Unit 4 (Revised)

By , November 27, 2012 8:03 am

Are we any better?

Make sure to use your better world tracking sheet: CHY4U_Unit_4_Better_World_TrackingSheet

CCA Reminders: CCA thesis conferences – attend your conference with your sheet filled in during the week of May 13 to May 17.  CCA Outline is due on Fri. May 24. CCA Essay Draft is due on Thurs. June 6.  CCA Essay is due on Mon. June 10 – no late essays accepted.

Activity 1

Mon. May 13 – Fri. May 17: Decolonization Intro and Decolonization Assignment

 

 

Minds On

How is Canada in the midst of decolonizing?

https://www.thestar.com/news/insight/2015/08/22/a-warrior-a-soldier-and-a-photographer-remembering-the-oka-crisis.html

Monday: groups divide up the categories (who, why,etc.) and begin research (may use websites below, books provided in the library) – you must take notes on the shared document (without notes, you cannot participate in the “discussion” on Friday.) Please share the document with Ms. Gluskin as well as each other.

Tuesday: take notes

Wednesday and Thursday: group members will share their research with each other to make each other familiar with the “whole” story of your country’s fight for independence. You should also be familiar with India (see Ms. G’s notes below and the handout).

 

 

Decolonization – library for 4 days. Use the books to fill in the organizer (shared document).

Groups and Countries:

India + Algeria: Jason A., Riduana, Eric, Justin, Alisa, Ilija

India + Ghana: Iris, Aylin, Mizuho, Jackson, Jason Z., [Yoonjae]

India + Kenya: Marco, Aly, Grace, Lauren, James

 

 

CHY4U_Decolonization_Assignment_2019

CHY4U_Decolonization_Assignt_Rubric_2019

 

CHY4U_India_Imperialism_Decolonization_2017 (handout)

Br_Imperialism_India_Further_Notes (info on imperialism in India)

Decolonization of India pages in textbook:

  • 191-94: British imperialism (context)
  • 304-5: Sepoy Mutiny/Great Rebellion
  • 316-18: growth of nationalism, different views on “civilization”, modernity
  • 404-5: process of independence

Decolonization_of_India (PPT to print)

1947 Partition Archive (links)

India and Pakistan Become Nations, Clashes Continue (New York Times, On This Day, 1947)

 

Other resources: don’t forgot databases – EBSCO History Reference Centre and Global Issues in Context

 

Kenya Websites

BBC: The Story of Africa – Independence (website with case studies on Algeria and Kenya, plus overviews of British and French styles of colonialism)

Kenya_history (document with a few links)

Kenya Gains Independence (Learning Blog with the New York Times)

50 Years Since Kenyan Independence (Getty Images)

 

Ghana Websites

Ghana Celebrates Independence (BBC News – On This Day)

The Story of Africa – Independence (BBC)

Ghanians Campaign for Independence (Global Non-violent Action Database – choose PDF)

Ghana: Country Study (Library of Congress)

A Brief History of Ghana, Part 1 (About  Education)

 

Algeria Websites

A Chronology of the Algerian War of Independence (The Atlantic, Nov. 2006).

Country Profile: Algeria (Library of Congress)

Algeria: Country Studies

Ben Bella Obituary (Washington Post)

 

 

Fri. May 17: Decolonization in-class participation (for marks)

– we have an assembly for the first 30 minutes so we will start after that. We will continue into Tuesday.

Have a nice long weekend. Remember that your CCA outlines are due next Friday May 24.

 

Activity 2

Wed. May 22  – Mon. May 27: Cooperation and Conflict – International Organizations – South Africa and Rwanda 

Wed. and Thurs.:  Apartheid

Minds On (SHEG)

This image on a poster by the Anti-Apartheid Movement London shows the first student killed by police, Hector Pieterson, in the 1976 Soweto Uprising in South Africa. Identify some international organizations that might have been concerned by this event. Identify international organizations that are operating in the world today.

“Trevor Noah’s unlikely path from apartheid South Africa to the desk of The Daily Show began with a criminal act: his birth. Trevor was born to a white Swiss father and a black Xhosa mother at a time when such a union was punishable by five years in prison. Living proof of his parents’ indiscretion, Trevor was kept mostly indoors for the earliest years of his life, bound by the extreme and often absurd measures his mother took to hide him from a government that could, at any moment, steal him away.” (https://www.penguinrandomhouse.com/books/537515/born-a-crime-by-trevor-noah/9780399588174/teachers-guide/)

 

South Africa Background:

For background on South Africa’s population makeup and average income by racial group, see this infographic.

At home, feel free to watch and print this PPT:

CHY4U_Unit4_Apartheid_Overview

 

Apartheid:

  • white-minority rule over black-majority South Africa.
  • laws imposing segregation and discrimination.
  • 1948 to 1994.

