Bell Ringer #1 for 11-16-15
 Go get a dark blue Global
book. Pick one country
from page 502-507 of our
text book and compare
their country profile with
that of the United States.
List three things that are
drastically different than
the United States.
The SWBAT know some basic understanding of some of the cultural
characteristics of many of the countries in Africa.
11-16-15
• Library time for half
the class to work on
Brochures and essays
• Bell Ringer #1 and
discussion
• African demographics
activity
November 18
The students will examine, explore, and study the religion,
culture, government, economics, and geography of many
African countries.
The students will be introduced to African vocabulary for the
upcoming unit and will begin to understand the definitions of
the provided terminology.
Journal 2 – List 3 things you know about Africa.
• Half the class we will be in the library
• Slave Trade – Ted Talks
November 20, 2015
• Go to the library for
first half of class.
European Union
Brochures and
significant person
essays due.
• Bell Ringer
• Crown a champion
• Ted Talks or CNN
Student News
Bell Ringer #3 for 12-1

Why is Africa so poor? What keeps
many of the countries from becoming
more developed?
The students will examine, explore, and study the
religion, culture, government, economics, and geography
of many African countries.




Bell Ringer #3 and discussion
CNN Student News
African notes
African vocabulary
Welcome to Africa
Africa is the second largest
and second most populated
continent in the world.
Africa by the Numbers

Covers over 11,700,000 square miles

54 Nations

Over 1,000 languages are spoken

1.1 billion people (2nd largest)
Geography

Largest cities
• Lagos, Nigeria has an estimated 21 million people
• Cairo, Egypt has an estimated 17 million people

Mount Kilimanjaro in Tanzania
• Tallest mountain in Africa at 19,340 feet

Lake Victoria
• Feeds the world’s longest river, the Nile at 4,258 miles

Sahara Desert
• Largest desert in the world
Africa is a Divided Continent
Different Racial & Cultural Zones
Sahara Desert
Northern Africans
•Light-Skinned
•Speak Arabic
•Muslims
Sub-Saharan
Africans
•Black Africans
•Bantu/Swahili
•1000’s of tribes
& cultures
Colonization



Portuguese established coastal
colonies in the 15th century
Europeans penetrated the African
interior by the late 1800’s
British and French Missionaries
• Established primarily Catholic and Protestant
colonies.
Political Change in Africa



By WWI only Liberia & Ethiopia
remained free
The second half of the 20th Century
brought independence
Independence did not mean freedom
 Anarchy, Civil War, Dictatorships…

Tribal loyalties often take precedence
over allegiance to the new nations.
Africa Today
Religion



Animism is practiced in Africa
North Africa – Islam
Sub-Sahara – Animism & Christianity
The African Economy


Economics – Highly dependent on
mineral resources such as diamonds,
gold, platinum, etc.
Developing – Most of the countries are
classified as developing. Why?
• Low literacy rates and low per capita GDP’s
• Religious and tribal differences are responsible for the lack of
national unity and economic prosperity.
December 3
The students will continue to explore and examine African
countries as they are introduced to Apartheid. The students
will be able to define Apartheid and they will understand how
it impacted South Africa.
Journal 4 – What is Apartheid? Who was Nelson Mandela?
•
•
•
•
Significant person review
Nelson Mandala – Video Clip
Notes over Apartheid
CNN Student News?
History Before Apartheid
 1,500 years ago: Bantu migration
south
 1600’s: 1st Europeans became known
as Afrikaners, spoke Afrikaan

Colonizers: British, Dutch, French,
and Germans

Black South Africans battle with
whites

1800’s: White settlers forced Black
Africans off the best land.
South Africa


English and Dutch colonized the area in the 17th century
1800’s: White settlers forced Black Africans off the
best land.

Battle over this land between the several countries

Fertile farmland and mineral resources

Diamonds, gold, and platinum mines

Mild climate
Union of Africa Under the British
•
Natives Act Land of 1913: Blacks could only live in
8% of the country. The rest of belonged to whites.
•
Blacks could work in white areas for very low wages
•
Blacks could not own land in white areas
•
1920: law passed separating black and white
workers. Highest paying and best jobs went to
whites.
Apartheid: 1948
1948: The Nationalist Party won the election and
took over the country. They added new laws to
white power determining where others might live,
go to school, and what jobs they may hold. These
laws were called Apartheid laws.
Apartheid



Definition: Separateness or a system of racial
segregation
A system of legal racial segregation enforced
by the Nationalist Party in South Africa from
1948 to 1994
Black South Africans were stripped of their
rights and minority rule by white inhabitants
was enforced.
Laws under Apartheid

Blacks (71% of the population) were denied citizenship and
could not vote

Access to public facilities were denied or separated (libraries,
restrooms, water fountains, etc.) Whites (16%) had all rights,
mixed race (10%) some rights, and Asians (3%) had few rights

Prohibition of marriage between non-whites and whites

White only jobs
Bantu Authorities Act

1951 formed African reserves or homelands where
blacks were separated up to three hours away

