F Block countries for UN Meeting on Africa

Bolcome- Canada

Bryant- Ireland

Burke- Niger

Connolly- Kenya

Donahue- Norway

Graffeo- Mexico

Marrone- Tunisia

Palazola- Vietnam

Piraino- France

Quince- India

Scuderi- Estonia

Silva- UK

Stasio- USA

Ulrich- Russia

Verga- China

G Block countries for UN Meeting on Africa

 Aiello- Niger

Barbagallo- Tunisia

Battle- Japan

Benway- Central African Republic

Calomo- Ireland

Costanzo- Kenya

Cruz- Sudan

Galdamez- Martinez- Egypt

Gillis- Norway

Joseph- Saint Vincent and the Grenadines

Macchi- Canada

Marchant- UK

Moore- Estonia

Olsen- Russia

Quintanilha- USA

Rose- China

Emily Shea- India

Haily Shea- Mexico

Smith- France

Souza- Vietnam

Africa UN meeting- 3rd quarter summative grade

Student Learning Objective- Students will analyze (examine methodically) what the UN does and they will emulate a UN meeting concerning the African continent.

World Regions and Cultures 11- Africa U.N. Meeting Grading Rubric

When? Tuesday, March 2, Wednesday, March 3, 2021

What? Project/summative grade for 3rd quarter.  Students must research African issues and tell the class facts about them.  The UN discusses what is wrong with the world and how to solve the problem.  We will be acting as them and we will learn a lot.  Students will share facts about situations in certain countries that warrant United Nations' concern.  Just stating an issue in Africa (could be one we have already discussed or was on the Africa test!) or commenting on an issue, gets you points!  Tell the class facts about African issues the first day.  At the end of the first day a country will motion to discuss a specific issue or country for the next day.  The second day countries will discuss a specific situation, offer solutions and then the Security Council will vote regarding offered resolutions after discussion and compromise on the third day.

Where? 2216 at GHS and on zoom.  Prepare to have your camera ON

Who? All WRC11 CP students pick a country and they have to represent that country in a model UN meeting about African issues

Why? This is a great way to learn from others.  You don't have to take a test.  You do not have to write a paper.  You prove you know stuff by saying it in a UN meeting.  This was the best thing we did all year sometimes.  Do not say something unless you yourself understand.  We will be able to tell if you do not understand.  Ask about it prior to the meeting if it seems important and you are not quite sure you understand.  Do not say exactly what others have already said.  That shows you are not paying attention.  Try to pronounce things correctly.  Use the internet to see or hear how to pronounce things.

How? I take notes on everything everybody says and you get a grade based on it.  Students raise a piece of paper that says their country on it or "raise hand" on zoom and they will be called on based upon the order of the place cards raised.  Calling out is NOT accepted and you will lose the easiest points to gain if you do that.  Raise your place-card or "raise hand on zoom" and I will call on you.  Remember, you cannot share your own opinions.  You must try to share a fairly accurate opinion and wishes of the country you represent.  If you are not sure what your country believes regarding the matter after research, you can research how the regional organization that they are a part of regards the matter.  For example, many of these countries are in the European Union, African Union, Arab League, etc.

A student who receives a failing grade for this project or misses this UN meeting can opt to write a 5 paragraph thesis essay regarding the crisis in Darfur, Sudan, the establishment of Southern Sudan, or another current African issue.  The essay will be submitted in google classroom and should follow all MLA writing guidelines.  The essay must have acceptable references and citations.  All plagiarism results in a grade of zero.

Participation (25%)

Excellent (25): The student introduced or added onto a topic many times relevantly during the debate.  This student was a leader during the debate.  If this student was not in the debate, it would have lacked flow.  Every time possible, this student stood up for his or her country’s best interests in the situation. (7+ times)

Good (20):      The student introduced or added onto a topic several times relevantly during the debate.  It did not seem that this student shied away from helping solve the problem. (4-6 times)

Fair (15):         The student introduced or added onto a topic a few times relevantly during the debate.  This student did not go out of his or her way to talk more than 3 times.  There were times when his or her country was needed and he or she remained silent without intention of interjecting.

Poor (0-10):    The student made little to no effort to participate given many chances.

Research and preparation (25%)

Excellent (25 points): The student obviously extensively researched the history of the country and crisis in question.  The student also was prepared to interject into the conversation anytime there was relevant evidence to provide.

Good (20):                  The student was fairly knowledgeable on the history and current situation.  He or she researched and prepared enough to effectively add light to the conversation and debate at most times.

Fair (15):                     The student demonstrated a bare minimum of knowledge on the subject.  He or she did not add much that was interesting, motivating or new.

