……………………………… Appendix …………………………….

……………………………… Artifact A …………………………….

UNIT VII: Colonies Gain Independence 1945-Present

Global II

Jesse WoolseyHoughton College

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I. Introduction..……….... Target Group and Environment ……..…….

This unit was implemented at rural Pioneer Central High School in a 10 th grade Global II classroom in during March 2010. There were three class periods with a total of 76 students. Desks tended to be formed in strait rows with one table at the back with three-to-four chairs at any given time. This seating arrangement would change, however, depending upon the demands of a given activity (i.e., small groups, partners, or splitting the class for reading assignments). There are two textbooks readily available to all students; World History (McDougal-Littell) and Pageant of World History. A portable laptop cart, computer lab, and school library were readily available.

……………….……..…….. Sources ……….………..…..……..

As sources for my material I utilized both my own knowledge, my cooperating teacher’s knowledge, resources and notes attained from my cooperating teacher, textbooks, and a variety of internet resources- World History (McDougal-Littell)- Pageant of World History- Wikipedia- Google Image Search - Internet Modern History Sourcebook: http://www.fordham.edu/halsall/mod/modsbook.html- Gandhi: a Richard Attenborough movie- Youtube.com Video Search- Many other online resources

……………..…….. Materials & Handouts …………...……..

- Handout: African Independence Readings [Lesson 9, p. 48]- Handout: Apartheid Political Cartoon [Lesson 11]- Handout: Kashmir Conflict [Lesson 5]- Handout: Women for Democracy [Lesson 8]- Homework: Nonviolence in the 20th Century [Lesson 2, pp. 54-59]- Homework: South Africa & Apartheid DBW [Lesson 8, pp. 60-65]- Notes Packet: Colonies Gain Independence: India, S.E.A., and Africa [Lesson 1]- PowerPoint: Colonies Gain Independence: India, S.E.A., and Africa [Lesson 2]- UNIT Test: COLD WAR AND COLONIES GAIN INDEPENDENCE [pp. 67-75]- Video: Aung Sang Suu Kyi (U2.com) [Lesson 7]- Video: Gandhi [Lesson 3]- Video: Ravi Shankar Sitar Video (Youtube.com) [Lesson 1]- Quiz: Colonies Gain Independence 1945-Present [p. 66]

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……………………..…….. Purpose ………………..……………..

The purpose of this unit is to teach students about struggles for independence in the past century all around the world. Understanding these struggles involves recognition of problems facing democracy and the numerous obstacles to freedom all around the world. Students should understand the wide array of factors that combat stability and success for developing countries. In this way, the students will be better equipped for living, interacting, and working in a progressively more diverse world. A secondary purpose is to highlight the injustice throughout the world in an effort to develop empathy and a sense that they as a student can work to help those in need.

……………..…….. Standards & Objectives …………………

SS 2.1, SS 2.2, SS 2.3, SS 3.1The student will be able to (TSWBAT)…- recall prior knowledge of India, its culture, people, and religion- predict why countries that were previously colonies gained independence after 1945- identify the importance of people and events related to the independence movement in India/Pakistan- rewrite/summarize terms, people, and events related to India and Pakistan in the 20th century- evaluate the importance of information in their notes in a group setting in order to differentiate between what is core information their classmates should record and what information will be supplemental to note-taking- identify, rewrite, and summarize terms, people, and events related to India and Pakistan independence and conflict in the 20th century- evaluate the effectiveness of the British plan for independence in India and Pakistan- identify and explain terms, people, and events related to India and Pakistan in the 20 th century- explain the conflict over Kashmir and work with a partner to postulate a solution to the conflict- identify and explain terms, people, and events related to India and Pakistan in the 20 th century- demonstrate what they know about India, Pakistan, Bangladesh, and Sri Lanka as well as identify their own points of confusion- recall people/events/terms related to India, Pakistan, Bangladesh, and Sri Lanka- identify and explain terms, people, and events related to Southeast Asia- describe challenges following independence in Southeast Asia- identify and explain terms, people, and events related to Southeast Asia- describe challenges following independence in Southeast Asia- recall and explain terms, people, and events related to Southeast Asia- describe challenges following independence faced by advocates for democracy\ in Southeast Asia- describe major challenges to successful African independence and peace- explain developments in African countries since they have gained their independence - generalize what are major issues facing African nations today

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- recall prior knowledge of obstacles facing African independence and development- describe the culture, politics, and society of Kenya- identify and describe major events and important individuals involved with the removal of apartheid rule in South Africa- analyze a cartoon, video, and lyrics to better understand South African apartheid rule- demonstrate what they have learned through answering questions in an exit slip- recall prior knowledge of India, its culture, people, and religion- predict why countries that were previously colonies gained independence after 1945

II. Body……………..…….. Lesson Overview …………………

( - Objectives and topics; ~approach used; *assessments)

Day 1: Introducing the Unit: Independence in India- India- Outline Unit~ Map, Brainstorm, individual note-making* brainstorming activity

Day 2: Start Group Notes- Independence for Pakistan and India: Partition~ Group work: Group peer presentations* observation of group work & remaining on-task

Day 3: Creation of India & Pakistan: Conflict- Independence for Pakistan and India: Partition - Analyze and extract ~ Cooperative Group presentations, Gandhi Video* group presentations, note-taking, exit slip

Day 4: India & Kashmir- Kashmir Conflict: origins and today~ Cooperative Group presentations; worksheet handout* group presentations, note-taking, handout