Citizens only of the homeland, not South Africa

Must have passes to leave the homeland

They were aliens in their own country

Non-whites were required to register (Population Registration
Act) and carry “pass books” containing fingerprints, photo and
information for access to non-black areas
Differences Under Apartheid
Apartheid and the People of South Africa
Category
Blacks
Whites
Population
19 million
4.5 million
Share of National Income
13 percent
87 percent
Ratio of average earnings
1
14
Minimum taxable income
(1976)
360 rands
$432 US
750 rands
$900 US
Doctors/population
1/44,000
1/400
Infant mortality rate
20% urban 2.7%
40% rural
Annual expenditure on
education per pupil
$45
$696
Teacher/pupil ratio
1/60
1/22
Response to Apartheid

1950’s and 60’s: peaceful
protests

1953: Public Safety Act

African National Congress
(ANC) was established, but
outlawed by the government

1960: Sharpeville Massacre
(69 killed and 187 wounded)

1962: Nelson Mandela,
former ANC member was
arrested and sentenced to
life imprisonment.
Response to Apartheid

1970’s: protests grew in force and
other countries joined the fight

1974: South Africa was expelled
from United Nations

Economic sanctions were imposed:
closing of multinational corporate
activity in South Africa, trade and
aid restrictions, embargo on
products made in South Africa

Athletes were banned from the
Olympic Games and other
international sports events for 21
years – until 1991
The End of Apartheid

