster-boards
- Seven sets of markers
- Notebooks & pens
- Seven laptops for access to the online article
- Inside Job documentary
- Access to a projector and DVD player
- Online article: “’Inside Job’ Just Won Best Documentary -- But Does It Accurately Depict
What Happened?” (http://www.businessinsider.com/is-inside-job-accurate-20112?op=1#ixzz22PmbGbe2)
- Twenty-eight copies of the questionnaire worksheet used to compare and contrast the movie
and online article.
Lesson:
(Include detailed description of each step with time required)
Opening/Hook:
Students will open their journals and answer the following question: How has the current
economic downturn affected you and/or your family? Students will have a few minutes to answer
the question. The teacher will ask the class if anyone would like to share their thoughts. If no one
is willing, the teacher can give a personal account of how the downturn affected them or others
in the local community. (5 minutes)
Procedures:
After performing the opening hook, students will revisit the handout (see attached handout for
film viewing) they filled out while watching clips of the film, Inside Job. The students, using a
laptop stationed at each work group, will access the link for the Business Insider article. For each
claim made on the worksheet, the article presents a counterargument that students will navigate
through. Students will be asked to respond to and summarize the main point of each
counterargument made by the article.
Using this information, students will create a newspaper “cover-story” (see attached template)
where students will take the three most compelling cross-analyses and decide whether the film
presents a valid argument for the cause of the global economic downturn. Students will write out
their “cover-story” on the poster-boards provided which will be presented to the class. (25
minutes)
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Burks, Pence, & Yi 38
Conclusion:
Students will share their newspaper with the class in group presentations. Each group will
present to the class for two - three minutes. (20 minutes)
Assessment:
Students will use the notes that they have taken in class to develop a comparison paper about the
movie and the article to discuss and explain the problems that led to the economic downturn.
Further, students will include how economic decision making has become global as a result of an
interdependent world economy. This paper is to follow standard formatting (double spaced, 1
inch margins, 12 point and times new roman font) and be 1.5-2 pages long.
Differentiation, Modifications, and Accommodations
(Circle all that apply)
Adjust Grouping Formats
Oral, Pointing, Signed
Responses
Give Additional Examples
Extended Work Times
Reread Directions
Use Assistive Devices to
Respond
Give More Frequent Breaks
Handout Hardcopy of Board
Notes
Word Processor/Computer
Post Visual Picture of
Seating Near Advanced
Schedule
Students
Give Daily Progress Report
Give Verbal Reminders
Use Graphic Organizer
Use of Brail or Large Print
Use of Interpreter
Pair Students
Give Student Copy of
Use of Verbal Cues to
Increase the Number of
Directions
Emphasize Main Ideas
Review Activities
Use Page Markers
Other
Write Homework List
Provide an Alternate Reading
Level for a Reading
Provide Additional Information for Any Item Checked Above:
Adjust Grouping Formats – Students’ desks will be rearranged in order to provide a space
more conducive for group work.
Word Processor/Computer – Students will be able to use computer/laptops in order to build
technical literacy skills and access information.
Graphic Organizer – Students will have a handout in order to follow along with the film and be
able to follow along with guiding questions.
PERSPECTIVES ON THE PRESENT
Burks, Pence, & Yi 39
Final Unit Assessment: Research Paper & Supporting Photos
Our final unit assessment will be a 4-5 page research paper where the students will
explore the following question: “How does socioeconomic status influence an individual's social
capital, norms, and values?” Students will be able to draw from the 10 day unit they have just
completed to help formulate their ideas and arguments. Students will be able to use the resources
presented in those lessons as well. Students are expected to follow proper MLA format with 1"
margins, 12 point Times New Roman font.
Additionally students will be asked to take photos of people, places, events, or things
they observe in New York City that support their answers (i.e. the abundance of pawn shops and
paycheck advance stores in low income neighborhoods). For each photo, the student will be
asked how it supports their argument. The purpose of this research paper and photo project will
be to properly evaluate student understanding of socioeconomic influences since 1945, while
also relating the topic of socioeconomics to the student in a personal and current context.
Following is the rubric for the research paper and photo project:
Criteria
Length of
Paper
0
No paper
1
1-2 pages
2
2-3 pages
3
4-5 pages
Thesis
Absent
Thesis is stated but
difficult to find.
Organization
of Facts and
Details
Supporting
Thesis
Absent
Writing is aimless
and disorganized.