Poor (0-10):                The student did not demonstrate the bare minimum of knowledge of what kind of state Sudan is in and why.

Accurate representation of assigned nation (25%)

Excellent (25): Every time the student participated, he or she reflected what the current opinions of his or her assigned nation would really be.  It is obvious that the student was well aware of his or her country’s political, economic and military affiliations and alliances.  He or she was familiar with previous voting of the assigned nation in the United Nations on similar topics or the same topic.  This person was not merely reflecting on what others were saying, but they were representing the country accurately.

Good (20):      The student seemed to have a good knowledge of their assigned nation’s interest in this situation.  Only once was the mediator (teacher) unclear whether or not the student understood what his or her stance on an issue should be.  Some “good” marks here indicate that the person seemed to have a good grasp of the country’s stance on the issue, but did not score an “excellent” mark in participation.

Fair (15):         The student was correct a few times about his or her country’s opinion and/or affiliations.  However, this student contradicted his or her assigned nation’s best interest more than once, and seemed confused which side he or she should take.

Poor (0-10):     The student showed no indication that he or she was aware of what the opinions and/or affiliations of the assigned nation would be.

Etiquette and professionalism (25%)- Only the moderator can allow a mentioned nation into the queue.  

Excellent (25): The student never spoke out of turn, interrupted or was rude to another U.N. delegate.  Every time the student added to or refuted another delegate’s opinion, he or she was very well-spoken, courteous and never rude.  The student sounded constantly intelligent and verbose.

Good (20):      The student did not intend to be rude, and waited his or her turn without interrupting almost all of the time.  This student did not use an excess of slang terms or incorrect grammar.

Fair (15):         The student did some of the following once or more than once: interrupted another, did not wait until his or her turn, used slang and not professional language or disagreed with another delegate in a less than professional manner.  He or she was disrespectful to the meeting or members attending the meeting.

Poor (0-10):    The student made no effort to wait for their turn, be respectful to others or refrain from using slang or inappropriate language.

Useful websites:

https://www.un.org/securitycouncil/content/current-members

https://www.un.org/securitycouncil/content/meetings

Find your country's UN website also

Note- The “Accurate representation” and “Etiquette and professionalism” points will not be awarded to a student with a poor mark in another area.  “The accurate representation” of a nation will not be rewarded with 2 fair marks.  Fair marks in one area usually result in the same in another area.  I use a 3 check system when students participate and it is as follows: 1 check for participating, 2 checks for helpful participation and 3 checks for excellent participation.  3 checks lead to “excellent” marks.

Members of the U.N. Security Council (only permanent members have veto power): 

• China
• France
• Russia
• United Kingdom
• United States of America
• Estonia (2020-2021)
• India (2021-2022)
• Ireland (2021-2022)
• Kenya (2021-2022)
• Mexico (2021-2022)
• Niger (2020-2021)
• Norway (2021-2022)
• Saint Vincent and the Grenadines (2020-2021)
• Tunisia (2020-2021)
• Viet Nam (2020-2021)

General Assembly Nations involved in the UN meeting but do not have voting power:

Canada
Japan
Central African Republic
Burundi
South Sudan
Sudan
Israel
Pakistan
Argentina
Australia
Republic of (South) Korea
Rwanda
Egypt
Uganda
Spain
Morocco

Africa and Latin America Travel Presentations

Student learning objective- Students will create a theoretical trip around Latin America and Africa in order to learn places, lifestyles and/or opportunities that exist in the many modern-day countries of the region of Latin America and in the continent of Africa.

Directions: Students create a google slides presentation for a trip through Africa!

Every student must have the following slides

-title slide

-5 slides of sights to see or activities- each slide must name the site or activity, name what city or town and country it is in, explain it if necessary, include a picture and explain why you would go there.  You can do 2 Latin America and 3 Africa, or 3 Latin America and 2 Africa. Consider visiting landmarks, museums, theaters, games, restaurants, etc.  We are imagining, so do not worry about the price, safety, or other concerns because it is theoretical.

Put the URL to the sources used at the bottom of each slide
Traveling to countries outside of the Latin America and Africa map assignment list is banned for this assignment.  Do not travel to the following countries as we will study them in the Middle East unit:

• Egypt
• Libya
• Algeria
• Morocco
• Tunisia

Class time will be afforded to students 2/25 and 2/26.  The travel presentation is due on google classroom after class 2/26.  Google plagiarism detection software is used.  Put everything in your own words. Plagiarism results in a score of zero.  Important note- This is a summative grade!  Take it seriously!

G Block film assignment

 Student Learning Objective- Students will identify important social, historical, political, military or economic facts or factors in modern Africa and the world.

