Blog Archives

The Danger of a Single Story: Africa

3/30/2020

Check-in:

For class... We will start class online using Zoom for attendance, check-in, etc. Join the Zoom Meeting. You can find the link and code to join posted on Schoology. There will be about 15 minutes Zoom meeting at the start (including a Kahoot Quiz), then a couple of tasks you'll complete for approx. 30 minutes of on your own (watch a 19-minute TEDEd video and answer some questions, read an article), then we'll all join back in the last 10 minutes with a short Zoom discussion about the video and article. In total, it will be approx. 1 hour of class time.

Class Tasks (complete on your own):

1. Pick ONE from the list of the following resources related to "Africa is NOT a Country" and read (or watch):

“Reality Check: Africa is NOT a Country” (Video, Aljazeera)
"Africa is NOT a Country" (Article, The Guardian)
“Confusing a Country for a Continent” (Article, The Atlantic)
"A Fascinating Color-Coded Map of Africa's Diversity" (Article, Mic)

2. Watch the following TED video: "The Danger of a Single Story"

Watch the video using EdPuzzle. The video will pause periodically and pose a question to you.

Please respond to the questions as they appear.
You will receive a completion grade (in Power School) for answering the questions embedded within the video. There are 10 questions (worth 10 points each).
You will be discussing these questions at the close of today's lesson during the "Exit" Zoom Meeting Discussion.

Exit Ticket: Zoom Closing Meeting

Use the same Zoom Meeting Code to rejoin the class.
You will engage in a small group discussion.

Homework: Officially, None! (not formally)
Please take a break from looking at a screen all day! Go outside and get some fresh air.
Informal homework: At lunch or dinner, have a discussion with someone in your family about common misperceptions people have about people and places around the world.

March 19/20: Practice Using Another Team's DBQ Packet (& Give Feedback)

3/19/2020

Today's Check-in: Go to the Zoom Meeting

Google Calendar or Schoology has the link -- you were sent a Google Calendar invite (via email).
If all else fails, look on today's calendar event on Schoology for the link.

Today's Class Tasks: (Group & Individual)

Your team will assigned to another DBQ topic and packet to review (independence movement or civil rights conflict) using another team’s DBQ packet and learn about that topic while also giving another team feedback.

Within Zoom Chat groups (it will be with your own DBQ group and Mrs. Stewart will assign you to the chats once everyone has joined Zoom). You will work as a team to read through, discuss and answer the questions in another team’s DBQ packet.

Individually, you will complete a Google Survey form to supply your own answers (though you can discuss these answer with your group members) and to provide constructive feedback to the other team members for each document in the packet. Your group, likewise, will be receiving peer feedback on your packet.

Check Schoology for the links to your assigned team's DBQ Packets and the link for completing the Google Survey.

Once your group has completed the Google Survey and checked back in with Mrs. Stewart on Zoom, you are done with the class for the day --that’s it! Anticipate this will take you approx. 45 minutes - 1 hour (depending on how well your group works collaboratively and stays on-task)

HW: None!
Have a safe and restful Spring Break!

March 17/18: Finalize Group DBQ Packet

3/17/2020

HW: SeeSaw Reflective Video Post

SeeSaw video post: ‘Takeaways’ on what you’ve learned about power and conflict in the 20th Century...

March 13/16: Developing Guiding Questions

3/12/2020

Group Check-in:

Add primary source + MLA citation to group packet

Individual Tasks Today:

Develop questions for your document

Make sure questions can be answered with info. available in the Group doc (a combo of your source, the background text or any other sources a group member is including in the DBQ packet)
Make sure questions help guide someone to understand your specific topic as it relates to your country’s fight for independence (or for South Africa, racial equality)
Make sure questions are asked at the appropriate level (low, med., high)
Ideally, high level questions include evaluation and/or synthesis using more than one document (yours plus at least one other member’s and/or the background essay).
Depending on your assigned topic, Ideally, you have at least one question that connects your topic to the compelling question (“can we resolve conflict peacefully?”) and/or research question (“what causes independence movements?”)

Check Your Questions...

Answer your questions using only the DBQ packet source(s) -- this is part of checking to be sure the questions are appropriate

Exit Ticket: Group Feedback

Have a group member give you constructive feedback on the questions you have developed today in class.