1990’s: weak economy and
continuing protests

President F. W. de Klerks passed
legislation that tore down
apartheid system

April 1994: South African Blacks
were allowed to vote for first time
for their new government ending
Apartheid. Nelson Mandela, a
black man, was elected President
The End of Apartheid
The Truth and Reconciliation Commission
Created by Mandela and chaired by Archbishop Desmond
Tutu. Commission heard testimony by thousands of South
Africans involved as victims or perpetrators of crimes under
Apartheid. Commission decided on amnesty for those who
confessed their crimes and were truthful – advocated
reparations for victims, but have not yet been awarded by
the government.
Over 20 Years after Apartheid
ANC still in power
• Africa still remains a divided and segregated society
• Living in different neighborhoods
• Less paying jobs as whites controlled largest businesses
• Half of population still lives below the poverty level
• Massive unemployment
• Reverse Discrimination
• Still a two nation dynamic: white and rich, black and poor.
• Failure to invest in education, social services, infrastructure
• Rising crime and highest rates of HIV in the world (20% of
adult population is HIV-positive)
•
Bell Ringer #5 for December 7
• What does the term genocide mean? Can you give
two examples?
December 7
The students will know what the term genocide means and be able to
give examples of it throughout the world. They will also be able to
understand how it has affected the world and solutions for preventing it.
(Review) Who was the president of South Africa credited with helping to
end Apartheid? Give an example of the living conditions under Apartheid
in South Africa?
Today
• Bell Ringer
• Quiz over Significant people (Review beforehand)
• Lucy’s Presentation over the Congo. Thank you so much.
• Notes over Genocide
• Possibly start Rwanda and video guide if we have time.
• Make sure African vocabulary is finished.
Bell Ringer #6 for December 9
• What do you feel human beings can do to prevent
racial injustice, such as Apartheid, or acts of
genocide from occurring in the world?
• What is social injustice? Give an example.
Bell Ringer #7 for December 9
• Learning outcomes.
Number your paper
from 1-10.
December 9, 2015
The SWBAT better understand the concept of
genocide by watching parts of Hotel Rwanda. We
will also continue to explore and review the culture
of Africa through learning outcomes.
• Bell Ringers 6 and 7. (7 is learning outcomes)
• CNN Student News and discussion
• Hotel Rwanda and video guides.
Bell Ringer # 8 and 9 for December 11
• Bell Ringer #8. Define the following: minority,
race, and ethnicity.
Define: discrimination, prejudice, and racism
• Read hopes for S. Africa’s future and answer
questions 1-5.
• Discussion these two bell ringers as a classs
Activities for Friday December 11
•
•
•
•
Bell Ringers 8 and 9 and discussion.
Discrimination activity in class
Brief discussion over colonization of Africa.
Continue with Hotel Rwanda and video guide.
Bell Ringer 10 and 11 for Dec 15
• Bell Ringer 10. What influence do you think the
U.S. has on Africa? Why do they not do more.
• Bell Ringer 11 Learning outcomes (Number your
paper from 1-10.
December 15, 2015
The SWBAT to better understand the culture of
Africa through readings, discussion, review, and
video in preparation for the upcoming African Quest.
• Bell Ringers 10 and 11
• CNN Student News and discussion
• Review for African Quest on Thursday
• Hotel Rwanda and video guide.
Bell Ringer #12 for Dec. 17
Name three things you have learned about the
culture of most of the African countries. Think about
religion, government, economics, etc. etc. You will
then share one of these with the class.
Agenda for December 17, 2015
•
•
•
•
•
Bell Ringer
Review
Quest over Africa
Collect Bell Ringers for Africa
Kony Presenation
What to do with African
Conflicts?
How does the United States
handle present day conflicts
that are influenced by the
past?
What is Genocide?
The deliberate and systematic
extermination of an ethnic, racial,
political, or religious group.
Reasons for the United Nations
involvement in Sub–Saharan Africa
Colonial rule created numerous
issues throughout Sub-Saharan
Africa, and currently 7 of the 15
United Nations peacekeeping
missions are in Africa.
Rwanda and Sudan have been
urgent and devastating.
Stages of Genocide
Classification – “Us vs. Them” mentality, creation of
categories for different people
Symbolization – Names or symbols are given to the
classifications
Dehumanization – Deny the humanity of the group.
Preparation – Victims are identified and separated out
because of their ethnic or religious identity
Extermination – Mass killing
Denial – Perpetrators burn the bodies, cover up evidence,
intimidate witnesses, and admit nothing.
Somalia
Somalia 1992
• Years of warfare among
rival clans caused famine on
a biblical scale. 300,000
civilians died of starvation.
• Mohamed Farrah Aidid, the
most powerful of the
warlords, ruled the capital
Mogadishu.
• Aidid seized international
food shipments at the ports.
Hunger was his weapon.
April 1993
• The world responded. Behind a
force of 20,000 United States
Marines, food was delivered and
order restored.
• Aidid waited until the Marines
withdrew, and then declared war
on the remaining United Nations
peacekeepers.
• In June, Aidid’s militia ambushed
and slaughtered 24 Pakistani
Soldiers, and began targeting
American personnel.
Saturday, October 2, 1993
• At a Red Cross Food Distribution
Center unarmed civilians were
fired upon.
• “This food is the property of
Mohamed Farrah Aidid. Go back
to your homes.”
• Delta Force was advised not to
assist because they were not being
fired upon themselves.
▫ Black Hawk Down
The Result
• The situation became dire when in one attempt to capture Aidid
two Black Hawk helicopters were shot down, and a firefight
ensued.
• The situation proved to be disastrous for the U.S. and created
reluctance to enter Africa in the future.
• Today Somalia still suffers from severe governmental and
economic instability.
Rwanda
Rwandan Genocide
Hutu
•
•
•
Majority of the Rwandan
people
Discriminated against by
the Belgians
Shorter, dark skinned
Tutsi
•
•
•
Minority of the Rwandan
population.
Favored by the Belgian
colonists
Taller, lighter skinned
Rwandan Refugee Camp in Zaire
Rwanda and Burundi were torn by
ethnic strife since independence from
Belgium in 1962.
Hutus make up 85% of population
while the Tutsis 15%. Hutus were
farmers, while the Tutsis were more
aristocratic.
Belgians gave Tutsis more
land rights and more
privileges as well as
government jobs solely to
