Ethnocentrism

Class activity 9/30/20

Ethnocentrism, Nationalism and Racism defined on page 22 (World Cultures: A Global Mosaic)

Ethnocentrism-


Nationalism-


Racism-


Powerpoint slide show indicates how much and how little we know about the world at the same time

Student Learning Objective- Students will examine ethnocentrism- How can early judgment be wrong? Also- How can our knowledge aid our understanding?

Reflection directions- After the slideshow, students write answering the following:

What were you right about?

What were you wrong about?

How important is it to understand someone's culture before making judgment?  Explain

Explain some instances where something is OK here, but not somewhere else or visa versa.

Cultural Diffusion

Covered in class 9/29

Cultural Diffusion is defined on page 20- When cultures take parts of another culture and make it part of their own culture
During the google slide show the class discussed:
What aspects of American culture have changed other cultures?
What aspects of other cultures have changed the US?
Hip hop culture in the US transforming non-fanbases into fans
Hip hop culture going through cultural diffusion via other musical styles
Bollywood motion picture industry
Japanese rap, hard core, rock and soft rock and these genres in other regions
Pop music around the world
Baseball in Japan
MacDonald's and other fast food chains world wide

Directions- Reflection due at the end- Explain what parts of American culture come from around the world.  Also, explain what parts of other countries' cultures come from the US or explain what parts of other countries' cultures come from yet another foreign nation.  Plagiarism results in a score of zero!  Google plagiarism detection software is used.  Use your own words!  Show you know!

Student learning objective- Students will compare and contrast cultures around the world identifying that cultural diffusion has occurred.  

This lesson and assignment can easily be linked to many of the World Regions 11 Essential Questions as demonstrated in class.  Can you demonstrate that in your writing?

1. What impact has Geography had on the development of regions?
2. How has Religion, Philosophy, and Ideology affected regions?
3. What role has Imperialism played in shaping regions and cultures therein?
4. How has Nationalism been instrumental in affecting regions?
5. How have Governments formed and evolved over time in
regions?
6. What are the important and ongoing Issues in regions?
7. How has Innovation/Technology changed regions and cultures within those regions?
8. How have Interactions between civilizations impacted regions?
9. How have Economic Systems and Trade impacted regions?

Economic and Political systems

Done in class on 9/28 (PAGES 17-18)

Define political system



Examples of political systems?





Are political systems necessary?



Define economic systems



Market Economy (Capitalism, Laissez Faire, Free Market, Free Enterprise)



Command Economy



Traditional Economy



Mixed Economy

Ideal Nation

World Regions and Cultures 11- “Your Ideal Nation” 

Directions for “Your Ideal Nation”: Write at least one page typed about what your ideal nation would be like.  Double spacing is good either way.  You must use several examples from material learned in class, not just your own ideas.  Elaborate about what political and economic system your nation would have and why.  Address the problems of poverty, crime, national defense, social equality, etc.  Include essenmtial questions!  Your writing should flow and not seem thin of content, but do not feel like you have to say everything someone else is saying.  Pick what is important to you and your ideal nation!

Student Learning objective- Students will explain what they think a country should be like and how should it be run.

Sample questions to be answered include: What are the most important aspects of a country and what things are not important?  How can your nation assure people an adequate food supply?  How can your nation become a prosperous one?  How can your society prevent conflicts and quarrels among individuals from interfering with the general welfare and order of the group?  How can your society protect itself from attacks from neighboring nations?  What climate is preferable?  What topographical features would you want in your country?  What technology would you want?  Rights?  Etc.

Upload to google classroom.  Due 9/28/20 at the end of class.

World Regions 11 Essential Questions (are excellent to consider here!)

1. What impact has Geography had on the development of regions?
2. How has Religion, Philosophy, and Ideology affected regions?
3. What role has Imperialism played in shaping regions and cultures therein?
4. How has Nationalism been instrumental in affecting regions?
5. How have Governments formed and evolved over time in
regions?
6. What are the important and ongoing Issues in regions?
7. How has Innovation/Technology changed regions and cultures within those regions?
8. How have Interactions between civilizations impacted regions?
9. How have Economic Systems and Trade impacted regions?