Makes sense then
loses focus. Facts
and details do not
support the thesis
statement.
Paper states a thesis
clearly within the
first paragraph.
Reader is able to
make assumptions
about the content.
Paper is organized. It
reveals facts and
details from research.
Most information
supports thesis and is
logically stated.
Absent or
plagiarized
There are a few
parts where the
author's voice is
audible, but it
sounds as if the
researched
information is
being quoted. No
plagiarism. Less
than 2 references.
Paper has a clear and
intriguing thesis in
the introductory
paragraph. The
reader is eager to
read more.
Paper is well
organized. It reveals
facts and details
discovered during
research. All of the
facts and details
support the thesis in
an orderly manner.
The reader reads on
with joy.
Writing sounds as if
author wrote it.
Reflects researched
information reported
in author's writing
style. No plagiarism.
4 or more references
cited.
Interpreting
and Analyzing
Writing mostly
sounds as if author
wrote it. Reflects
research information
reported in author's
writing style. No
plagiarism. 3
references cited.
Score
PERSPECTIVES ON THE PRESENT
Observations
and
Conclusions
Absent
Bibliography
Absent
Burks, Pence, & Yi 40
Observations are
unclear.
Conclusion is weak
and author makes
no personal
connection.
Bibliography is
weak. Less than 2
sources. Author did
not reference all
materials. Many
errors. Did not
follow MLA
format.
Few typos
Observations and
conclusion are well
written. There is
some attempt to
make a personal
connection.
Bibliography is well
written. Author
followed MLA rules.
3 sources used.
Observations and
conclusions are
clearly stated and
critical. Author has
made personal
connections.
Bibliography is
impeccably written.
Author followed
MLA rules. 3 or
more sources.
Clean and clear
Great writing.
Photos have
moderate relevancy
and are moderately
well explained
Photos have clear
relevancy and are
thoroughly explained
4–5
6+
19-22 = B/B+
23-27 = A-/A
Prose, layout,
copyediting,
spelling, etc.
Relevancy of
photographs
No evidence
spell-check,
etc.
Photos have
no relevance
to student’s
argument
Number of
photographs
FINAL
SCORE
0-1
Photos have little
relevance and/or
are poorly
explained how they
relate to student’s
argument
2-3
Below 14= D
15-18 = C/C+
PERSPECTIVES ON THE PRESENT
Burks, Pence, & Yi 41
Annotated Bibliography
Antihostile (2011, August 2). White king, red rubber, black death. Retrieved August 2, 2012,
from http://www.youtube.com/watch?v=wpibEk3lUg0&feature=related
This BBC video chronicles the personal ownership of the Congo by King Leopold II of
Belgium. The parts which will be showed in class show some of the devastating tactics
used by Leopold’s colonial armies as well as how Leopold used riches gained from the
Congo to convince Belgians and the world that Belgium needed to be in the Congo.
Berlin Wall Photo (N.D) Retrieved from
http://www.sheppardsoftware.com/Europeweb/factfile/Unique-facts-Europe12.htm
This photo shows the berlin wall during the 1980s. The photos shows the demilitarized
zone between the two walls and shows a person walking their dog along the West side of
the wall.
Comstock, C. (2011). “Inside job” just won best documentary -- but does it accurately depict
what happened?. Business Insider. Retrieved from http://www.businessinsider.com/isinside-job-accurate-2011-2#
This online article looks at many of the claims made by the film “Inside Job” and
presents either arguments that counter what was said in the movie or provides support for
those they believe are accurate. The article often argues the validity of some of the film’s
claim by looking at it in a different perspective.
Congo Friends (2011, June 18). Crisis in the congo: uncovering the truth. Retrieved August 2,
2012, from http://www.youtube.com/watch?v=vLV9szEu9Ag
This video depicts the current crisis in the Democratic Republic of the Congo, as well as
briefly touches on the overall history of the nation. It has excerpts of professional
interviews with human rights advocates in the Congo as well as other international
experts on both Africa and the Congo.
Ferguson, C. (Director) (2010). Inside job [DVD]. Available from
http://www.amazon.com/gp/product/B004NOCCEG/ref=atv_feed_catalog?tag=weblabtreatment-20
This documentary, which won the Academy Award for Best Documentary Feature in
2010, chronicles the economic collapse of U.S. and global financial markets in 2008. The
film largely looks at politicians who were responsible for deregulating financial markets
and the corporate leaders who personally benefitted from profits gained at the expense of
weakened institutions.