Day 5:Pakistan, Bangladesh, and Sri Lanka - Independence in Pakistan/Bangladesh- Majority suppression of minority~ Cooperative Group presentations; individual note-making* group presentations, note-taking, exit slip

Day 6: Beginning in Southeast Asia- Review & start new note-making~ Map preview, individual note-making* In-class responses

Day 7: Southeast Asian Struggles- S.E.A. people, terms, events- Challenges to independence~ Lecture, video, review* In-class responses, exit slip

Day 8: Women for Democracy & Notes- Challenges to independence- Women for democracy~ Individual in-class worksheet, individual/partner note-making*review response, handout

Day 9: New Nations in Africa -Challenges to African independence/success~Map review, reading partners, note-making* exit slip, in-class responses to reading

Day 10: Kenya!- Case Study: Kenya~ 2 Guest speakers* In-class questions, reaction note

Day 11: Apartheid and South Africa- Establishment and abolition of Apartheid~ Lecture, news video, lyrics/music video* Student responses and answers, exit slip

Day 12: Assessment

* Unit Quiz

…………………….Day 20:

*Cumulative Unit Test

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……………………..…….. Lesson Plans ………………..……………..

Lesson 1: Introducing the Unit: Independence in IndiaEssential Question: What do you know about India?

Standards: SS 2.2Materials:- ISA (India, S.E.A., Africa) notes packet - Hindi music on youtubeObjectives: TSWBAT… - recall prior knowledge of India, its culture, people, and religion- predict why countries that were previously colonies gained independence after 1945Introduction:- We have just been looking at how the two world Superpowers navigated the post-WWII period, so how did other countries fair? Did colonies remain under the control of European imperialists?- What European countries were imperialist and had colonies?- Show map of imperialism in 1900. Much of world was controlled by imperial powers.- Post-WWII map -> independence between 1945-1991

- Show timeline-Why do you think all these countries gained independence after 1945?Teaching Strategies and Accommodation:- Brainstorm: What do you already know about India?

- Ideas: British East India Company, British control, Sufism, Hinduism, Islam, caste system, Gandhi, etc…

- Brief outline on PwrPt of where we are going in unit (India, Pakistan, Africa)- Remainder of class will be given to students to work on notes

- while they work, play Indian music- Ravi Shankar & Sufi Music (youtube.com hyperlink on images in PwrPt)

Conclusion:- Pass out ISA notes packets

- Give students remainder of period to work on notes- Amritsar Massacre start on p. 888- Congress Party vs. Muslim League and onward starts on p. 997

-Next, we will begin looking at Gandhi and how he used nonviolence to earn Indian independence from the British and how India developed after 1945 once independentAssessment: - I will use the brainstorming activity to assess students’ prior knowledge of India and their predictions to gauge their understanding of why colonies would gain independence after 1945Self-Reflection:

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Lesson 2: India/Pakistan: Group NotesEssential Questions: How did India gain its independence from Great Britain and how was the

nation of Pakistan created? Standards: SS 2.2, SS 2.3Materials:- ISA (India, S.E.A., Africa) notes packet- PwrPt with pictures to go along with notes- GoogleEarth pulled up on computer- Week’s HW: Nonviolence in the 20th Century- large sheets of paper- markers- directions to project on boardObjectives: TSWBAT… - identify the importance of people and events related to the independence movement in India/Pakistan- rewrite/summarize terms, people, and events related to India and Pakistan in the 20th century- evaluate the importance of information in their notes in a group setting in order to differentiate between what is core information their classmates should record and what information will be supplemental to note-takingIntroduction:- Use GoogleEarth to show them India, its terrain, and the surrounding areas. Be sure to point out

Pakistan, Sri Lanka, and Bangladesh- Maybe even select option to view pictures and show students the various images that are connected to GoogleEarth

Teaching Strategies and Accommodation:- Allow students about 25 or 30 minutes to work individually, in groups, or with partners on filing out their notes

- like in the previous class, pull up some Indian music (maybe Ravi Shankar again?) to play while students work on their notes

- With 10 minutes remaining in class, bring everyone back together and explain how notes are going to be done (since it is different than normal)

1 - Each row will be a different group (back table will just be added into a smaller row)2 - Each group will work together on a preselected section of the notes (I will assign each row their section at this time)

- Each group will be presenting their section to the class by using a large piece of paper and marker

3 – With their section of notes, each group will get together and check that they all have the Information.

a. The Group will then decide what information is most important and would be easy to take as notes AND what information will be helpful in understanding the term/event, but that doesn’t need to be written down

b. The group will then write on their large sheet of paper the important information their classmates should record

c. Each member of the group must play a role in either making the poster or presenting the information to their classmates

- Groups will work together for the remainder of the periodConclusion:

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- With 2 minutes left, pass out the Nonviolence in the 20th Century homework. Explain the assignment. - Next class we have a few minutes to finish with our posters and will begin presenting our group’s sections to our classmates. We will look at how India gained its independence from the British and how Pakistan was created.Assessment: - I will assess student’s ability to rewrite and summarize information in their notes by observing them during class as well as their group conversations as they compare each other’s notes. I will also assess student’s ability to distinguish between what information is core to understanding independence in India/Pakistan by observing and interacting with groups as they create their posters.Self-Reflection:

… Student Work Samples …

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Lesson 3: Creation of India & Pakistan: ConflictEssential Questions: How did India gain its independence from Great Britain and how was the

nation of Pakistan created? What conflicts have arisen in this region of the world?