them. When Belgium lost
control in 1962, it tried to set
up a Tutsi government.
When the Belgians left there
was a power vacuum and the
area split into two:
• Rwanda – controlled by Hutus
• Burundi– controlled by Tutsis
In 1990, the Rwandan Patriotic Front (RPF) attempted to
overthrow the Hutu led Rwandan government.
UN peacekeepers tried to stop the violence. Peace accords were
signed in Aug. 1993, but after a plane crash killed the presidents
of both Rwanda and Burundi, ethnic violence erupted.
11 UN peacekeepers were executed because they were in the way.
Armed with grenades, AK-47s, and machetes, Hutus slaughtered
an estimated 800,000 Tutsi and Hutu sympathizers in 100 days.
Tutsi’s were told by radio to stay in their homes while a 30,000
member militia group, known as the Interahamwe ravaged
through neighborhoods, and ordinary Hutus killed their Tutsi
neighbors.
The killings went 5 times faster than the Nazis killed in WWII.
The genocidal slaughter has been shown to have been carefully
orchestrated by the Hutu government in advance.
Despite horrific reports of
genocide, no other country
came to the Tutsi's assistance.
The UN, already stationed in
Rwanda, withdrew soon after
their 11 soldiers were killed.
A Tutsi rebel force, the
Rwandan Patriotic Front,
swept across the country in a
14-week civil war that overtook
the Hutu extremists
Resulted in 1.7 million Hutu
refugees in the Congo.
Sudan
Sudan has been at war with itself for
more than three-quarters of its
existence
The First Sudanese Civil war took place from 19551972 and was between the north and south.
The Second Sudanese Civil War started in 1983 and
continued until peace was negotiated in 2005.
During the second civil war, more than two million
people were killed and more than four million have
been displaced.
The Lost Boys of Sudan are a group of boys – girls
were also displaced and targeted – as young as six
years old who walked a distance equivalent to
walking from Denver to Chicago. It took 3 months
and over half were killed or captured.
In 2003, people in the Darfur wanted fundamental
human rights. The government in Khartoum feared
this, and hired the Janjaweed to exterminate the black
African groups in the Darfur.
The Janjaweed enter villages to rape, burn, and
slaughter.
According to BBC news, the death toll is estimated at
300,000 with close to 2 million displaced in refugee
camps in Chad, where disease and famine run rampant.
The Sudanese government disagrees as they estimate
10,000 deaths.
Today, reporters and humanitarian aid have been
blocked by the Sudanese government so that very few
images of what is happening can be captured.
While there are no public auctions, modern slavery
exists in Sudan. Several thousand have been
enslaved in Sudan in the past ten years.
Often, the northern forces seize the southern
Animists. They are used as forced labor, sexually
exploited and in some cases sold to other “masters”.
The government denies slavery exists. However, it is
reported the government tends to look the other
way as they use slavery as a way to rid themselves of
their enemies.
“Only the dead have
seen the end of war.”
-Plato
November 3 and 4
Journal 6
Who or what is considered to be a man’s best
friend?
Who or what is considered to be a woman’s best
friend?
What type of ring is typically purchased for a
marriage engagement?
What does a diamond represent?
November 3 and 4
The students will continue to explore conflicts in Africa,
specifically blood diamonds, and their impact in Africa
and across the globe. The students will be able to define a
“conflict diamond” and they will identify which company
controls the diamond market.
•
•
•
•
De Beers – Video Clip
Conflict Diamonds – Notes and Discussion
Conflict Diamonds – Video Clip
I Know, I Know, I Know – Unit Review
Military Engagements
to Engagement Rings
The Path of Conflict Diamonds
Where Are Diamonds Found?
Rough diamonds are found by
mining below the earth’s
surface or river beds and
streams through “alluvial”
mining.
Most of the diamond deposits
currently mined in places such
as Sierra Leone and Angola are
alluvial, requiring only a
shovel, a pan, and hard labor.
Illusion of Scarcity
Illusion of Scarcity
• Prices depend on the perception of scarcity. If diamonds are perceived to
be rare, prices will remain high. If new diamonds flood the market, prices
will plummet.
• In the 1870s, large diamond deposits were discovered in Africa, allowing
unprecedented numbers of diamonds to enter the open market.
• Diamond investors formed De Beers Consolidated Mines, Ltd. to control
diamond production, perpetuating the illusion of scarcity.
• Through its enormous wealth, power, and influence, De Beers purchases
large amounts of diamonds whenever countries attempt to flood the
market.
• Because of De Beers, diamond prices have remained steady and expensive
despite civil wars, slavery, and conflict
Exploitable Resource
• In areas such as Sierra
Leone alluvial mining
allows easy access to
quality rough diamonds.
• The artificially high price
has encouraged rebels to
take control of mining
areas to make quick and
substantial profits.
• Rebel groups such as the
Revolutionary United
Front (RUF) force
civilians to mine for
diamonds.
Diamonds Fund and Fuel Conflicts
• Rebel groups such use their diamond profits, upwards of
$300 million a year, to buy weapons and supplies to sustain
their military and mining endeavors.
• In the past decade, over 6 million people from Sierra Leone,
Angola, Liberia, and the Democratic Republic of the Congo
have become refugees after being forced from their homes by
diamond fueled conflict.
• Millions more have died in diamond related conflicts over the
past decade. Experts estimate conflict diamonds account for
more than 4,000,000 deaths.
Abuses of Human Rights
Cruelty includes the abduction
and training of child soldiers,
amputations, abductions of
male mine workers, and the use
of rape as a tool of war.
Diamond profits allow for
prolonged conflicts and the
ongoing abuses of human rights
in conflict areas
Despite UN efforts and
attempts at diamond
certification, the illegal sale of
diamonds remains a profitable
and dangerous business.
“A Diamond is Forever”
Diamond engagement rings were not
common until 1947, when De Beers
launched its famous “A Diamond Is
Forever” marketing campaign.
The advertising campaign:
• Diamonds are rare
• Diamonds can never be parted with
• A man is expected to spend at least
one month’s salary on a diamond
engagement ring
• Diamonds are the only way to
express true love.
“A Diamond is Forever”
De Beers has encouraged jewelers
to loan diamonds to celebrities for
