Resurgent Russia
New York Times Page on Russia
Changing China - BBC Site on China
New York Times Page on China
Mao Zedong is probably the most famous communist leader of China. Mao had a profound influence on China's economic and political development and you need to understand him to understand China today. We will explore Mao's legacy by looking at a number of different resources on the Internet.
Mao's Economic Legacy
1. Read the portion of the BBC article that deals with Mao's economic policies (scroll down to find this section). Also, look at the graph at the start of the article. What does this graph say about economic progress during Mao's rule?
2. Read about one of Mao's most infamous economic policies, the Great Leap Forward.
3. Read about the philosophy related to work and compensation in China.
4. Use all of this information to answer the economics questions on the sheet that you downloaded.
The Cultural Revolution
1. Read this BBC description of the Cultural Revolution, it will give you a sense of the purpose and magnitude of the Cultural Revolution.
2. Read about the Red Guard. These militants helped to carry out the Cultural Revolution. What is the Red Guard's relationship to equality?
3. Scroll down once you click on this link. Click on the link called "Ask Chairman Mao for the Answers." What is Mao trying to accomplish by having millions of people read this book?
4. Click on this link and scroll down to where it says, "English Lessons: A Picture of Chairman Mao and A Black Boy in America." What is Mao trying accomplish with this type of lesson? Again, how does this relate to equality?
5. Click on this link and then click on the link called "A Song-And-Dance Epic." Watch a few clips from this musical. What is Mao trying to accomplish with this type of propaganda?
6. Lastly, click on this link and click on the Propaganda Posters link on the left hand side. Then click on the Cultural Revolution Posters link. Scroll through the posters and use the information on the posters to answer the questions.
]]>You are going to use a variety of primary and secondary sources to determine how Stalin was able to become so powerful. As you look at these sources, make a list of all of the methods that Stalin used to obtain power. Also, make note of which evidence supports this conclusion. Your list can and should be very specific.
Posters used during Stalin's Regime
Time's Man of the Year Article in 1942 (Ignore the commentary at the start of this page. Skip down to the actual excerpts.
Letter to Stalin from Someone Sentenced to Die
]]>Template for the Position Paper
The Position Paper is the written part of the Middle East Peace Conference assignment. It is not an essay, but it is six paragraph answers to six questions. The questions and directions for this assignment are linked here.
Resources for the Middle East Peace Conference
What follows is a list of resources that you can use to complete your research for this assignment. I would look at all of these resources before the end of the quarter. Some will be more or less helpful depending on your assigned part.
This is an excellent source of information. It has country descriptions, leader descriptions, articles, maps and timelines that EVERY conference participant would find helpful. You might even want to start your research here.
The Online NewsHour Coverage of the Israeli-Palestinian Conflict
This site has descriptions of past attempts to make peace in the Middle East and descriptions of the key players in the conflict. It doesn’t have as much information as the BBC website, but I think everyone could find this site helpful.
The Online NewsHour Coverage of the Israeli-Hezbollah Clash
This site provides a lot of information about the latest conflict between Israel and Hezbollah. The archives section of this site might help each of you determine your character’s position on the latest round of fighting.
The Online NewsHour Coverage of Iran
This site focuses on the current state of Iran. This will, of course, help the Ahmadinejad character in both classes, but it might help other characters determine how to deal with Iran.
The Online NewsHour Coverage of Iraq
This site focuses on the current state of Iraq. This will help the Maliki character, but it might help other characters determine how to deal with Iraq.
The United States State Department Page on the Middle East Peace Process
This site will help the characters from the United States, Russia, Britain and the United Nations (The Quartet), but all characters should look at it. This describes the Quartet’s response to the crisis in the Middle East.
The Guardian’s Special Report Site on the Conflict in the Middle East
This site contains numerous newspaper articles about the latest issues in the Middle East. Look here for very up-to-date information. The Hamas, Hezbollah, Lebanese and Israeli characters may find this site especially helpful.
Don't forget to use the library databases like the SIRS database and the Gale Student Edition database. These will be helpful.
]]>Three options will be discussed at the meeting. They are as follows.
Option 1: Increase Our Presence in Iraq
Last spring, George Bush committed to the “surge,” a policy that increased the number of troops in Iraq by about 20,000. Option 1 calls for extending this surge. Even more troops will be sent to Iraq to try to permanently stabilize the situation and to allow the Iraqis to develop an effective, democratic government.
Option 2: Provide Iraqis with the Means to Succeed
Option 2 argues that the United States cannot make an open-ended, undefined commitment to Iraq. Instead, the United States should slowly draw down its troop presence in Iraq and encourage other countries and the United Nations to become involved with the process of stabilizing Iraq. This plan would allow the Iraqi government to develop, but it wouldn’t place the entire burden of the mission on the United States.
Option 3: Withdraw from Iraq Now
Option 3 argues that all United States troops must leave Iraq immediately. This plan assumes that the mission in Iraq has failed because it has only increased violence in Iraq and hatred directed at the United States. Additionally, those who support Option 3 argue that the mission in Iraq has diverted resources from more important conflicts and concerns.