Standards: SS SS 2.2, SS 2.3, SS 3.1Materials:- ISA (India, S.E.A., Africa) notes packet- PwrPt with pictures to go along with notes- Gandhi Video- highlightersObjectives: TSWBAT… - identify, rewrite, and summarize terms, people, and events related to India and Pakistan independence and conflict in the 20th century- evaluate the effectiveness of the British plan for independence in India and PakistanIntroduction:- Today groups are presenting their section of the notes to their classmates using their posters (presentations will also be supplemented by my PwrPoint with pictures)- Allow 5-10 minutes for groups to complete posters (if they have not already) and prepare to give their section of the notes

- While they work, play more from Ravi ShankarTeaching Strategies and Accommodation:- Group presentations to cover the notes: - Group 1: Amritsar Massacre, Gandhi, Civil Disobedience, Salt March- Group 2: Congress v. Muslim, Jinnah, Divided power, Partition & Bloodshed- Gandhi film: Partition and Violence - time: (2:35:22 – 2:47:50) 12 min. OR ([Ch 24]2:41:18 – 2:47:50) 6 min.

- Questions to be thinking about during the film: What are you witnessing happen in India? Why do you think is there so much violence? Should the British have done something different? Explain your answer- movie also introduces Jawaharal Nehru, who we will learn more about next class- If there is not enough time for the movie excerpt or the whole excerpt we will finish watching first thing next period

Conclusion:- Exit Slip: When the movie excerpt is over, have students take out a piece of paper an answer the questions to think about during the film: “What are you witnessing happen in India? Why do you think is there so much violence? Should the British have done something different? Explain your answer.”

- Project questions on the board for students- Turn in once completed (ungraded). If there is time left, have some students give their answers to the questionsAssessment: - I will student note-taking and group presentations to evaluate student understanding of the terms, people, and events related to India and Pakistan independence and conflict in the 20 th century. I will use the responses to the video as an exit slip of sorts to gauge student understanding of partition and the proceeding conflict between India and Pakistan

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Self-Reflection:

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Lesson 5: Pakistan, Bangladesh, and Sri LankaEssential Question: What was the Pakistani Civil War? What are problems facing Pakistan, Bangladesh, and Sri Lanka since their independence?

Standards: SS 2.2, SS 2.3Materials:- ISA (India, S.E.A., Africa) notes packet- PwrPt with pictures to go along with notes- highlighters- group posters- textbooks-Kashmir Conflict handoutObjectives: TSWBAT… - identify and explain terms, people, and events related to India and Pakistan in the 20th century- demonstrate what they know about India, Pakistan, Bangladesh, and Sri Lanka as well as identify their own points of confusionIntroduction:- Review notes from yesterday: highlighting to point out and focus on important termsTeaching Strategies and Accommodation:- Kashmir conflict handout – give students 10 minutes to complete individual/partner work

- if they finish early, have them begin on SEA notes- Continue group presentations of notes - supplemented by PowerPoint images/maps- Group 5: Benazir Bhutto, Problems in Bangladesh, Problems in Sri Lanka- “note section exit slip” Have everyone take out a half sheet of paper (give them a few minutes, then pass forward)- What are five things you learned about India, Pakistan, Bangladesh, and Sri Lanka that your group did not present?

- What have we talked about that isn’t clear to you?- Pass forward papers- Remainder of time to keep going with notes into S.E.A. and Africa Conclusion:- having read the “exit” slips, address any confusions that were noted- Remind them that HW is due FridayAssessment: - I will use group presentations to assess group’s understanding of the content they’re presenting. I will use student responses to “note section exit slip” to assess student grasp of the material we have covered and their ability to demonstrate what they know.Self-Reflection:

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Lesson 6: Beginning with Southeast AsiaEssential Question: What do you already know about the Philippines?Standards: SS 2.2, SS 2.3Materials:- ISA (India, S.E.A., Africa) notes packet- SEA map to project onto board Objectives: TSWBAT… - recall people/events/terms related to India, Pakistan, Bangladesh, and Sri Lanka- identify and explain terms, people, and events related to Southeast Asia- describe challenges following independence in Southeast AsiaIntroduction:- Review notes from India, Pakistan, Bangladesh, and Sri Lanka- Nonviolence HW is due!Teaching Strategies and Accommodation:- Preview of next class, Southeast Asia: Philippines, Burma, Malaysia & Singapore, Indonesia

-Map of Southeast Asia projected on board. Select students to come up to find each of the four countries we will be talking about

- What do you already know about the Philippines? (Looking for Span. Am. War)- Do you know anything else about these countries?