prestigious events, solidifying a
diamond’s association with
wealth, prestige, and celebrity.
De Beers controls more than half
the world’s diamonds today at
60%.
The United States is the largest
market for diamond jewelry,
buying nearly half of the $56
billion in diamonds sold last year.
The Conflict Diamond
Forced labor pulls diamond out of mine or river
Rebel groups take diamond from labor
Rebels sell the diamonds to smugglers or trade them for guns from
warlords
Smugglers or warlords say the diamonds are not conflict diamonds and
sell them on the open market
Consumers, mostly Americans buy the diamonds not knowing their
money is going towards murders and kidnappers
Conflict Free Diamonds?
• Because diamonds are small and easy to transport, it is difficult to
track all diamonds leaving a given country.
• Diamonds from conflict regions are often mixed with legitimate
diamonds and certified as conflict free.
• Many diamond experts claim they can examine a diamond and
identify its origin, down to the very mine from which it came.
• Other industry experts claim that smuggling and mixing diamonds
from different origins makes it nearly impossible to know if a
diamond came from a conflict area.
The Kimberley Process
In 2003, the Kimberley Process
Certification, an initiative developed
by governments, the diamond
industry, and civil society was
introduced to help reduce the flow of
conflict diamonds.
The Kimberley Process is a voluntary
initiative that requires participants to
certify shipments of rough diamonds
are conflict free.
The diamond industry also
voluntarily agreed to implement a
System of Warranties, designed to
help trace rough diamonds from
mining to point of sale.
The Kimberly Process
• While the Kimberley Process has not solved the problem of
conflict diamonds, it has reduced the amount of conflict
diamonds sold into the open market.
• Currently, violence funded by conflict diamonds is escalating in
the Ivory Coast, proving there are serious loopholes in the
Kimberley Process.
• Recommendations to strengthen the Kimberley Process include
increasing government oversight of the diamond industry and
strengthening government enforcement policies.
Exit Ticket
1. What is a conflict or blood diamond?
2. How does the sale of conflict diamonds increase
human rights abuses?
3. In what ways has American culture been affected by
diamond advertising and the role of diamonds?
You may not use your notes or my notes
for the Quest, but you can use your one
page ___________ ___________.
Sudan and Rwanda are considered to be
_______________________ countries.
Developing nations have a lower number
of adults who can _________________.
Africa’s diverse geography and climate
contributes to its diverse _____________.
What is the most prevalent
terminal disease in Africa?
Racial segregation in South Africa
was called __________________.
Where is animism predominantly
practiced in the world?
A __________________ economy is
often practiced in Africa. It is a
system in which production is the
result of ritual, habit, and custom.
Ethiopia and Somalia are located in the
__________________ region of Africa?
Lake Victoria feeds the _________River,
which is the longest river in the world
Africa’s most likely depends on its
abundant ___________ __________.
Re +
___________ __________ was the
president of South Africa credited
with ending Apartheid.
ggfgfgfg
In 2011, ___________ __________
was established as a new country
There is ongoing conflict in the
______________ region of Sudan.
Mount __________________ is the
tallest mountain in Africa.
The _________________ Desert is
the largest desert in the world.
The two dominant religions in SubSaharan Africa are _______________
and ________________.
Living under Apartheid blacks were
forced to live in areas referred to as
their ________________________.
The children from the Darfur region are
known as the ____________ ___________
of Sudan.
Two countries that colonized Africa
were ____________________ and
____________________.
Deliberate and systematic extermination
is know as _______________________.
The _____________ tribe was under
attack during the Rwandan Genocide.
Forced labor is required to mine
________________ diamonds, also
known as ____________ diamonds.
The slogan, “A Diamond is Forever”
is the advertising campaign for the
____________________ company.
The ________________ _______________ is
an organization in which European countries
integrate the economies of members states,
and promote cooperation and policy
coordination.
From 1945 to 1989, the tension between the
United States and the Soviet Union was
known as the ____________ ____________.
Africa Map Quiz
Led by Martin Luther, the _________________
____________________challenged the power
of the Catholic Church
November 9 and 10
Journal 1: If you could spend the day with one living person
that you have never met, who would it be? Why did you choose
this person? Please be specific
If you could spend the day with one person from history that is
not living, who would it be? Why did you choose this
person? Please be specific.
• Global Tournament Draft
• Global Tournament Bracket
• Global Tournament Discussion
November 5 and 6
The students will complete their exploration of the culture in
Africa and demonstrate what they have learned by meeting
proficiency on a Quest.
Journal 7 – Name three things you learned about Africa
during the unit?
•
•
•
•
Africa Quest
7 Journals - Due Today
Global Tournament – Introduction and Draft
European Map
June 30
Journal 6 – How did you do in the first round of the
tournament? Were you satisfied with your results?
Why or why not? Are you prepared for the second round?
• Tournament: Rounds 2 and 3
July 6
The students will continue to explore and examine African
countries as they are introduced to Apartheid
Journal 4: Why did you think the United States failed to get
involved in the Rwanda Genocide? Give your personal
reflection of the movie Hotel Rwanda.
July 6
Global Perspective Influential Tournament
Journal 6: Who is the influential person you will be
representing? Write down one reason you believe your
contestant can win the tournament
The students will gain a global perspective and better
understand how 22 famous world figures and leaders have
influenced the world though a one minute competitive speech.
• Tournament
July 9
The class will be introduced to the European Union and
explore how it impacts the culture of Europe.
Journal 1: How is Europe different from Africa? How is it
different than the Middle East? How is it different than the
United States? (List two differences for each)






