The results for our class when I asked students to think about five things that come to mind when we think about Africa. I mean, the comparison with Europe makes the differences pretty startling, right?
Dear class,
Today is always one of my favorite days of the year to teach. Not because it is particularly fun to talk about genocide, but because it is SO important that we stop ignoring it, and especially the continent of Africa. If I ignored it, when would you hear about it? What associations would you continue to make? Here's what happened in class today:
Learning Targets:
Knowledge LT 21: I can identify the critical components of imperialism.
Communication LT 2: I can use language and style that is appropriate to the content area.
Critical Thinking and Analysis LT 2: I can explain connections between events, issues, problems and concepts.
Soundtrack: "My Generation" by The Who. Selected for today because it is your generation that can change the world for the better. Lyrics
here.
AGENDA 12/4/14:
PRIDE Lesson
News Brief – Devon
Debrief Pop Quiz
Scream Bloody Murder
United Nations Speech
Homework: Read the blog, and look at for
Rwanda resources. Next news brief: Patrick.
PRIDE Lesson: The PRIDE lesson for this morning had to do with tardiness. We talked about why it is important to be on time to class (if students were 3 minutes late to class every time, they would be missing around 8 hours of class over the course of a year). I hope that you will make an effort to be on time and embrace community when it comes to this.
News Brief: Devon had the news brief today and selected an article about this story:
BBC.com - Yemen hostage: US reveals bid to rescue Luke Somers. Luke is a dual US/UK citizen, like me! Woah! We found Yemen on our world map packets.
Patrick was selected to do the next news brief.
Debrief Pop Quiz: I always enjoy looking at what we know when it comes to Europe and Africa. Here is the PowerPoint with the combined results for your class answers:
It was only fair that I showed my own results, from when I was given this quiz when I was in graduate school, and I said much the same thing. Here's my actual paper from 2008:
As I tried to forcefully point out in class: isn't this stunning? We know that Africa is a place of enormous need. Why don't we know much more about it, then? Why don't we help our fellow human beings, instead of ignoring them and not learning anything about the continent? Taking this quiz inspired me to make sure to talk about the Rwandan genocide (which was only 20 years ago) in my Global Studies classes. It's why it is my favorite unit of the year and one that I have a lot of emotional investment in. I care, and I think it's important that students care about people in the world.
Scream Bloody Murder: This was a section of a documentary from CNN, that aired in 2008 (not so coincidentally, right as I was about to teach this unit for the first time). Here are the three videos I showed in class (caution: some of the material is graphic and difficult to watch and/or listen to):
United Nations Speech: I hope that you watched those videos and felt frustrated, angry, and upset. The fact that the United Nations (the global community of countries) and the United States (as the most powerful country in the world) did little, if anything, to prevent or stop the worst genocide in modern world history, is awful.
So, the final assignment for the unit and before break is a speech before a mock United Nations, in class. You will be pretending that it is April 24, 1994 - the actual date that arguments were ongoing at the United Nations Security Council about how to respond to the conflict in Rwanda.
There are a few steps in the process to prepare for the speech, which will be given on Tuesday, December 16th. The first is to write a persuasive essay (in the form of a speech you could give). This is due in class (TWO COPIES, typed) next Wednesday, December 10th. Here's the assignment:
As a reminder, this will eventually be a formal speech before break that you give as a part of a group, in front of the class, with myself and another teacher and/or administrator (like Dr. Franco) listening. You are going to need to persuade us to act and do something!
To prepare for this, I passed out a class set of copies of three things:
1) The
United Nations definition of genocide, as agreed to by the world in 1949. This is helpful, because if you can persuade the United Nations that genocide is occurring in Rwanda, they HAVE to act (because that's what they agreed to).
2) The
Eight Stages of Genocide. I read over the stages, but not all of the content describing them. There is a lot of information that might help you craft your speech! You can certainly talk about every stage of genocide, occurring in Rwanda, up to April 24, 1994.
Here are some hints on how to do this.
3) A reading that goes over more of the history in Rwanda, what happened during the genocide, and the end. Remember, you can't talk about anything after April 24, 1994, but you can make predictions as to what will happen if the United Nations refuses to act! The reading is pages 5-10 here:
Another resource that might help could be your Cornell Notes from last class, which was on this presentation:
There is definitely a LOT to think about here. I am confident that you can write a five paragraph essay in a week! Next class, I will go over the concept of imperialism and colonialism more, and then give the rest of the class as prep time. The typed copy of your individual speech will be due the following class.
Please be sure to ask me if you have any questions or need help in any way! I'm really excited to see what you can come up with! :-)
.JPG)