Each of you will be assigned to one of these options. During the Senate Foreign Relations Committee meeting, you will be testifying in support of your option. Each group will give a short opening statement supporting its option and then all of the members of the group will answer questions about and defend their option. When your group is not testifying, you will be a member of the committee who asks questions and debates with the other options’ supporters.
In order to prepare for this assignment, you need to do a few things. Carefully follow the steps listed below.
1. Once you receive your option, read it over carefully. Make sure that you and everyone in your group understands your option.
2. Make a list of at least five arguments that support your option. Record these arguments on the preparation sheet that you received in class (Initial Brainstorm section).
3. Use the additional information that you received (maps, graphs) and the information that you find on this BBC site to find more evidence supporting your option. Record this evidence and how it can be used on the preparation sheet. Make sure that you find at least four pieces of evidence to support your option.
4. Develop at least three arguments against each of the other options. For each argument, write a question that you could ask that could help you make that point/argument against the option. For example, if you don’t think that the United States has enough troops to support a troop increase, you might ask, “How many troops will the United States need to support your troop increase?” and then “Where will the United States get these additional troops?”
You will be graded on your preparation sheet, your testimony and your questions. I will be looking for thorough, detailed arguments, appropriate evidence that is tied to specific arguments and focused, relevant questions.
You must have the preparation sheet completed for Friday/Monday's class.
]]>Mr. Vergin will make one final appearance to talk about Islam. Again, feel free to ask questions.
Christian Denominations Jig-Saw
We will finish up the activity that we started last class. By the end of the hour, you should know about Catholicism, Orthodoxy and Protestantism.
Homework
You need to read the article that you received in class. Be sure to complete the tasks listed at the beginning of the article.
]]>Mr. Vergin will be back to talk about Christianity today. Don't be afraid to ask questions!
Christian Denominations
Each of you will receive a reading about one of the three major Christian denominations; Roman Catholicism, Orthodoxy and Protestantism. You will learn about your denomination's distinctive beliefs and practices so that you can teach others in the class about your assigned denomination. Eventually, you will join a group that has a representative from each denomination. Each person will share about their denomination while the other group members take notes. This "jig-saw" activity will expose everyone to all three denominations.
Homework
No homework. Enjoy the time off!!
]]>We will start today with the presentations you worked on last time. Be prepared to take notes on each festival/holiday on the note sheet that we provided to you.
Anti-Semitism in America
We will discuss what anti-semitism means and its causes. We will use an Anti-Defamation League survey to provide examples and evidence during this discussion.
Homework
No homework!! Relax and celebrate being done with your drafts.
]]>Now that you have learned a little bit about Judaism from Mr. Vergin, you will complete a short activity that examines the Jewish festival year. I have selected eight holidays, festivals, or days of remembrance that are commemorated during each year on the Jewish calendar. Each group will be assigned one of these holidays/festivals/days of remembrance. Each day/time period is linked to a web page dedicated to that day (or time period). Scroll through your assigned page, read the information and clink on the links that are relevant to your day/time period. You should learn as much as you can about your day. Your group (I will assign you to a group) will need to prepare a short, two to three minute presentation about your assigned day/time period. Your presentation should tell us:
1. When in the year the day/period takes place
2. Why the day/period is significant
3. What traditions/rituals are associated with the day/practice
Make sure that your presentation involves all members of your group and that it is very respectful of the material that you are presenting. You will complete these presentations on Monday/Tuesday of next week.
NOTE: Spellings may vary given that these names are translated from Hebrew.
* Rosh Hashanah (High Holy Days begin)
* Yom Kippur (High Holy Days end)
* Sukkot
* Chanukah (Hannukah)
* Purim
* Passover (Pesach)
* Yom Ha' Shoah
* Shavuot
Homework
Your final drafts and bibliographies are due next class. Have them ready at the beginning of class. Do not forget to bring your rough draft as well.
]]>We will begin our study of the Middle East by looking at what we and others think we know about the Middle East. We will put you in small groups and you will brainstorm a list of stereotypes that you and others have about the Middle East. Please try to be thoughtful as you put these lists together. Don’t simply say things to be offensive. Instead, think about what people think is true about the Middle East and people from the Middle East.
Analyzing Stereotypes
We will make a list of stereotypes that you discussed in your small groups. We will think about why many of these stereotypes are not true and about the sources of these stereotypes.
Addressing Stereotypes
We will brainstorm a list of ways to address the problem of stereotyping. At this point, we will also discuss why stereotypes can be so dangerous.
Homework
You should continue working on the final draft of your paper. These are due on Monday, November 12th (A Day) and Tuesday, November 13th (B Day).
We will use a song by John Lennon to begin today's class. We will hand you a copy of the lyrics and have you listen to the song. Be prepared to discuss your opinions on Lennon's ideas.
Helping Africa
Many people have imagined a better world for Africa. Below, I have linked you to a multitude of different charities, movements and organizations that are designed to aid Africa. Take a look at five of these charities' sites. It doesn't matter which five you pick. As you look at the sites, answer the questions on the chart you received in class. Think about whether you agree or disagree with these efforts, what you like and dislike about the different plans and what you think isn't being done that needs to be done.
