Thursday 3/28/19

Block II 

• History Today
• Watch Ed Puzzle Videos
• EdPuzzle Video I
• Ed Puzzle Video II

• Discuss/Review: Central Africa
  • Belgian Imperialism
  • Congo Wars
• Project: Central African Timeline (due next week)
  • Timeline template
  •  
  • Objective - In a group of 3-4 you will graphically illustrate important events on a timeline
    1. Create timeline (1800-2010)** of:
    1.Pre-Imperial Central Africa
    1.1+ Event/Concept
    2.Imperial Central Africa
    1.1+ Event/Concept
    3.Post-Imperial Central Africa
    1.4-6 Events/Concepts
    Please use a color code for each section!
    Use the list of events/concepts
    2.For each concept:
    1.Identify:
    1.Name of Concept/Event
    2.When? (Date)
    3.Who (was involved)?
    4.What and where (happenings and in which part of Central Africa)?
    5.Why (is this important)?
    Once you have finished collecting your data
    1.Include visual documents to support each timeline description (charts/graphs/maps/photographs/political cartoons)
    2.With Captions!!!
    —
     
    

Tuesday 3/26/19

Objective: 

—Empathize with the Rwandan conflict through the viewing of Hotel Rwanda

•HT 19

—Prompt: Rwandan Genocide

—What caused the Rwandan Genocide? In what year did it occur? How long did it take place?

•Finish Hotel Rwanda

•Rwanda 20 Years Later

•Homework: Bring in headphones that are compatible with the Chromebooks for Thursday

•Course Selection forms due THURSDAY to K2

Monday 3/25/19

Agenda:
Mapping Monday

Map quiz on Latin America, Monday April 1.

Thursday 3/21/19

•Agenda:
•Stamp questions for Rwanda background
•HT 19 Prompt: Rwanda: Who were the tribes that lived in Rwanda? What were the differences between the tribes? Who was the first colonizer? Who took over after this first country was removed?
•Review Questions
•Rwanda Scavenger Hunt
•Begin Hotel Rwanda

Tuesday 3/19/19

•Agenda:
•Finish GGS3
•Begin to discuss the origins of the Rwandan Genocide.

HOMEWORK: FINISH THE QUESTIONS FROM CLASS!!!!

Rwandan Genocide Background Information

Directions: Use the following website to research the answers to the following questions.

http://rwandanstories.org/origins.html

https://www.history.com/topics/africa/rwandan-genocide

https://www.bbc.com/news/world-africa-26875506

Questions: 

•What are some ways that the Belgians may have impacted their relationships among the Rwandan people?
•Why did the Belgians favor the Tutsi people at the beginning of their control in Rwanda? How as this preference manifest itself?
•German and Belgian racial policies are referred to as “pseudo-science” or “junk science.” What does this mean? Give some examples of things that the government did under the Belgians and later were followed by independent Rwandan government that reflect how their policies were influenced by these theories?
•Explain the identity card system that the Belgian government instituted in Rwanda.
•Explain how and WHY the Belgian government changed their support and prefernc3e from the Tutsi to the Hutu people. What impact did this have on the government that formed when Rwanda became independent? How did this affect the status of each group under the new government?

Tuesday 3/12/19

•Objective: SWBAT identify origins of imperialism and global inequalities.
•Agenda:
•HT 18


•What is Yali’s question? Why is Jared Diamond trying to research it? What is he hoping to prove?


•Finish GGS Episode 1
•Continue Annotations
•

Homework: Finish the GGS Annotations and submit to google classroom before class on Thursday (3/14/19)

Thursday 3/7/19

•Objective: SWBAT identify origins of imperialism and global inequalities.

•Agenda:

•HT 17:

•What are some positive outcomes of imperialism? What are some negative consequences of imperialism? (Specific examples please)

•Skimming and Scanning

•Guns Germs and Steel

Tuesday 3/5/19

•Objective: Define imperialism and discuss examples.

•

•Agenda:

•Finish Imperialism Lecture

•Imperialism Map

Thursday 2/28/19

Agenda:
HT 15



•What do you see in the picture? (be specific)
•Who are the people? What are they doing?
•Where this scene might be taking place?
•Why might these people be gathered in this way?
•How might the people in the scene be feeling?

Continue Imperialism
Work on Imperialism Maps