- Remainder of time to work individually on notes in textbook- S.E.A. (p. 1004- 1009) - Africa (give them page numbers)

Conclusion:- Next class we will start looking into independence movements of Southeast AsiaAssessment: - Use in-class responses/answers during review of notes in conjunction with exit slips from yesterday to assess student understanding of week’s material. I will make sure students remain on task with notes to ensure their recording of next section’s notes.Self-Reflection:

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Lesson 7: S.E.A. Struggles for IndependenceEssential Question: What post-independence challenges have been met by democracy in Southeast Asia? [political corruption, terrorism, military dictatorships, political instability]

Standards: SS 2.2, SS 2.3Materials:- ISA (India, S.E.A., Africa) notes packet- SEA PwrPt - Suu Kyi video from U2.comObjectives: TSWBAT… - identify and explain terms, people, and events related to Southeast Asia- describe challenges following independence in Southeast AsiaIntroduction:- Show map of S.E.A. - Philippines, Burma, Malaysia & Singapore, IndonesiaTeaching Strategies and Accommodation:- direct instruction of notes (supplemented by the PwrPoint with pictures/graphics)-Philippines & the US-Burma (Brit)

- Aung San Suu Kyi vid. 3min. (http://www.u2.com/stream/article/display/id/4770#)- Suu Kyi on nonviolence. 2min. (http://www.youtube.com/watch?v=j1ZlLd1fnxU)

-Malaysia and Singapore (Brit)-economic success stories

-Indonesia (Dutch) & East Timor- Challenges – instability and political turmoil

- Review: What post-independence challenges have been met by democracy in Southeast Asia? [political corruption, terrorism, military dictatorships, political instability] – write their answers on the board or type them to be projected Conclusion:- Project Exit slip questions on board(without notes): 3 minutes left in class

-What two countries in Southeast Asia have experienced economic success?- Who is Aung San Suu Kyi?- Who were two leaders in Indonesia?- Who was Corazon Aquino and what did she do in the Philippines?

Assessment: - I will use student responses, note taking, and exit slips to assess student ability to describe challenges facing Southeast Asia and identify terms, people, and events in the regionSelf-Reflection:

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Lesson 8: Women for Democracy & African Independence (notes)Essential Question: Who are notable women that have fought for democracy in Pakistan and Southeast Asia?

Standards: SS 2.2, SS 2.3Materials:- ISA (India, S.E.A., Africa) notes packet- Southeast Asia map- Women for Democracy reading handout- South Africa & Apartheid DBQObjectives: TSWBAT… - recall and explain terms, people, and events related to Southeast Asia- describe challenges following independence faced by advocates for democracy\ in Southeast AsiaIntroduction:- Show map of S.E.A. - Philippines, Burma, Malaysia & Singapore, Indonesia

o What do you recall about each of these countries since it has gained its independence?o What post-independence challenges have been met by democracy in Southeast Asia? [political corruption, terrorism, military dictatorships, political instability]

Teaching Strategies and Accommodation:- Pass out Women for Democracy reading

- give students 10 minutes to work individually on the handout- get in groups of three and go over your answers- briefly cover answers as a class

- Pass out the SA & Apartheid DBQ – go through it with class and explain essay- Remainder of the period to finish note packet using the textbook (make sure students have all the page numbers)

- for those who are finished or who will finish, they are to begin working on the South Africa & Apartheid DBQ

Conclusion:- Next, we will get into African independence, troubles countries are facing, and apartheidAssessment: - I will use students’ answers during the introductory activity to assess their knowledge of Southeast Asian countries since independence. I will also use the Women for Democracy handout to assess understanding of challenges facing democracy in those countries.Self-Reflection:

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….Student Work Sample: South Africa & Apartheid DBQ…..

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Lesson 9: New Nations in AfricaEssential Question: What are major challenges to successful African independence and peace? Who are important leaders in these African nations?

Standards: SS 2.2, SS 2.3Materials:- ISA (India, S.E.A., Africa) notes packet- Map of Africa- Nations in Africa PwrPt- Africa Readings handoutObjectives: TSWBAT… - describe major challenges to successful African independence and peace- explain developments in African countries since they have gained their independence - generalize what are major issues facing African nations todayIntroduction:

- Use “struggle for independence” timeline to review where we have been, and show the African countries where we are going- Show Map of Africa (pre 1945 & post independence)

o What do you already know about African History? Think about ancient civilizations. What about imperialism? [examples: Ancient west Africa, ancient Egypt, scramble for Africa, Berlin Conference, Zulu resistance]o Point out the nations we will be discussing

Teaching Strategies and Accommodation:- Pass out Africa Readings handout. Outside two rows turn desk toward center. Middle row move to ends.

- We are looking for things that are challenges to successful African independence/peace- have a volunteer read paragraph one

- once it has been read aloud, what are things in the paragraph that are challenges to peace and successful independence? - highlight the answers in the text

- do the same for the following three paragraphs- move desks back into strait rows.- Flip handout over – now with a partner, read aloud the poem talking about the negritude movement and answer the question. (students choose own partner)

- Bring class back together to discuss what the Negritude movement is and how the poem represents it

- get into note packet, starting with “problems from Eu. Policy” and the “negritude movement” using the readings and what students already had for notes- Continue through the remainder of the notes emphasizing in each country covered what the problems facing African success and independence has been

- use questions and student responses to work through notes, which should be supplemented by the visuals on the PwrPt.

Conclusion:- Exit slip: Using what you already know about challenges facing colonies gaining independence, generalize what three major issues are facing African nations today- Next, we will continue to look at African independence, troubles countries are facing, and apartheid in South AfricaAssessment:

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- I will use responses/answers to questions reading selections and note taking to assess student understanding of the challenges to successful African independence and peace. I will also use the exit slip to assess students’ ability to generalize about issues facing African countries.Self-Reflection:

Lesson 9: Reading Assignment

Challenges for African Independence

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Vast… [differences] in education and income made it hard to apply democracy to much of Africa. Expectations that independence would lead to stable political… structures [systems] based on “one person, one vote” were soon disappointed, as the initial… democratic governments gave way to a series of military regimes and one-party states. Between 1957 and 1982, over seventy leaders of African countries were overthrown by violence, and in recent years the pace has increased. In 1984, Time magazine reported that only seven of forty-one major African states permitted opposition parties…

Hopes that independence would… inaugurate [begin] an era of economic prosperity and equality were similarly dashed. Part of the problem could be… ascribed to the lingering effects of colonialism. Most newly independent countries in Africa were dependent upon the export of a single crop or natural resource. When prices fluctuated or dropped, they were at the mercy of the… international market…. to make matters worse, most African states had to import technology and manufactured goods from the West, and the prices of those goods rose more rapidly than those of the export products.