Hergé. (1962). Tintin in the congo. Brussels: Casterman. Retrieved from
http://tintinadventures.tripod.com/id34.html
This comic was originally published in 1931 in Belgium and later republishes in the U.S.
in 1962. It depicts the popular comic character, Tinin, and his travels to the Congo –
under Belgian colonization. It is believed this comic depicts the positive side of Belgian
colonization and is a defense for it.
Iomene (2006, December 20). Belgian Congo uprising. Retrieved August 2, 2012, from
http://www.youtube.com/watch?v=u488cpsmYZ8
This film clip is of a U.S. newsreel shown to film audiences in 1960. It “describes” the
events in Congo, but has a tone that is very indignant of the Congolese and the only
images shown of “victims” are of displaced Caucasian people.
PERSPECTIVES ON THE PRESENT
Burks, Pence, & Yi 42
Human Rights Watch. (2012, January). Democratic republic of congo - country summary.
Retrieved from http://www.hrw.org/sites/default/files/related_material/drc_2012.pdf
This page helped inform me further on the current state of the Democratic Republic of
the Congo and explain, briefly, what human rights violations are still occurring. This was
retrieved in order to make the argument that even though the Democratic Republic of the
Congo gained “independence,” it may not have necessarily led to better conditions.
Landsberger, S. (2012, July 29). Up to the mountains, down to the villages. Retrieved from
http://chineseposters.net/themes/up-to-the-mountains.php
Through virtual exhibitions, theme presentations, and web-database, the website aims to
present Chinese propaganda posters to its viewers. One such gallery is entitled Up to the
mountains, down to the villages and the viewers are introduced to idealistic posters that
prop up the campaign to relocate educated urban youths to rural villages and frontier
settlements for reeducation. The website also provides a historical overview of the
relocation program along with translations of the Chinese characters on the propaganda
posters.
Life on both sides [Video file]. Retrieved from
http://www.youtube.com/watch?v=nt7AA_JaDeM
This film displays life on both sides of the Berlin Wall. It is slanted against East
Germany. However, it does explain why the wall was built and what life was like while
the wall separated Berlin.
Lyman, P. (2004). Ralph bunche’s international legacy: the middle east, congo, and the united
nations peacekeeping. The Journal of Negro Education, 73(2), 159-170.
Excerpts from this article appear in the work packet that students will receive. The article
focuses on the life of Ralph Bunche, who helped create the UN and mediate conflicts.
This article suggests that the role of the UN in the Congo was relatively ineffective and
tells how the UN leadership viewed the Congolese President Lumumba contemptuously.
Nwaubani, E. (2008). Eisenhower, nkrumah, and the congo crisis. Journal of Contemporary
History, 36(4), 599-622
Many excerpts were drawn from this article for the work packet associated with this
lesson. The article provides a good overview of the independence movement in the
Democratic Republic of the Congo, as well as examines the Belgian relationship before,
during, and after independence. The article also suggests evidence that links President
Eisenhower to the decision to have President Lumumba assassinated.
Onishi, N. (1999, January 8). Kinshasa journal; tintin at 70: Colonialism’s comic-book
puppet?. The New York Times. Retrieved from
http://www.nytimes.com/1999/01/08/world/kinshasa-journal-tintin-at-70-colonialism-scomic-book-puppet.html?pagewanted=all&src=pm
This article helped me analyze the comic, “Tintin in the Congo,” which is seen as a
propaganda piece supporting Belgian colonization of the Congo. The article was created
in response to edits made to the comic in order to revise politically and racially
insensitive material as well as mark its 70th anniversary.
Yu, Xie. (2008). Did send-down experience benefit youth? A reevaluation of the social
consequences of forced urban-rural migration during china's cultural revolution. Social
Science Research, 37, 686-700.
The research paper examines the long-term social consequences for the Chinese youth
who experienced the relocation policy. Six socioeconomic indicators were examined.
PERSPECTIVES ON THE PRESENT
Burks, Pence, & Yi 43
They are: (1) likelihood of attaining a college education, including junior college, (2)
years of schooling attained, (3) annual salary in 1998, (4) total annual income in 1998, (5)
likelihood of being a cadre, and (6) socioeconomic status measured by the International
Socioeconomic Index (SEI). Ultimately, the study finds that the send-down program did
not benefit the Chinese youth. Interestingly, the study also finds that the experience did
not appear to result in lasting negative socioeconomic consequences for the affected
youth.