Other key vocabulary: 

  • Boycott – to withdraw from certain social or economic activities in order to punish a group, person, organization, or country
  • Sanctions – penalties placed upon a country to try to get it to act in a more satisfactory way

 

Apartheid intro videos:

Apartheid: 46 Years in 90 Seconds – BBC News

 

 

Note about international organizations:

“Responsibility to protect. The Responsibility to Protect (R2P or RtoP) is a global political commitment which was endorsed by all member states of the United Nations at the 2005 World Summit to prevent genocide, war crimes, ethnic cleansing and crimes against humanity.” (“Responsibility to Protect”, Wikipedia). Note – this did not exist at the time of apartheid.

After reading the section on international reactions to apartheid, decide if you’d like to give an award and/or a condemnation to any of the international organizations involved.

Please note: just because we’re focusing on international organizations, it does not mean that internal resistance and pressure didn’t have a bigger effect in bringing the end of apartheid. 

Criteria for effectiveness of international organizations:

You have to decide what makes an international organization’s tactics effective. My class last year suggested some of these. You might want to rank them:

  • raising awareness of a situation
  • changing government policy
  • imposing cultural isolation in order to bring about change
  • imposing athletic isolation in order to bring about change
  • making critical speeches
  • punishing South Africa’s economy
  • ?? – what else would you add?

 

 

Fill in Better World? tracking sheet based on decolonization activity.

Friday and Monday: Rwanda

Minds On: What makes genocide different from other crimes? Which international organizations have the power to intervene in and potentially stop a genocide?

“As the vanquished Hutus fled into Tanzania, they had to leave at the border the weapons with which they had committed the genocide, Rwanda, 1994.” Photo by James Nachtwey, TIME, http://time.com/3449593/when-the-world-turned-its-back-james-nachtweys-reflections-on-the-rwandan-genocide/

The clothes of victims of a massacre at Nyamata Catholic Church have been turned into a memorial to the 4000 to 5000 people brutally murdered there. BBC, Rwanda: 100 Days of Slaughter. http://www.bbc.com/news/world-africa-26875506

Background of Rwandan history:

CHY4U_Unit4_Activity2_Rwandan_Genocide_Stages (handout)

 

View videos: 

Video – the Rwandan Genocide 20 Years Later https://www.youtube.com/watch?v=KqJr46_yUH8

Genocide Watch, Genocides Since 1945

 

Annotate PSDs in handouts and answer questions:

  1. What were the limitations imposed on UNAMIR (PSD #2)? (4-5)
  2. Who was the UN afraid of offending?

 

Note:

Kofi Annan, at the time, was head of UN peacekeeping. He later went on to become Secretary General of the UN.

 

 

 

 

CCA Outlines are due tomorrow!

 

 

Activity 3 – we will skip this activity *May 2019

Fri. May 24 – Mon. May 27: Forced Migration

Minds On: Why is forced migration such a common occurrence in genocides, atrocities, conflicts, civil wars, etc?

Massacres and Deportations of Armenians in 1915. Armenian Genocide Museum-Institute, Mapping Armenian Genocide, made in 1965,  http://www.genocide-museum.am/eng/mapping_armenian_genocide.php

The World’s Congested Human Migration Routes in 5 Maps, National Geographic, 2015, https://news.nationalgeographic.com/2015/09/150919-data-points-refugees-migrants-maps-human-migrations-syria-world/

Eastern Mediterranean Route, same source as above: 4.1 millions Syrians had taken this route by 2015.

 

Friday:

Migration (PPT to print)

Videos: https://www.youtube.com/watch?v=K5H5w3_QTG0 (The Guardian), https://www.youtube.com/watch?v=RvOnXh3NN9w (Munich-based NGO).

Background on Syria (optional): Imperialism-in-the-Middle-East_Headings_view

Fill in the left side of this organizer using the videos above: Syrian Refugee Crisis and Brexit:

CHY4U_Unit_4_Activity_3_RefugeeCrisisTrackingSheet

 

Monday:

Minds On: Note the changes in how much territory the Ottoman Empire controlled by 1912. 

 

Armenian Genocide CHY4U_Unit 4_Essay_Armenian_Genocide

Compare Syria and another as case studies of forced migration. Fill in right side of organizer. Choices:

 

 

 

Activity 4

Tues. May 28 – Mon. June 3: Consequences of Industrialization and Globalization – China, Russia, women

Tuesday:

Minds On: What were some of the unintended consequences of 19th century industrialization? For women, the environment, growth of cities, government intervention, other? What are some of the unintended consequences of today’s industrialization? Use the same categories.

Great Leap Forward, Backyard Furnaces and Famine

Holodomor video: https://www.youtube.com/watch?v=F8wzgn6i6ik

 

CHY4U_Globalization+Industrialization (PPT to print)

Stalin_2017 (PPT to print)

background on Soviet industrialization

 

Wednesday:

Minds On: Based on the maps below, what do you think globalization is?