Directions: This assignment is question generation.  During the movie, create a list of questions. Write questions and record your answer when you see something that is "Higher Order Thinking" and you find it important.  Higher order thinking is not as interested in "what" but "why" or "how".  

F BLOCK "Last King of Scotland" Film Assignment

The class chose "Last King of Scotland" out of many options during homeroom!  The film is based on a true story.  Leaders can be intelligent, charismatic, etc., but sometimes can be overcome by power, paranoia, fear, anger, etc.

Student learning objective- Students will identify and analyze the current issues, etc. in Africa.

After the completion of the film, the class will have a film discussion.  After the film discussion, even if it is that day in class, I will collect the assignment.  The assignment is very simple.  Record facts and quotes from the film.  It is based on a true story but facts should be things that happen that indicate real factors in Africa (geographic social, economic, political, historic, etc.).  Quotes that we record are spoken words that are so insightful that indicate facts, but are so interesting or powerful that we do not paraphrase.  Write the quote and what it means about Africa.  This part and facts need to be in your own words.  Google plagiarism detection software will be used.  Plagiarism results in a score of zero.  Assignment will be worked on during film 2/12, 2/22, 2/23 and will be collected following class film discussion on 2/24.  Here is how I would do it in 2 column notes!

FACTS                                                                              QUOTES

Africa and Latin America Current Event Article Summaries and Analysis

Directions: Summarize and analyze 3 articles.  1 needs to be about Africa, 1 needs to be from Latin America and 1 can be from anywhere around the world.  NOT USA!  This is World Regions 11.  Upload to google classroom or complete on paper and hand in physcially.  I like bbc.com for world news. Plagiarism receives a score of zero!  

Summarize- Show you know!  You should have at least 2 sentences explaining what the article is about in your own words (paraphrase).

Analyze- This means to "examine methodically".  Why is it important?  Or why are you interested in it?  If you would rather evaluate, explain why something is good or bad.  Evaluating is just as good as analyzing.

Studying for the Africa Test (2/11)

The Africa test contains a map section featuring:

• Mozambique
• Malawi
• Comoros
• Tanzania
• Zanzibar
• Kenya
• Uganda
• Rwanda
• Burundi
• Somalia
• Ethiopia
• Djibouti
• Eritrea

The Africa Test is Thursday, February 11.  Remember, all tests in WRC 11 CP are 100% notes and discussion based.  Anything from the book or online was covered in class too.  The class will review in class Wednesday, 2/10, but study, study and more studying.  The multiple choice and open response questions are based on the class essential questions.  Open response questions must specifically and correctly answer the question with a relevant example in your own words!

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

Rwanda, Nigeria, Kenya, Sudan

This lesson aligns with course essential question #6- What are the important and ongoing Issues in Africa?

World Regions and Cultures 11- Africa- Nigeria, Rwanda, Kenya, Sudan

Nigeria

1. Pg 122- How many ethnic groups are in Nigeria?
2. Why is English spoken commonly? (2 reasons)
3. Pg 123- What religion has taken over Nigeria?
4. What law code is followed in Muslim countries like Nigeria?
5. What is the problem with Shariah law?
6. How has that been partially overcome in the last decade?

Rwanda

7. When did Hutus migrate to Rwanda and Burundi?
8. When did the Tutsi migrate from Ethiopia?
9. Tutsis spoke the same __________ as Hutu, adopted the same cultural __________ and there was __________ practiced between the two tribes for hundreds of years.  Many historians claim that there was no ethnic difference between the Hutu and Tutsi after many years because of the intermarriage
10. What was the economic difference between the Hutu and the Tutsi?

11. Belgians put the __________ in charge
12. Why?
13. Belgians claimed that the Tutsis could have been descendants of __________
1. Hammitic Hypothesis=
14. Belgians required the Hutu and Tutsi to carry __________
15. __________ were measured to determine race
16. Tutsis could attain higher __________ and hold positions of power
17. In 1962, ____________________ split into Rwanda, Burundi and Uganda as all free nations
18. __________ got control of Rwandan government!
19. In the 1960’s there was a mass killing of 20,000 __________
20. Many Tutsi emigrated to __________
21. Tutsis were the __________ of Rwandan problems
22. In 1986, the President of Uganda was __________.  He formed the ____________________ or      RPF to protect Rwandan Tutsis
23. In __________ Tutsis maintained control with violent treatment of the Hutu
24. In 1993, the RPF proposed a peace treaty with President Habyarimana of __________ who was a Hutu
25. He and the President of Burundi were in a __________that was shot down!  They died!  Many blame __________ for the killings!
26. Who was to blame?
27. A __________ is the systematic killing of a group of people due to their race, ethnicity, and economic, political or social status for purposes of extermination.
28. The Rwandan Genocide was from April to July in __________
29. __________ Tutsis and moderate Hutus died
30. The Hutu leaders of the Genocide used the __________ to propose attacks
31. General Bizimungu and the Rwandan military did little to stop the __________ from the killings
32. Women and __________ were targeted
33. Lists of __________were published for execution purposes
34. __________and guns were primarily used by the militia
35. What other messed up ways were used to kill Tutsis?