HW: Evaluate Questions;
Summative DBQ Due @ Start of Next Class

Evaluate the relevancy and effectiveness of your questions.
Finalize your INDIVIDUAL SUMMATIVE DBQ DOCUMENT.
Look over the rubric. Make sure your work reflects your highest quality of work.
Summative Due @ Start of Next Class

March 11/12: Studying Independence Movements through Primary Source Documents

3/11/2020

Check-in with Group:

Copy/paste your 1-paragraph summary of your topic(s) you are responsible for -- paste this into the GROUP DBQ PACKET.
As a group, read over the paragraphs and edit, as necessary, so that the background information has good cohesion and flow (a reader should be able to have a good understanding of what the conflict was about, how it ended and what the country is like today from reading this). Include your sources used for the summary paragraphs.

Sample Group DBQ Packet (see "Historic Background" essay) as an example of what your group will be creating.

Classwork:

Individually, work on finding your image source and text source. Ideally, your image and text should be primary sources (use secondary sources only when primary sources are not available or relevant to use).
You may use the websites found within this presentation. You are also encouraged to do a search on your own on academic sites like ABC-CLIO. Internet Research Tips (lists of scholarly sources)
Be sure no one else in your group is using the same image or text source.
Include the MLA citation for your image and text sources. MLA Citations - Quick Reference

Helpful Resources for Finding Primary Source Documents:

Cambodia - Background research

World History Textbook page 981
Pol Pot (History.com)
Cambodia Independence (Britannica.com)
The Road to Khmer Independence (Cambodia.org)
The First Indochina War (Britannica.com)

Cambodia - Primary Source Documents:

Primary Source Documents - Decolonization in Asia (Tufts University library resources)
History: Southeast Asia - Primary Sources (Berkeley.edu)
Cambodian Genocide Program (Yale.edu)
Southeast Asian Collections of Images and Text (wisc.edu)
Indochina Primary Source Documents (U.S. National Library of Congress)
“Cambodia: A Gamble That Failed: Sihanouk and the Right, 1969-March 1970” (Stanford.edu)
Exiting Indochina: U.S. Leadership of the Cambodia Settlement & Normalization of Relations with Vietnam (PDF Book)
Cambodian Constitution and 1991 Paris Peace Agreements

Egypt - Background research

WhatWhenHow: Independence and Decolonization, Middle East (What-When-How.com)
Egyptians Campaign for Independence, 1919-1922 (swartmore.edu)
Egypt: World War I and Independence (Britannica.com)
Egyptian Independence 1919-22 (nonviolent-conflict.org)
After the First World War: the 1919 Egyptian Revolution (Open.edu)

Egypt - Primary Source Documents:

UNESCO Archives: Africa Under Colonization, 1880-1935, PDF (Sahistory.com)
UNESCO Archives: Africa Since 1935, PDF Book (sahistory.com)
African Primary Source Documents (Yale.edu)
African Studies Primary Sources (Georgetown.edu)
All African People’s Conference: Resolution on Imperialism and Decolonization, 1958 (ABC-CLIO)
Decolonization and the Cold War: (PDF Book, skip to chapter 8--it is specific to decolonization of Egypt)
North Africa: From Antiquity to the Present (PDF Book, go to page 168 for “Egypt’s Struggle for Independence”

Ghana Background research

World History Textbook page 1013
Ghana’s Decolonization, reference article (ABC-CLIO)
Ghana’s Independence (Encyclopedia Britannica)
Gold Coast (Ghana) Gains Independence (South Africa History Online)
Ghana’s Independence: Triumph and Paradox (JSTOR)
History of Ghana’s Independence (Today Ghana News)
Ghana: 60 Years After Independence (Aljazeera)

Ghana - Primary Source Documents:

UNESCO Archives: Africa Under Colonization, 1880-1935, PDF (Sahistory.com)
UNESCO Archives: Africa Since 1935, PDF Book (sahistory.com)
African Primary Source Documents (Yale.edu)
African Studies Primary Sources (Georgetown.edu)
All African People’s Conference: Resolution on Imperialism and Decolonization, 1958 (ABC-CLIO)
The Decolonization Reader (PDF Book excerpt; provides details about the rise of nationalism to end colonization in Ghana)
Gold Coast Ghana Gains Independence (http://www.sahistory.org.za)

Indonesia - Background research

World History Textbook pages 1008
Indonesian war of Independence (newworldencyclopedia.org)
Independence for Indonesia (Historytoday.com)
1820-1950 Indonesia and Decolonization (rijksmuseum.nl.en)