The new states also contributed to their own problems. Scarce national resources were squandered on military equipment or expensive consumer goods rather than on building up their infrastructure to provide the foundation for an industrial economy. Corruption, a painful reality throughout the modern world, became almost a way of life in Africa, as bribery… became necessary to obtain even the most basic services.

Finally, population growth… became a serious problem and crippled efforts to create modern economies. By the mid-1980s, population growth averaged nearly three percent throughout Africa, the highest rate of any continent. Drought conditions and the inexorable [steady] spread of the Sahara… have led to widespread hunger and starvation…. Despite global efforts to provide food, millions are in danger of starvation and malnutrition, and countless others have fled to neighboring counties in search of sustenance [food]. In recent years, the spread of AIDS in Africa has reached epidemic proportions. According to the estimate, one-third of the entire population of sub-Saharan Africa is infected with the virus.

Source: William J. Duiker, et al., World History

Poems from the Negritude MovementIn the 1930s, a group of French=speaking African and West Indian writers living in Paris launched a literary movement known as the Negritude movement. This movement celebrated traditional African culture, heritage, and values while criticized colonialism.

Vocab:Calabash – a bottle gourdCouscous – a type of foodpaternal order – father is head of house

1) What do the poems tell you about the main concerns of the Negritude movement? Give four examples.

2) Why do you think these writers created these poems?________________________________________________________________________________

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From Memorandum on My Martinique by Aimé Césaire

For beauty is Blackand wisdom Blackfor endurance is Blackand courage Blackfor patience is Blackand irony Blackfor charm Blackand magic Blackfor love is Blackand hip swinging Blackfor dance is Blackand rhythm Blackfor art is Blackand movement Blackfor laughter is Blackfor joy is Blackfor peace is Blackfor life is Black

Dear Husband by Yamba Ouloguem

Once your name was Bimbircokak And everything was fine.They you became Victor-Emile-Louis-Henri-JosephAnd bought a dinner set.

I used to be your wife.Now you call me spouse.We used to eat together.Now we’re separated by a table.

Calabash and ladle,drinking gourd and couscousare banished from our daily fareby your paternal order.

We’re modern now, you say….

… You used to be Bimbircokakand everything was fine.Becoming Victor-Emile-Louis-Henri-Josephas far as I can seedoesn’t make you kinto Rockefeller!(Excuse my ignorance, I don’t know muchabout finance.)But can’t you seeBimbircokak—because of you—once I was underdevelopednow I’m undernourished, too!

Lesson 10: Case Study: KenyaEssential Question: What do you know about Kenya?

Standards: SS 2.2, SS 3.1Materials:- rearrange room: table up front with chairs for guests- Kenyan Flag (hang on front board)- projector to show guest’s photosObjectives: TSWBAT… - recall prior knowledge of obstacles facing African independence and development- describe the culture, politics, and society of KenyaIntroduction:- Review previous material covering African independence movement

o Focus on Kenya- Introduce our guests (two Houghton College students who grew up in Kenya – a third Kenyan was planning on coming but ended up sick….)Teaching Strategies and Accommodation:- Guest speakers

-25 minutes: describe life there; politics; society-personal experiences and anecdotes

- Guests pass out materials they brought, explaining what they are and their significance- remaining time for Q & A

Conclusion:- Thank guest speakers-Next class we will begin investigating apartheid rule in South AfricaAssessment: - I will use the review activity to assess students’ retention of previous class’s material. I will also use student’s in-class questions to assess their engagement and understanding of the guest speakers’ presentation as well as a reaction note at the start of next class in Self-Reflection:

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… Student Reaction Notes …

Sample A:

Sample B:

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Lesson 11: ApartheidEssential Question: What was Apartheid and how were its racially discriminatory policies abolished in South Africa?

Standards: SS 2.1, SS 2.2, SS 2.3Materials:- ISA (India, S.E.A., Africa) notes packet- Map of Africa- Nations in Africa PwrPt- Apartheid handoutObjectives: TSWBAT… - identify and describe major events and important individuals involved with the removal of apartheid rule in South Africa- analyze a cartoon, video, and lyrics to better understand South African apartheid rule- demonstrate what they have learned through answering questions in an exit slipIntroduction:- Reaction note: Kenyan guest speakers - Review notes about African independence from yesterday (utilize highlighters)Teaching Strategies and Accommodation:- Notes: Apartheid & Afrikaners

- Apartheid handout(cartoon side first)- have each student take a minute to read through and look at the cartoon- as a class – describe what this cartoon is showing “nat the magician” doing in South Africa

- ANC through to Desmond Tutu (use PwrPt to add visuals)- On right side of ANC/Mandela, have students write in Sharpeville Massacre (1960)

- show ABC news video “commemorating Sharpeville” and then jump back to notes put up through PwrPt (http://www.abc.net.au/news/stories/2010/03/22/2852081.htm?section=world)

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- Why was Sharpeville a turning point?-Steve Biko: Pass out lyrics

- give students time to read through lyrics & answer questions1. What is stanza one talking about?2. What is the meaning of this lyric “The outside world is black and white

with only one color dead”?3. How would you summarize stanza three?