"The West"

World Regions and Cultures 11- “West and East” Questions

Directions:   Take notes from lecture and discussion (pages 24-27 of “Our World” ).  Also, there is a lot of discussion imbedded in this doc.

1)       What are 3 ways (characteristics) used to define regions?

Political ______________
Physical _____________
______________

2)       What are the nine regions of the world according to “Our World”?

3)       What are subregions?  Explain!

4)       Name an example of a subregion.

5)       We know that the Western Hemisphere (North and South America) was referred to as the “New World” even though people had lived there for a long time before Europeans “discovered” the land…What are people referring to when they say the “West”?

6)       What 3 reasons make all 3 regions “Western”?

7)       Critical Thinking- Where/What is the “East”?  Use the map on pages 26-27 if you cannot determine. (East is right on a flat map)

8)       Critical Thinking- What are some “Eastern” ideas as supposed to “Western”?

9)       Critical Thinking- Give one example of how “Eastern” and “Western” ideas have ever merged throughout history.  Explain

10)    Why does “the rest hate the West”?

11)    What happened on 9/11?

12)    Why did the events happen?

13)    What has happened since?

Homework due Friday, 9/25- Study for Quiz #2.  Quiz #2 will cover the notes since the Syllabus Quiz (this week)

Latitude and Longitude and LAT/LONG Practice

On 9/23, we covered how to use absolute location.  The following video is also corny but helps

https://www.youtube.com/watch?v=-0c1idtn3e8

If you type in longitude and latitude on youtube.com, this comes up

We had tricks to remember all of the following using process of elimination.  I covered the following:

Latitude-

Parallels-

Equator-

Everything is based on the equator for latitude and never forget, latitude is ALWAYS done first

Longitude-

Meridians-

Prime Meridian-



This is how we will practice Latitude and Longitude.  Stay on zoom and do it with me if need be.  It's like riding a bike.  It's hard at first, but when you get it, you got it.

https://mrnussbaum.com/coordinates-online-game

No HW tonight.  Make sure you are ready for the quiz #2 Friday.  Study all notes lately like these ones!

5 Themes of Geography and Climate Zones

Student Learning Objective- Students will demonstrate understanding of one of the 5 themes of geography in their analytical writing after the lecture and discussion.

First we watched a video.  It is corny but will be helpful.  It is the first thing that pops up when you search "5 themes of geography" on youtube.com

https://www.youtube.com/watch?v=AIqC79WrpKg

Then we talked about the 5 themes of geography.  This confirms what the class said in a previous discussion that we all understood the concept of geography before but we did not know all about it.

Location- "where it is"
Absolute location-


Relative location-


Practice both

Place- "what is it like when we get there"
Physical Characteristics-
Human characteristics-
The class brainstormed physical and human characteristics for Gloucester



Movement- "people and ideas get around"
-human migration
-Trade and transportation
We will discuss Cultural Diffusion and Ethnocentrism later in the unit, which play into this.


Human-Environment Interaction- "What do the people do to the environment?" "What does the environment do for the people?"
The class discussed the positive and negative examples of this.


Regions- "What do locations have in common"
The class discussed this and will go over the specific regions


Climate Zones

Tropical
Subtropical
Temperate
Sub-Arctic
Arctic

Inland
Coastal
Mediterranean
Arid

Reflection (to be turned in on google classsroom)- Show understanding of one of the 5 themes of geography in a short personally written reflection.  As always, no plagiarism!  For example, give directions somewhere using relative location and human and physical characteristics.  Or, explain some SPECIFIC positive and negative examples of human-environment interaction.  Stay on the zoom or email for help.  Post on the google classroom when complete.