36. The purpose was to eliminate the __________ race and keep them from multiplying
37. The __________ did not stop the Genocide because it was seen as inter-tribal warfare.
38. The __________ stopped the Genocide in July, 1994
39. General __________, a Hutu, became President
40. A multi-__________ government was set up
41. __________ people were sentenced to death by the __________ trials
42. __________ are still in prison

Film clips-

• Hotel Rwanda
• Sometimes in April

Kenya

43. The Mau-mau movement in the 1960’s and 1970’s led to Jomo __________ becoming the first African leader of Kenya
44. Many __________ stayed and even flourished in Kenya afterward
45. Violence ensued in 2008 after a __________ election

Sudan

46. Over 200,000 people have been killed in __________
47. Darfur is the __________ part of Sudan
48. Darfur means land of the __________
49. The Sudanese genocide in Darfur is considered the worst humanitarian crisis in the world by many in the __________
50. The people who are perpetrating (committing) the violent acts call themselves __________
51. Dr. Kenneth Okeny, a professor from Salem State University, is from Sudan and he says is it senseless violence because both groups are __________
52. The people are Darfur are victims because they do not speak __________, many are not Muslim and they don’t make an effort to assimilate

Zimbabwe and South Africa

This lesson aligns to the following course essential questions:

Essential Question #5- How have Governments formed and evolved over time in Africa?

Essential Question #9- How have Economic Systems and Trade impacted Africa?

World Regions and Cultures 11- Zimbabwe (126-130)

1. ______________ percent of the people are Shona
2. ______________ percent are Ndebele
3. The British called the colony ______________
4. Britain took steps to return Rhodesia to Black rule, but ______________ Rhodesians declared independence and continued their cruel ways
5. Whites made up 5% of the population.  Now 99% is made up by the two ethnic groups listed above.  Why has the white population dwindled?
1. ______________
2. ______________
6. The ______________ imposed economic sanctions
7. Rhodesia was renamed ______________ when Blacks were restored to power
8. ______________ Mugabe became leader in 1980 was just deposed in 2017.  He died September of 2019.
9. Mugabe started ______________  redistribution
1. This means the white farmers were replaced with ______________ farmers
2. ______________ was the result because the replacements did not known how to farm
3. ______________ decline was very harsh
10. Mugabe muzzles the ______________
1. He banned a video of him tripping on a stage

South Africa (139-142)

11.  Nelson ________________ spent 27 years in prison because he was against the pro-white and anti-black leadership of South Africa
12. Blacks made up ________________ percent of South Africa’s population
13. Whites made up ________________ percent
14. “Colored or mixed- ________________ percent
15. “Asians”- ________________ percent
16. The racial division and separation was called ________________ or “apartness”
17. Apartheid policies
1. Non-whites could not ________________ or serve in government
2. Non-whites had to have ________________ on them at all times
3. Blacks had to live in “Tribal Homelands” and men had to live in hostels while working away from their ________________
4. Inter-racial relationships were ________________
5. All public places were ________________
18. Mandela’s ANC or ________________ National Congress was under attack
19. In 1976 in Soweto, a suburb of Johannesburg, students protested a law required all to learn Afrikaans, the language of the originally Dutch settlers.  ________________-speaking South Africans were always called Afrikaners
20. F.W. de Klerk, the last white South African leader gave way to international pressure and lifted many of the apartheid laws
21. Nelson Mandela was in prison for ______________ years
22. Nelson Mandela was elected in the first all-races election.  Mandela passed away in late 2013
23. Mandela tried to establish ______________ and fairness by law
24. Note- missed in other notes- Africa embraces the same ________________-Grade system as the US for education

Film clips:

·         Blood Diamond scene

·         1990- Mandela released from Prison (Days that Shook the World)

·         “Nelson Mandela Dead: The True Story behind Invictus” (Youtube.com)

Quiz #2 is 2/4- Quiz #2 Study guide- Quiz #2 of the 3rd quarter will be an Africa Map quiz on the following countries:

• Liberia
• Mali
• Burkina Faso
• Cote D’Ivoire (Ivory Coast)
• Ghana
• Togo
• Benin
• Nigeria
• Niger
• Chad
• Sudan
• South Sudan
• Equatorial Guinea
• Cameroon