-Go over answers as a class- Show Peter Gabriel, “Biko” – Excerpts from Cry Freedom have been spliced in. (6min.)

- http://www.youtube.com/watch?v=rY_5e5ew12I&feature=related- Notes: End of Apartheid & South Africa today Conclusion:- Exit slip: What was apartheid in South Africa? Who was Nelson Mandela and what did he do? What two people worked together to end apartheid rule?Assessment: - I will use student answers/responses to the carton, video, and lyrics as well as answers during note-taking to assess student understanding of apartheid and important events/people involved in its abolition. I’ll also use an exit slip to check student learning.Self-Reflection:

III. AssessmentDuring class time, I will use formative assessment techniques, such as: eye contact; how

students ask and answer questions; which students are asking and answering questions; class participation; observations of cooperative group work; observation of group presentations; student answers while covering notes; reaction notes; and exit slips. These ungraded assessments help monitor student learning on an individualized basis

Summative assessments are also in use. They include homework assignments, which were each due on the Friday of the week they were assigned (worth anywhere from 25 to 60 points); a unit quiz; and a unit test after the following unit, “More Colonies Gain Independence 1945-Present.” Extra credit points are available in some homework assignments as well as within the quiz and the unit test. Additional extra credit may be earned by asking insightful questions during the Kenyan guest speakers’ class.

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……………………..…….. Home Work Assignments ………………..…..……..

NONVIOLENT RESISTANCE IN THE 20 TH CENTURY

“Whenever you have truth it must be given with love, or the message and the messenger will be rejected.” - Mohandas K. Gandhi

“We are constantly being astonished at the amazing discoveries in the field of violence. But I maintain that far more undreamt-of and seemingly impossible discoveries will be made in the field of nonviolence.”

- Mohandas K. Gandhi

In the process of gaining our rightful place we must not be guilty of wrongful deeds. Let us not seek our thirst for freedom by drinking from the cup of bitterness and hatred.

- Martin Luther King, Jr.

What is Nonviolent Resistance?Nonviolence is an alternative to either armed resistance or passive acceptance of the status quo (the way things are). It is both a strategy and a philosophy which rejects violence as a means to promote change, and instead aims to change power relations through the refusal to do something or actively challenging the status quo. It is a method meant to change the minds of both the oppressor and oppressed so that a new reality can be built upon different perceptions of the ‘other’.

METHODS OF NONVIOLENCEThe many tactics of nonviolence can be broken down into three broad categories:

1) Civil Disobedience: when individuals or a group refuse to obey rules and laws, therefore undermining the power of the oppressor. For example refusing to respect laws

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prohibiting the gathering of people, or the waving of a flag as has been the case in Palestine.

2) Reverse Strike: Involves community building and the creation of alter-natives, in order to make a people less dependent on the facilities of their oppressor. This can involve boycotts of the oppressor’s goods and services and the development of alternatives.

3) Direct Action: These are symbolic actions which are specifically directed to gain broad sympathy or express personal grief, opinions and commitment to a just cause. Direct action can take many forms along the spectrum between assertiveness and aggressiveness. For example a peaceful protest versus a group of individuals actively removing a roadblock or earth mound.

[Source: Palestine Monitor NON-VIOLENT RESISTANCE IN PALESTINE, Septembe19, 2009]

ASSIGNMENT: On a separate sheet of paper complete the following tasks:Preliminary work (2 points each)

1. Before reading the following article, brainstorm words, ideas, or people who you associate with nonviolence

2. Define nonviolence in your own words Use the article to answer the following questions (2 points each):

3. How did Gandhi look upon nonviolence?4. What are nonviolent strategies based on?5. What are the three ways in which Nonviolent action seeks to bring about change?6. What role did the Catholic Church play in the Philippines?7. What does Sharp say about advocates of violence’s view of political power? What

is nonviolence’s view of political power?8. What country/person does the author give as an example nonviolent strategy

failure?9. What example is given where the state terrorizes a population and hinders

nonviolent action?10. What does the author conclude about nonviolent action at the end of the article?

Use your knowledge of history and the information provided to answer the following (5 points):

11. Is nonviolent resistance a legitimate alternative to violence in all circumstances? When explaining your answer, be sure to use the above quotes and the text below to support your answer. Furthermore, what is a situation in our world today where nonviolent resistance could be beneficial?

Non-violent Action: Some Dilemmas by M.S. JohnIntroduction

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Looking at the future of nonviolent action at the turn of the present century, described as

the bloodiest one in history, may rightfully generate feelings of pessimism (negativity). Yet this

otherwise the bloodiest of all phases in human evolution has witnessed some of the major

successes in nonviolent action entitling it to the status of a legitimate method of struggle against

oppression and to bring about desirable social change. It is an empirical fact that the number of

unarmed insurrections is increasing even as violence persists, and they often arise as improvised

responses to oppression and grievances. A brief look at the conflict map of the world reveals that

nonviolence is still a far cry. The situation in places like Afghanistan, Angola, Burundi, Balkans,

Kashmir, Liberia, Nagorno Karabak, Chechnia, Rwanda, Somalia, Northern Ireland, Sudan and Sri

Lanka, to name a few, induce helplessness among advocates of nonviolence and doubt in its

supposedly universal potential for application.