Culture and Geography Intro (Pages 2-18)

1- During attendance, check all of the work assigned last week on the google classroom.  Did you do it all?  If not, you can make it up.  If you did, see my comments and the grade.  Feel free to ask questions and to re-submit for a higher grade.

Student Learning Objective- Students will assess how much they know about geography and culture.

2- In class on 9/21, we introduced culture and geography.  See the forecast for this information and the page numbers.  Here is what was specifically talked about:

Define geography in your own words
Define geography from page 4
Avoid memorization to get understanding.  Explain it to a friend

Topography defined on page 10
Class listed landforms that can affect culture:

Define Culture in your own words
Define culture from page 13
We brainstormed the aspects of culture:

We brainstormed American culture to understand our own before we study other cultures.

3- Now let's do a competition.  Honor code.  No cheating.  I will project a blank world map to help you.  When you are ready, click on the link.  Or google 193 countries 10 minutes.  The goal is to name the most countries.  If it is spelled correct, it accepts it.  I recommend doing it geographically, but you can also do alphabetically.  There are countries that are not recognized by the UN.  Feel free to ask Mr. Cook questions.

Student Learning Objective #2- Students will access prior knowledge of countries of the world.  Students will also notice what countries they were not familiar with.

http://andys.org.uk/countryquiz/

4- After the 10 minutes, do not close the page.  Which countries should you have gotten?  What countries have you never heard of?  Write down how many countries you got and we will try to double that number in June.  On a google doc, (1) write how many countries you named correctly today (If it says 123 countries remain, that means you got 193-123 which is 70).  Also, (2) write down what your goal is for the end of the year! (3) Write down what countries you should have gotten today!  Explain why. (4) Write down what countries you were not surprised you did not get. (5) Write down notable discussion points the class had about these countries. (6) Submit to google classroom

Stay on zoom or email if you have questions or need help!  Have a great day!

September 17 is Constitution Day!

Student Learning Objective: Students will compare and contrast the US Constitution with other constitutions or other law codes from around the world.

Directions:

1. Mr. Cook goes over the directions with the whole class
2. Questions?
3. Students are put in a break out room.  Based on the room, you will click on one of the links below
4. Each group reads about a country's constitution or law code.
5. After everybody reads, discuss as a group how you will present (informally) to the rest of the class how you will compare and contrast the constitution of the US to another country's constitution or lack thereof.  Mr. cook will check on each breakout room.  Start writing your personal reflection if you are waiting.  
6. When each group seems to be ready, we will return to a whole class zoom.  Each group will take a turn reporting their information and analysis to the class.  It is OK to have one student from each group give a quick oral report.
7. The whole class can debate each group's findings.
8. Students submit a thoughtful paragraph minimum reflection to google classroom in the classwork section.  Please do not merely share it.  For your reflection, feel free to explain things you found in your group or feel free to comment on something any group presented that was interesting, wrong, scary, compelling, etc. Feel free to share your opinions on anything discussed today.

Breakout room #1- Sharia Law (vs. US Constitution)

https://www.bbc.com/news/world-27307249

https://nccs.net/blogs/articles/the-u-s-constitution-and-sharia-law

Breakout room #2- British law vs. US Law

https://www.anglotopia.net/anglophilia/an-exploration-of-the-differences-between-the-u-s-and-u-k-law-and-legal-systems/

Breakout room #3- Brazilian law vs. US law

https://onlinelaw.wustl.edu/blog/major-differences-brazilian-u-s-legal-systems/

Breakout room #4- Japanese law vs. US law

https://onlinelaw.wustl.edu/blog/major-differences-between-the-japanese-and-american-legal-systems/

Breakout room #5- Australian constitution vs. American Constitution

https://australianpolitics.com/usa/australia-usa-comparison

Breakout room #6- Indian constitution vs. American Constitution

https://qz.com/india/1579673/unlike-the-us-the-indian-constitution-has-been-amended-103-times/

https://www.constituteproject.org/?lang=en Just for fun if you are interested later

World Regions 11 Essential Questions

 World Regions 11 Essential Questions:

1. What impact has Geography had on the development of regions?
2. How has Religion, Philosophy, and Ideology affected regions?
3. What role has Imperialism played in shaping regions and cultures therein?
4. How has Nationalism been instrumental in affecting regions?
5. How have Governments formed and evolved over time in
regions?
6. What are the important and ongoing Issues in regions?
7. How has Innovation/Technology changed regions and cultures within those regions?
8. How have Interactions between civilizations impacted regions?
9. How have Economic Systems and Trade impacted regions?