Tournament Finals
Tournament Quiz
Notes over the European Union
Map of Europe
Video clip over the European Union
European Union Brochure
European Union





A family of democratic countries
committed to working together for peace
and prosperity
Sometimes referred to as the United
States of Europe
It does not replace existing countries
They do have many things in common
and they make decisions as a group
Initial countries were Belgium, France,
Germany, Italy, Luxembourg, Netherlands
History of the European Union





Formed after World War II
Europeans did not want that kind of
killing and destruction again
Started with six countries and was mainly
concerned with trade and commerce
27 countries now and 450 million people
Europe is diverse, but it shares the
values of democracy, freedom, and social
justice
Fewer borders,more opportunities




No passports needed to travel among EU
countries
Shop in other countries for cheaper goods
without paying extra taxes
One single currency, the Euro, allows
shoppers to purchase merchandise
throughout Europe
Air travel, internet access, phone, and power
are also cheaper due to fair competition
among all the countries in the union
Greener Europe





Environmentally conscious and they are
working hard to protect the environment
Strict rules for waste disposal
Rivers and lakes are cleaner
Kyota protocol works to reduce emissions
Strict emissions on vehicles
Education and equal opportunites
for all


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EU has opportunities for studies in other
countries
Bans discrimination of any kind
Men and women have equal pay for equal
work
EU is a pioneer for women's rights
Euros



This is the currency used by 12 of the
countries in the union. 2/3 of the
population
This can be used in all the countries
where the Euro is accepted
Common design on one side and home
country on the other
Jobs and prosperity




Goal is to be the most knowledgeable and
skilled in the world
One third of budget is used to stimulate
the economy and add jobs
Training for unemployed and under
qualified people
Focusing on high tech jobs for the future
Freedom, security and justice




Work together to battle terrorism
Battle of cross border drug trafficking
European arrest warrants
EU makes it easier to solve border legal
conflicts, like marriage and divorce
Peace and Stability



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
War between the EU countries now is
almost unthinkable due to the unity they
developed
They are trying to spread peace and
prosperity
They provide more humanitarian aid than
anyone in Europe helping poor countries
Protects other countries
Wants to be a model for the rest of the
world
A place in the Union




Any European country can join, provided it
has a stable democracy that guarantees the
rule of law, human rights and the protection
of minorities
Must also have a functioning market
economy and civil service capable of
applying EU laws
It sometimes takes up to 10 years to
become a member
They have a flag, national anthem, and EU
day
July 10
The students will understand what the European Union is
and the purpose of it.
Journal 1: How is Europe different from Africa? How is it
different than the Middle East? How is it different than the
United States? (List two differences for each)
Journal 2: What is the European Union? What is the good
and bad things from what you have found out so far?
French Revolution
1789-1799
Three Estates/Absolute Monarchy
 1st Estate was the church clergy
 2nd Estate included the Nobility
 3rd Estate were the peasants or the bourgeoisies. This group
was the majority.
How did it start?
 The French were in a financial crisis
 People were unhappy with the king
 3rd estate were being taxed heavily
 They wanted a new social order and led by a few high
ranking people took French control into their own hands
 Third Estate broke away and created a National Assembly
Five Main Causes
 Absolute Monarchy
 Estate System
 Economic Inequality
 Enlightenment
 Other Revolutions
New Order
 King was not happy
 Peasants raided the Bastille, which was a royal fortress for
ammunition.
 Clergy and common people met to bury differences and change
the way things were run.
 Not as many taxes and laws for the peasants to pay
 1791 a new constitution was developed.
King’s new role
 He could remain in power, but an elected assembly would

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make the laws.
King Louis tried to have other countries attack France
He ended up trying to leave
The king was sentenced to death and executed in 1793
The monarch was abolished
France declared itself a republic
Committee of Public Safety
 Maximilian Robespierre was in charge and took it a little too far.
 Lots and lots of executions and turmoil
The Revolution
 An era of bloody years went by where over 16,000 people
were guillotined.
 A general named Napoleon Bonaparte took over and a new
constitution took place in 1799
 In 1804 he crowned himself Emperor of France
 Revolution was over and a new empire had begun
Consequences
 A republic based on bourgeois replaced the monarchy
 Start of the modern world
 More patriotism for country instead of the monarch
July 13
Journal 3: List 3 things you know about recent European History
(1900’s to present.) List two things prior to 1900 that you are aware
of.
Journal 4: What is the difference between a War, a Revolution, and a
Civil War?
French Revolution Crash Course
French Revolution Hand Out
Europe Notes
Europe Review
Basic Geography
739,165,030 people (est. 2010)
Great Cities
Ancient Heritage
Europe
Egypt, Middle East, China
» Large quantities of
rainfall
» Limited need for
irrigation
» Limited need for
centralization of
authority
» Few major geographic
boundaries
» Limited Rainfall
» Agriculture
dependent on large
public works
» Highly centralized
authority
» Major geographical
boundaries
Does Geography
Matter?
In Europe River Systems provide
• Drinking water
• Sanitation
• Sewer/trash disposal
• Trade opportunities
• Not required for agriculture
Agriculture is based on rainfall
Allows for urbanization
• Farmers
• Craftsmen
• Aristocracy
Individualized Wealth
• Independent of State
• Origins of the Middle Class
London- Thames
Berlin- Elbe
Paris - Seine
Kiev- Dnieper
Vienna, Budapest,
Belgrade, Zagreb –
Danube
Moscow – Volga
Warsaw- Vistula
Madrid & Lisbon- Tagus
Others
Rhine Germany
Rhone Southern France
Identify the Countries
Countries in the European Union
» Austria
» Belgium
» Bulgaria
» Croatia
» Cyprus
» Czech Republic
» Denmark
» Estonia
» Finland
» France
» Germany
» Greece
» Hungary
» Ireland
» Italy
» Latvia
» Lithuania
» Luxembourg
» Malta
» Netherlands
» Poland
» Portugal
» Romania
» Slovakia
» Slovenia
» Spain
» Sweden
» United Kingdom
July 14
Introduction to Asia
Journal 5: List 3 things you know about the continent of Asia
Journal 6: What do you know about Gandhi and the country
of India
European Quest
•
•
•
•
Gandhi Video
Notes over Gandhi
Notes over Caste System
Map of Asia
Asia