Gandhi is credited to have been the first person to show the effectiveness of nonviolence in

mass social and political action. He looked upon nonviolence as a moral philosophy, a way of life

and a method of action. However, nonviolence is becoming attractive more as a method of action

than as a principle or a way of life. From the point of view of Gandhi such forms of nonviolence

cannot be sustained. Gandhi also visualized nonviolence as a dynamic concept and called for

perfecting of the art through practice and adherence to truth. Nonviolence is not a new idea. Even

in those movements avowedly committed to violence, the sheer weariness of violence following

protracted conflicts is leading the organizers to try civilian forms of unarmed resistance, often with

spectacular successes. Nonviolence is becoming popular either by choice or by necessity, more

often by the latter. The mode of nonviolent action that is practiced in general differs from the

extremely principled forms that Gandhi, Ghafffar Khan (a Muslim pacifist) and Martin Luther King

had envisaged. The secularized version sees nonviolence as method of action, instrumentally

conceived, justifiable primarily on rational choice principles rather than on standardized grounds

and winning in the conflict finds a strong significance. This does not mean that such practitioners

are blind to the moral high ground of nonviolent action. Gene Sharp is credited to have

systematized nonviolence as a political strategy and is now the foremost theoretician of nonviolent

action… Endorsing the general approach of Sharp I propose to argue that commitment to high

moral principles is often a fetter on action since such principles are often at odds with the lived lives

of the people.

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What is Nonviolent Action?

Nonviolent strategies are based on noncooperation, political jiu jitsu or love of one's enemy,

as the case may be. The first is based on the withdrawal of consent; the source of power assuming

that the willing cooperation of people as tax payers, soldiers etc., is necessary for retention of the

power of the ruler, and once this is pulled back the system will collapse since it cannot exist in a

vacuum. The second seeks to fight a ruler by using the unconventional method of nonviolence

aimed at throwing the ruler off his balance. With increasing repression, the number of nonviolent

actionists and the severity of defiance increase. This leads to sufficient internal opposition among

the opponent's usual supporters so as to reduce his capacity to deal with the defiance. If the

purpose of this defiance is to convert the opponent, it becomes a moral jiu jitsu… It is logical to

argue that rulers depend on cooperation from the people and once that is refused they will come

down like a pack of cards. Sharp says, “If the withholding is undertaken by enough people for a long

enough period of time, then the regime will have to come to terms or it will be collapsed.

Nonviolent action seeks to bring about change in three ways. The first is conversion, which is the

rarest. The second is accommodation, which is the most usual. The third is nonviolent coercion,

which is the most extreme of all forms.

Sharp is at pains to rid nonviolent action of any impression of passivity. He says: "Nonviolent

action is a means of combat, as is war. It involves the matching of forces and the waging of

"battles", requires wise strategy and tactics and demands of its "soldiers courage, discipline and

Sacrifice'… The debate as to whether nonviolence should be embraced for its intrinsic worth or as a

strategy to be evaluated on its effectiveness is an old controversy. But the controversy or confusion

still remains to haunt several nonviolent actionists, especially those who emphasize the moral

superiority of nonviolence. While Gandhi could equally justify the superiority of his methods on the

basis of cost-effectiveness, he envisaged it as an incidental rather than a primary reason for

nonviolence. This moral stance also finds reflection in the work and thinking of Ghaffar Khan and

Martin Luther King. Khan unconventionally located the source of nonviolence in Islam, in the

teachings of the prophet. King was influenced by Christianity and Gandhi's ideas were interpreted

by him in this light…

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The role of organized religion in nonviolent action cannot be discounted at this stage in

spite of its frequent association with conservative forces. For example the Catholic Church did play

an important role in Philippines as well as in East Timor by providing support to the civilian

population engaged in opposition to repression. In the latter case Timorese quest for national self-

determination came to be intimately linked with the Catholic church. The Anglican church in South

Africa allowed the use of church premises by squatters and supported tax resistance and

conscientious objection in the struggle against apartheid.

The Base of Nonviolent Action: The Adequacy of Power and Consent

Sharp agrees with the advocates of violence about the importance of power, that one

should wield power in order to control one's adversaries. Sharp says that the view of political power

held by the advocates of violence is a top-down one, that is "people depend on governments, that

political power is monolithic, that it can really come from a few men and that it is durable and self-

perpetuating". In contrast, nonviolent power is bottom-up. That is "government depends on

people, that power is pluralistic, and that political power is fragile because it depends on many

groups for reinforcement of its power sources". He says: "the exercise of power depends on the

consent of the ruled who, by withdrawing that consent, can even control and destroy the power of

their opponent"… The power of rulers is not built-in to them but is outside of them, gained from the

consent of the society they govern…. This notion of power as based on consent is not anything new,

but Lockean (the Enlightment philosopher, John Locke) in form, although the institutionalized

operation of political power had undermined its consent dimension…

… Gene Sharp universalizes nonviolent action and says that failures are often due to the

"weakness in a group employing the technique or in the strategy and tactics used". Consider for

example the case of Burma. Despite popular support for Aung Sang Suu Kyi, a pro-democracy

politician under house arrest, the Burmese junta (a military led government) continues in power.