Mr. Edmundson's Work in Tanzania and the Peace Corps in Africa (Click on a country to find more information.)
DATA - Bono's Organization
Bill and Melinda Gates Foundation
White Man's Burden
We will return to the concept of White Man's Burden and ask ourselves if this idea exists even today.
]]>We will focus on two different diseases, AIDS and Ebola. These two diseases are quite different, both in the scope of their impact and in how they impact the human body. The study of these two diseases will help you to understand the many different problems facing African countries when it comes to disease. To begin our study, you will take some notes on the two diseases. On the second day of our study, you will use a series of maps and statistics to draw some conclusions about why AIDS is ravaging sub-Saharan Africa.
Homework
Continue to work on your rough drafts. A day students' drafts are due on November 2nd and B day students' drafts are due on November 1st.
The next step in our Africa paper project is to turn your outline into a rough draft. Mr. Cooke will talk about how to do this. Remember that your rough draft is due on November 1 (B) or November 2 (A). This is your only homework over the next couple of weeks.
What are you?
Are you a Republican? Are you a Democrat? Are you an independent? What are you? You will get asked these types of questions a lot as you get older. We will try to help you answer these questions today. You will take a little political quiz and then you will use your answers to place yourself on a political spectrum. I will also post the questions and directions below so that you can give the quiz to your parents.
1. Would you favor or oppose a constitutional amendment that would define marriage as being between a man and a woman, thus barring marriages between gay or lesbian couples?
Source: Gallup Poll, March 5-7, 2004; national sample of 1,005 adults.
Favor an amendment banning gay marriage (Move right)
Oppose an amendment banning gay marriage (Move left)
2. Some people think that government in Washington ought to reduce the income differences between the rich and the poor, perhaps by raising the taxes of wealthy families or by giving income assistance to the poor. Others think that the government should not concern itself with reducing this income difference between the rich and the poor. What do you think?
Source: NORC, General Social Survey 2002; national sample of 912 adults
The government should raise taxes on the wealthy and/or provide more income assistance to the poor (Move left)
The government should not be concerned with reducing the income difference between the rich and the poor (Move right)
3. Which punishment do you prefer for people convicted of murder: the death penalty or life in prison with no chance of parole?
Source: ABC News/Washington Post Poll, April 20-24, 2001; national sample of 1,003 adults.
Death Penalty (Move right)
Life in Prison (Move left)
4. Do you agree or disagree with this statement: "We have gone too far in pushing equal rights in this country."
Source: Pew Research Center, July 14- Aug. 5, 2003; national sample of 1,284 adults.
We have gone too far (Move right)
I agree with most of our efforts (Move left)
5. Would you support a significant troop withdrawal from Iraq in the next six months?
Support a withdrawal (Move left)
Oppose a Withdrawal (Move right)
6. In general, do you feel that the laws covering the sale of firearms should be made more strict, less strict, or kept as they are now?
Source: The Gallup Poll, Oct. 11-14, 2004. sample of 1,012 adults nationwide
More strict (Move left)
Less strict (Stay)
Kept as they are (Move right)
7. In general, some people think that it is the responsibility of the government in Washington to see to it that people have help in paying for doctor and hospital bills. Others think that this is not the responsibility of the federal government and that people should take care of these things themselves. Which approach [A or B] do you prefer?
Source: NORC, General Social Survey 2002; national sample of 912 adults.
The government is responsible (Move left)
The government is not responsible (Move right)
8. Do you think the CIA should be able to torture terrorist suspects in order to obtain information to prevent a terrorist attack?
Should be able to (Move right)
Should not be able to (Move left)
9. Do you think the possession of small amounts of marijuana should or should not be treated as a criminal offense?
Source: Pew Research Center, Feb. 14-19, 2001; national sample of 1,513 adults.
Should be illegal (Move right)
Should not be illegal (Move left)
10. Should government restrict violence and sexual content that appears on cable TV, or should government not impose restrictions?
Source: Chicago Tribune Poll, June 23-27, 2004; national sample of 1,000 adults.
The government should restrict content (Move right)
The government should not restrict content (Move left)
11. The United States Supreme Court has ruled that no state or local government may require the reading of the Lord's Prayer or Bible verses in public schools. What are your views on this--do you approve or disapprove of the court ruling?
Source: NORC, General Social Survey 2002; national sample of 908 adults.
Support required prayer (Move right)
Oppose required prayer (Move left)
12. With respect to the abortion issue, would you consider yourself to be pro-choice or pro-life?
Source: Gallup Poll, May 2-4, 2004, national sample of 1,000 adults.
Pro-Choice (Move left)
Pro-Life (Move right)
Homework
Work on your rough draft. These are due on November 1 (B) or November 2 (A).
]]>We will put the United States on trial today. We have charged the United States with negligence when it comes to its dealings with Rwanda in 1994. We will allow some time for the prosecution and the defense to prepare before the trial begins. Everyone will be required to make at least two comments during the debate.
Homework
You have NO homework over the long weekend. Have a nice break!
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