Born in 1869 in India and died in 1948

Most important figure in India in the 20th century

He went to London in 1888 to study law


Lived in South Africa where he took part in
peaceful protests against the government's
treatment of Indian settlers
Returned to India in 1915 and became one of the
party's leaders

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Encouraged Indians to boycott British goods
and buy Indian goods
Taught passive resistance
Went to prison four times and while there went
on hunger strikes
Death would have made international headlines
and made the British look bad


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1931 went to England to negotiate and not much
was accomplished
He eventually helped India gain their
independence in 1947
Assassinated in 1948 by a Hindu fanatic who
did not like that Gandhi felt Muslims had equal
values to Hindus and no one was better than
anyone else


World's oldest religion
Combination of religious, philosophical, and
cultural ideas

Veda is the oldest readings of Hinduism

No specific founder

Brahma is the Creator

Vishnu is the Preserver

Shiva is the Destroyer

They also worship spirits of trees, plants, etc.

Reincarnation belief

Most Hindu's found in India

A form of social organization which places people
into social classes they can't move from

People are born into the caste of their parents

They can only move up after they die


Outlawed in 1949 but it is still in practice for the
most part
Gandhi's legacy was huge in India

Brahmin: Priests, Scholars, and Religious officials

Kshatriya: Rulers, Landowners, and Warriors

Vaishya: Farmers, Merchants, Traders, & Craftsmen

Shudra: Servants and Basic Laborers

Untouchables: The dirtiest jobs, such as latrine or
street cleaners
July 14
From the information provided by the readings, notes and the video write
an obituary about Gandhi using these guidelines.
An obituary tells the most important parts of a person’s life.
However there are size restrictions on an obituary so writers need
to be very selective, clear and concise.
Assignment: In 150-175 words (as close as you can get) write
Gandhi’s obituary. Be sure to tell who he is and why his life was
important.
Add an influential quote that Gandhi had. Why do you feel that it
is important?
You will read this obituary to the class.
July 14
Students will learn about the importance and influence of Genghis
Khan to Mongolia and all of Asia as well as the impact of Buddha and
Buddhism.
Journal 7: What do you know about Buddhism and Buddha?
Journal 8: Who was Genghis Khan? What do you know about
him?
Buddha Video
Notes on Buddha
Genghis Khan Video
Notes over Genghis Khan
Power of the People
Religions of South Asia
Buddhism in the Subcontinent
The essence of Buddhism
 The “middle way of wisdom
and compassion.”
 2,500 year old tradition.
 The 3 jewels of Buddhism:
 Buddha, the teacher
 Dharma, the teachings
 Sangha, the community
Siddhartha Gautama (563-483 BCE)
 Born in NE India (Nepal)
 Raised in luxury to be a king
 At 29 he rejected his luxurious
life to seek enlightenment and
the source of suffering
 Lived a strict ascetic life for 6
years
 Rejecting this extreme, sat in
meditation, and found nirvana
 Became The Enlightened One at
35.
What is the
fundamental cause of
all suffering?
Desire!
 Therefore, extinguish the self,
don’t obsess about oneself
Four Noble Truths
1. There is suffering in the
world. To live is to suffer.
(Dukkha)
 The Buddha discovered this
out when he was young and
experienced suffering and
death in others.
Four Noble Truths
2. The cause of suffering is
self-centered desire and
attachments. (Tanha)
Four Noble Truths
3. The solution is to
eliminate desire and
attachments.
(Nirvana = “extinction”)
Four Noble Truths
4. To reach nirvana, one must
follow the Eightfold Path.
Eightfold Path
Nirvana
 The union with the ultimate
spiritual reality.
 Escape from the cycle of
rebirth.
Tibetan Buddhism
 The “Diamond Vehicle.” [Vajrayana]
 Developed in Tibet in the 7c CE
 A mix of Theravada and Mahayana
 Boddhisatvas include Lamas, such as the
Dalai Lama
 The Tibetan Book of the Dead
[Bardo Thodol].
The
Dalai
Lama
1162-1227
Greatest Military Leader?
 In 25 years Khan conquered a larger area and greater
population than the Romans did in four centuries.
 Ruthless bloodthirsty killer?
 Rose from poverty and slavery to the most powerful
ruler of the world.
 Soviet Russia not allowed to say his name.
Early years
 Born with the name Temujin.
 Father took him to get married when he was 9 and his
dad was killed by a rival tribe.
 His current tribe/village banished his mom and seven
children and they had to live on their own.
 He was in prison for 5 years and ended up getting out
at 16.
Rise to Power
 Great warrior and fighter who many admired.
 Became a follower of Christian tribe in Mongolia who
later turned on him.
 He defeated them and several other tribes and was
appointed leader and given the name Genghis Kahn
(Supreme Ruler of the Land/Ocean)
 1206 Mongol Prince proclaimed him supreme ruler of
the Mongol people.
Conquests
 Unified Mongolia
 Conquest of China, Russia, parts of the Middle East
and Europe.
Legacy
 Reformed traditional law and social structure in