Syllabus (Quiz 9/18)

Syllabus- World Regions and Cultures 11 College Prep 2020-2021

Mr. Philip Cook

pcook@gloucesterschools.com

Course Description: This course is designed to give the student a global perspective by examining various cultural regions of the world.  The students will explore and analyze the political and economic situations of each region.  In addition, the geography, the history, religion, philosophies, value systems, and cultural factors such as language, art, music, etc. will be examined.  At the end of the course the student should be able to compare these cultural factors across a global perspective.  The goal of the course is to prepare students for the increasing interdependence of the world in which they will live and work, and to help prepare them for their responsibilities as citizens of the global society in the 21st century.  To achieve these goals, research, technology, analysis and critical thinking skills will be developed.  The Massachusetts Curriculum for World History II will be followed and elaborated upon.

Textbook:  “A Global Mosaic” is given out drive through style.  Books are assigned and obligations are $80 if not returned in June at the final at the latest in the same condition as issued.  Books are used 1-2 times a unit, which is not a lot, but on a regular basis.

Grading Procedure: GHS Social Studies department guidelines indicate that summative assessments will count for 60% of the class grade each quarter and 40% will comprise of formative assessments. Summative assessments are unit tests, participation, projects and long form papers. Formative assessments are homework, article summaries, quizzes, bell ringers, entrance tickets or exit tickets.

Unit progression:

Geography and Culture (introduction (Quarter 1))

Western Europe (Quarter 1)

Eastern Europe, Russia and Central Asia (ex-USSR and its sphere of influence) (Quarter 2)

Latin America (Quarter 2)

Midterm includes the above 4 unit tests

Africa (Quarter 3)

Middle East (Quarter 3)

South Asia (Quarter 4)

Southeast Asia (Quarter 4)

East Asia (Quarter 4)

Final exam includes the last 5 unit tests.  It is NOT cumulative.

You will only take 9 chapter tests, a midterm and a final this year.  Each unit will take roughly one month.

1. Daily class procedure and rules

• School conduct rules apply in remote learning
• Each class will start with a zoom/meet.
• Class attendance is required
• Class participation is graded but sometimes you will have the option of writing a response
• All plagiarism and cheating results in a score of zero
• Be on time (zoom/meet)
• Be prepared- Chromebook, charger, work completed, etc.
• I always follow the forecast /agenda as best I can
• Email, email, email when you have questions
• Stay on the class zoom/meet if you need help at the end
• I know that college history courses are primarily lecture.  Lectures are usually held to 10-12 minutes.  We will watch film clips, listen to music, have discussions as well.
• Everything on quizzes in unit 1 are covered in class.  The rest of the quizzes are straight from the map assignments.  Everything on tests is covered in class, especially notes.

• My after school help time is 2:07-2:45 on Thursday.  I stay by request on other days.  Let me know in advance if you can and need extra help.
• Late work policy: 5 points off per day. 25 points off is the max.
• Extra credit is only for students who have done all work.
• Email me to ask what you missed when absent or just look at the forecast!
• Please do not interrupt others
• See me privately if anything is wrong.  I will be very understanding if you communicate with me during time that is not busy.  Also, anything that does not pertain to other students should not be discussed in front of them.

To blur background on a google meet

 https://chrome.google.com/webstore/detail/background-blur-for-googl/jjbbcihejfopbmbbmjjmhkjjofkgkoog?hl=en#:~:text=Go%20to%20meet.google.com,blur%20effect%20off%20or%20on.