Globalization in Maps (Canadian Geographic): https://www.canadiangeographic.ca/article/stunning-interactive-map-shows-globalization-youve-never-seen

Six Maps That Will Make You Rethink the World (Washington Post, 2016): https://www.washingtonpost.com/news/wonk/wp/2016/04/29/six-maps-that-will-make-you-rethink-the-world/?utm_term=.1b19195af00e

Mao_China_Background_2017 (PPT to print)

Ai Wei Wei Sunflowers: https://www.youtube.com/watch?v=PueYywpkJW8

 

Thursday, Friday, Monday: Feminism  Comparison Assignment (in-class)

Second_Wave_Feminism_2017

(PPT to print)

 

CHY4U_Timeline_Chinese_Women’s_Rights (2) (use for Feminism Comparison assignment)

CHY4U_Timeline_History_American_Women_2017 (use for Feminism Comparison assignment)

 

Feminism Comparison Assignment

 

CHY4U_Feminism_Comparison_2019

CHY4U_Feminism_Comparison_Rubric_2019

See separate blog page.

 

Feminist Comparison due by end of class on Mon. June 3. Hand-written in HTC journal. 

 

CCA Interlude

CCA in-class work on draft – Tues. June 4 and Wed. June 5.

  • polishing, editing
  • clarification, questions
  • see CCA section of blog

 

Thurs. June 6: CCA Draft of Essay due.

Bring it to class, printed out or on a computer. There will be no other time when marks will be given for completion of draft or peer evaluation comments.

 

 

CCA essay is due Monday June 10! No late essays accepted!

 

Mon. June 10: CCA Essay due

Rest of semester:

Tidying up and exam preparation and finishing old lessons we didn’t fully get to

 

Exam preparation

Vietnam – the Primary Source Document on the exam will relate to Vietnam. Let’s learn a bit about the background.

CHY4U_Decolonization_Vietnam_2019

_____________________________________________

OLD – do not use

Can WWI legitimately be called a WORLD war? 2 days of library research.

See separate blog post for sources.

Background Info on Causes of WWI (if you want it)

Origins_of_WWI_Maps (PPT)

WWI Movies (BBC)

Russian Revolution_May_2016

 

CHY4U Russia Under Lenin

Stalin PPT (Great Man theory?)

Womens_Rights_May_2016 (in class PPT on first wave feminism)

China_From_Imperialism_to_Communism_2016 (PPT)

Background worksheet in your handouts.

 

Things you already know about China from unit 3:

  1. Rise of Japan as a regional and world power.
  2. Things are going to set the stage for future civil war in China.
  3. There will be internal instability.
  4. China was victimized by imperialism and foreign presence.
  5. China experienced western influences from 1830s to 1920s.

China – Republican Period,  1912-1949. China_Republic

CHY4U_China_Continuity_&_Change worksheet

Mao (PPT)

Globalization is not so new: tea (Asia Society: Tea – the Greatest Mistake). Overview of age-old globalization in China

Tiananmen Square – 1989  – look it up (not everyone was happy with just economic reforms)

Economic Inequality in China (by region)

China GDP (hockey stick graph)

China’s Economic Update, June 2014 (World Bank)

The Cost of Clean Air (The Economist, Feb. 2015)

Cold_War (PPT)

Doomsday Clock (CBC)

__________________________________________________

Sites of Interest:

1905 Revolution overview (Spartacus Educational)

Transformation of Russia in the 19th Century  (US Library of Congress Country Studies)

Russia Timeline (BBC News) 

The Face of Russia: Timeline (PBS, chronology of Russian culture)

1929: Collectivization – Liquidation of the Kulaks as a Class (Seventeen Moments in Soviet History)

Reform, Coup and Collapse: The End of the Soviet State (BBC News)

Women protestors in Egypt (Dec. 9, 2012,Toronto Star)

Historical Thinking lesson on women’s suffrage in Canada (links to Heritage Minute videos on Emily Murphy and Nellie McClung)

Rare Photographs of Chinese Women from the 1800s (Environmental Graffiti website)

Chinese Dress in the Qing Dynasty (Powerhouse Museum) see also The Republican Period: Modernizing Chinese Dress

Canadian Statistics on Women in the Workforce

 

Read and answer: CHY4U_Unit4_Act2_Effectiveness_Sanctions_vs_Apartheid

Joshua Keating, “Why did international sanctions work against South Africa but not against other dictatorships?”, Slate, Dec. 6, 2013,  http://www.slate.com/blogs/the_world_/2013/12/06/opponents_of_sanctions_on_south_africa_were_wrong_but_that_doesn_t_mean.html

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