Indonesia - Primary Source Documents:

Primary Source Documents - Decolonization in Asia (Tufts University library resources)
History: Southeast Asia - Primary Sources (Berkeley.edu)
U.S. White House Memo on Foreign Relations in SE Asia (memo strategizing aid to Indonesia to fight for independence; U.S. State Dept. primary resource)
Indonesia Collection (Cornell.edu)
Southeast Asian Collections of Images and Text (wisc.edu)
The West New Guinea Debacle: Dutch Decolonization and Indonesia, 1945-1962 (PDF Book)
Indonesian Independence Fact Sheet 62 (naa.gov.au - Australian government website with archives documents of government records related to Indonesia’s Independence)

Kenya Background research

Kenya - Overview of History (ABC-CLIO)
World History Textbook page 1013
Kenya - WWII to Independence (Encyclopedia Britannica)
Kenya Gains Independence (The Learning Network, New York Times)
How Did Kenya Gain Independence? (HistoryHit.com)
Kenya Celebrates 50 Years Independence (Aljazeera)
Kenya - WWII to Independence (Encyclopedia Britannica)
All African People’s Conference: Resolution on Imperialism and Decolonization, 1958 (ABC-CLIO)

Kenya - Primary Source Documents:

UNESCO Archives: Africa Under Colonization, 1880-1935, PDF (Sahistory.com)
UNESCO Archives: Africa Since 1935, PDF Book (sahistory.com)
African Primary Source Documents (Yale.edu)
African Studies Primary Sources (Georgetown.edu)
All African People’s Conference: Resolution on Imperialism and Decolonization, 1958 (ABC-CLIO)
Jomo Kenyatta: speech on Kenya Africa Union, 1952 (ABC-CLIO)
Decolonization and Independence in Kenya, 1940-1993 (PDF Book)
Britain and Kenya’s Constitutions, 1950-1960 (PDF Book, includes details about the process of writing Kenya’s constitution and establishing independence)

Korea - Background research

World History Textbook page 976-979
Early Colonialism and the Rise of Nationalism and Identity, 1910-1919 (UBC.edu, University Lecture Slides)
Independence Movement (Korea.net)
Korea’s Independence, 1947 (Historic Films Stock Footage Archive, Youtube video)
Korea’s March 1st Movement (Arirang News video)

Korea- Primary Source Documents:

Primary Source Documents - Decolonization in Asia (Tufts University library resources)
CIA: The Korean Collection (CIA.gov)
Korea (ABC-CLIO)
Korea’s rise in Nationalism (JSTOR)
Cultural Nationalism in Colonial Korea, 1920-1925 (PDF Book, covers details about the rise of the nationalist movement in Korea including the March First demonstrations against Japan; begin on page 3 Intro)
Korean Theatre Under Japanese Occupation (PDF Book, begin on page 3 and 4)

South Africa - Ending Apartheid - Background research

Anti-Apartheid Movement (ABC-CLIO)
Apartheid (Encyclopedia Britannica)
Early Apartheid (FacingHistory.com)
The Harsh Reality of Life Under Apartheid (History.com)
South Africa: 25 Years Since Apartheid (Origins, OSU.edu)

South Africa - Primary Source Documents:

UNESCO Archives: Africa Under Colonization, 1880-1935, PDF Book (Sahistory.com)
South Africa History: Archives (http://www.blacksash.org.za/, contains primary and secondary sources)
UNESCO Archives: Africa Since 1935, PDF Book (sahistory.com)
African Primary Source Documents (Yale.edu)
African Studies Primary Sources (Georgetown.edu)
All African People’s Conference: Resolution on Imperialism and Decolonization, 1958 (ABC-CLIO)
“A Dry White Season”, novel on Apartheid in South Africa (Galegroup.com database)
South African History Online (sahistory.org.za, contains primary and secondary source documents)

Vietnam Background research

World History Textbook page 978 and 981
Decolonization of French Indo-China (cvce.eu/en)
This Day in History: Sep 02, 1945 Vietnam Independence Proclaimed (History.com)
World War II and Independence (Britannica.com)
The First Indochina War and The Second Indochina War (Britannica.com)
The Two Vietnams (Britannica.com)
French Colonization - The Vietnam War and Ho Chi Minh (Discovery UK, Youtube video)

Vietnam - Primary Source Documents:

Primary Source Documents - Decolonization in Asia (Tufts University library resources)
History: Southeast Asia - Primary Sources (Berkeley.edu)
National Library: Vietnam
CIA: The Vietnam Collection (CIA.gov)
Southeast Asian Collections of Images and Text (wisc.edu)
Indochina Primary Source Documents (U.S. National Library of Congress)
Exiting Indochina: U.S. Leadership of the Cambodia Settlement & Normalization of Relations with Vietnam (PDF Book)
The Road to War: France and Vietnam, 1944-1947 (PDF Book)
Interviewing President Ho Chi Minh (Video archive but you can record the interview as transcript text)

Exit Ticket:

Give feedback to each group member on the relevancy of their selected primary source document is to their specific topic. Does this document look like something that will generate a depth of questioning and investigation into this topic for your group's independence movement?
Does the citation include original publication information?
Again, be sure every primary source group members are using are different! No one in the group should be using the same image or text!

HW: Complete Evaluation of your Primary Source Document (OPVL)

Complete the OPVL table for your primary source. It is important that you consider its origins (original publication date and purpose/author's intent).

Sample OPVL evaluations in WH

Based on this DBQ task of helping other students investigate and understand this topic as it relates to the country's independence (or ending of foreign oppression), what are the values and limitations of using this primary source document for guided inquiry/questioning?

<<Previous

The Danger of a Single Story: Africa

Check-in:

Class Tasks (complete on your own):

1. Pick ONE from the list of the following resources related to "Africa is NOT a Country" and read (or watch):

2. Watch the following TED video: "The Danger of a Single Story"

Exit Ticket: Zoom Closing Meeting

Homework: Officially, None! (not formally)
Please take a break from looking at a screen all day! Go outside and get some fresh air.
Informal homework: At lunch or dinner, have a discussion with someone in your family about common misperceptions people have about people and places around the world.

March 19/20: Practice Using Another Team's DBQ Packet (& Give Feedback)

Today's Check-in: Go to the Zoom Meeting

Today's Class Tasks: (Group & Individual)

HW: None!
Have a safe and restful Spring Break!

March 17/18: Finalize Group DBQ Packet

HW: SeeSaw Reflective Video Post

March 13/16: Developing Guiding Questions

Group Check-in:

Individual Tasks Today:

Exit Ticket: Group Feedback

HW: Evaluate Questions;
Summative DBQ Due @ Start of Next Class

March 11/12: Studying Independence Movements through Primary Source Documents

Helpful Resources for Finding Primary Source Documents:

HW: Complete Evaluation of your Primary Source Document (OPVL)

Mrs. Stewart's Course

Archives

Categories

The Danger of a Single Story: Africa

Check-in:

Class Tasks (complete on your own):

1. Pick ONE from the list of the following resources related to "Africa is NOT a Country" and read (or watch): ​

2. Watch the following TED video: "The Danger of a Single Story"

Exit Ticket: Zoom Closing Meeting

Homework: Officially, None! (not formally) Please take a break from looking at a screen all day! Go outside and get some fresh air. Informal homework: At lunch or dinner, have a discussion with someone in your family about common misperceptions people have about people and places around the world.

March 19/20: Practice Using Another Team's DBQ Packet (& Give Feedback)

Today's Check-in: Go to the Zoom Meeting

Today's Class Tasks: (Group & Individual)

HW: None! ​Have a safe and restful Spring Break!

March 17/18: Finalize Group DBQ Packet

HW: SeeSaw Reflective Video Post

March 13/16: Developing Guiding Questions

Group Check-in:

Individual Tasks Today:

Exit Ticket: Group Feedback

HW: Evaluate Questions; Summative DBQ Due @ Start of Next Class

March 11/12: Studying Independence Movements through Primary Source Documents

Helpful Resources for Finding Primary Source Documents:

HW: Complete Evaluation of your Primary Source Document (OPVL)

Mrs. Stewart's Course

Archives

Categories

1. Pick ONE from the list of the following resources related to "Africa is NOT a Country" and read (or watch):

Homework: Officially, None! (not formally)
Please take a break from looking at a screen all day! Go outside and get some fresh air.
Informal homework: At lunch or dinner, have a discussion with someone in your family about common misperceptions people have about people and places around the world.

HW: None!
Have a safe and restful Spring Break!

HW: Evaluate Questions;
Summative DBQ Due @ Start of Next Class