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
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Mongolia.
Equal opportunity for all
Everyone shared in the riches
No kidnapping of woman.
Freedom of religion and did not kill holy folks.
Postal system
Alphabet formed and standard currency
Trading routes established
Areas conquered
Power of People
Asian Economics
Total Gross Domestic
Product
GDP by Country (2010 USD)
Developed Countries
• USA
•
•
European Union
•
•
$12.29 Trillion
Japan
•
•
$14.59 Trillion
$5.46 Trillion
South Korea
•
$1.01 Trillion
Developing Countries
• China
•
•
India
•
•
$5.93 Trillion
$1.73 Trillion
Indonesia
•
$1.29 Trillion
Population by Country
Developed Countries
• USA
•
•
European Union
•
•
500 million
Japan
•
•
330 million
128 million
South Korea
•
49.7 million
Developing Countries
• China
•
•
India
•
•
1.4 billion
1.2 billion
Indonesia
•
Why?
242 million
Average Monthly Wage by Country
Developed Countries
• USA
•
$3,263
• European Union
•
$3,143
• Japan
•
$2,522
• South Korea
•
$2,903
Developing Countries
• China
•
$656
• India
•
$295
• Indonesia
•
Less than $200
Cost of doing business…..
• Low Cost Labor
• Cheaper to transport
• Low regulation
Technology is not
innovative but
replicated.
–
–
–
–
–
–
–
Few Child Labor Laws
Few Hour Restrictions
No Overtime Pay
No Benefits
No Retirement
Little to no unionization
Few product safety
requirements
Role of Governments
Typically Weak States
• Rules of society designed to benefit the few
• Little to no environmental protections
• Safety of citizens dependent on economic and/or
social status.
• Corruption
China
• Household Registration System
• Particularly destabilized by corruption
– Guan-xi
• Social networks and connections
What will happen…
As we enter into the Holiday Season, think of
the goods you buy and receive as gifts, where
they come from, and who you are supporting by
having them or buying them.
July 15
Journal 9: Where is Latin America? Why is it called Latin
America? What do you know about Latin America?
Asia Quest
• Latin America Video
• Latin America Notes
• Hugo Chavez Bio
• Newsroom
Ten Important Events




When Columbus arrived the Americas belonged
to Portugal
Both Spain and Portugal claimed the land
The Pope split South America giving Brazil to
Portugal and the rest to Spain
This provided the foundation for the
demographics of South America

1519-1533

New world was a valuable resource

Aztecs in Mexico and Incas in Peru

Spanish Conquistadors Cortes in Mexico and
Pizarro in Peru destroyed these empires

1806-1898

Most of Latin America claimed independence
from Spain in 1810

1825 Mexico: Most of Central America and
South America were free from outside rule

Spanish rule ended for good in 1898 when they
lost the final colonies to the United States in
Spanish American War.

Still issues over Mexico losing Texas

Americans won this war and invade Mexico City

The Alamo was a big stand for the Americans

Treaty of Guadalupe Hidalgo gives the United
States: California, Nevada, Utah, and parts of
Colorado, Arizona, New Mexico and Wyoming


1881-1893 and 1904-1914
This engineering marvel changed worldwide
shipping

Peasants revolted against the wealthy class

Years of bloody conflicts

Consequence: Land reform took place and a
new political party rose to power and stayed
in power until the 1990’s.

Fidel and Raul Castro and their followers went
after the government led by Batista

They wanted economic equality for all


They ran Batista out of the country and set up
a communist government with ties to the
Soviet Union.
The Castro family has been a thorn in the U.S.
side for years.

Southern part of South America was under
conservative dictatorship leadership

Many people rebelled and planned a secret
operation to get these dictators out of office

Thousands in leadership positions were either
silenced or killed

This led to no trust in the government.

Many people behind this sinister plot were
brought to justice, but many were never caught.
July 16
LATIN AMERICA COUNTRY PROJECT
Government: Explain the type of government and how it works within
your country? What is the history of the current government?
Economy: Identify the economic system of your country? What are the jobs
of the country? Is the country developed or a developing? Why?
Culture: Examine elements of culture for your country, such as language,
religion, education, family life, sports, jobs, hobbies, education, music,
traditions, etc.
Connections: Explore any ties of links your country has to the United
States and/or Idaho. What is their colonization history from other countries?
Do they get along with the United States? Is your country part of the United
Nations?
July 20
• Latin America Vocabulary
• Latin America Quiz
• Video Clip