This may be because of the strategies of the regime which blacks out information flow to the public

as well as outside and reduce reliance on the outside world which makes it impervious to global

public opinion. Further modern technologies of mass control often prevent the people from

understanding the nature of the crime committed by the regime in power. New instruments of

police control "provide a flexible but not always less than lethal coercive response to combat

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nonviolent action. A design criteria has been to mask the real impact of their effects so that the

media do not get an accurate picture of the level of coercion being deployed…

…Underlying forms of oppression

There is a belief that what takes place in individual relations can be transformed into group

ones since nonviolent action is an extension of nonviolence based on the autonomy, moral or

otherwise, of the individual…. One may ask whether nonviolence is employable in extreme forms of

oppression. We also should admit that even oppressive governments do not exist purely on

oppression. They would be providing some service or the other to the public to legitimate their rule.

Further, such systems are based on patron-client networks which often confuse the ruler-subject

division.

The state can often create groups of militiamen who terrorize unarmed groups of people as

happened in East Timor with the support of the Indonesian army. The death squads and terrorists

of such groups terrorize the people into submission. At the same time the Indonesian state denies

responsibility for this. Stephen Zunes calls this "privatization of the repressive apparatus". Such

situations confuse the targets of nonviolent direct action… Even on simple issues people express

highly divergent opinions convinced by the fact that what they believe in is right. People are also

individually opportunistic and only when the movement reaches a threshold level that enlisting

their support becomes possible.

Infusing Constructive Elements

…Based on his study of non-violent interventions during the Intifada (a Palestinian uprising

in Israel) Andrew Rigby says: "It seems that the most successful kinds of intervention are those

which share something of the Gandhian approach to constructive work: intervening to assist those

in the conflict zone who are engaged in peace-making activities, intervening to help relieve the

suffering of the victims, offering one's services to facilitate dialogue and related processes of

reconciliation between enemies. Such constructive modes of intervention are not only oriented to

helping meet the expressed needs of the direct parties to the conflict, they also embody a

commitment to the creation of a more cooperative and peaceful future. “…

Conclusion

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The future of nonviolence lies in its creative use rather than emphasizing too much on the

purity of its application which excludes the possibility of millions of ordinary men and women from

partaking in it. The burden of identifying what constitutes a nonviolent act in a particular instance

should rest with the people practicing it rather than onlookers from outside. It is not right to insist

as to what is right and what is not right on the basis of norms evolved in contexts different from the

one where the real action takes place. … Nonviolent action is actor-centered rather than system-

centered… It may be necessary to utilize anger as a strategy of mobilization. We should not be wary

of striking alliances with movements of similar kind due to excessive concerns with purism and

independence.

Nonviolence should not be seen as a cure-all. Certain conflicts by their very nature are

resistant to resolution either nonviolently or violently. Force may be necessary on some occasions

to protect the civilian population as in East Timor where the UN provided security to the people

against attacks by the Indonesian sponsored civilian militia… Nonviolence alone cannot serve as a

functional alternative to violence at this moment in our world...

[Edited Source: International Workshop on NONVIOLENT STRUGGLES IN THE TWENTIETH CENTURY AND THEIR LESSONS FOR THE TWENTY FIRST, October 5-12, 1999, New Delhi]

Name:

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South Africa and ApartheidDBQ

Historical Context: Gaining power in 1948, the National Party government in South Africa used legislation to enforce discriminatory racial policies. Run by Afrikaners, white South Africans of Dutch descent, the South African government enforced a racially discriminatory policy known as Apartheid. Apartheid ruled in South Africa until it was eliminated in 1994, when free elections were held after years of protest, resistance, and international pressure. When all votes were counted, the African National Congress (ANC) and its candidate, Nelson Mandela, claimed victory.

Task: Using the information from the documents and your knowledge of global history, answer the questions that follow each document in Part A. Your answers to the questions will help you write the Part B essay in which you will be asked to answer:

Essays must include 5 documents (2 must use text) and 3 pieces of outside information (OI)

Explain what the policy of apartheid was South Africa from 1948 to 1994.

How did it impact the lives of blacks living in South Africa socially, economically, and politically?

How was Apartheid opposed by forces both inside and outside South Africa?

PART A: DOCUMENTS

DOCUMENT A

1. What is this ANC statement saying is required for victory over apartheid rule?

DOCUMENT B

2. What was the aim of apartheid in South Africa?

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Statement by the National Party of South Africa (March 29, 1948)

On the other hand there is the policy of separation (apartheid) which has grown from the experience of established European population of the country, and which is based on the Christian principles of Justice and reasonableness.

Its aim is the maintenance and protection of the European population of the country as a pure White race, the maintenance and protection of the indigenous racial groups as separate communities, with prospects of developing into self-supporting communities within their own areas, and the stimulation of national pride, self-respect, and mutual respect among the various races of the country….

[Source: ANC official statement, Advance to Power - 75 Years of Struggle (1987)]

We are aware that there is no victory possible without mass participation, that is to say active and conscious involvement of the oppressed black masses. No group of revolutionaries acting on their own, however gallant, disciplined and self-sacrificing they may be, can succeed in overthrowing the fascist regime

DOCUMENT C

3. Using the chart in Document C, list five examples of inequality between Blacks and Whites during apartheid.

DOCUMENT D

4. Above all other things, what does Mandela want for blacks in South Africa?

DOCUMENT E

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Nelson Mandela’s Rivonia Speech presented to the court before he was sentenced to life in prison:

“We want to be a part of the general population, and not confined to living in our ghettos. . . . We want to be allowed out after 11 P.M. and not to be confined to our rooms like little children. We want to be allowed to travel in our own country, and seek work where we want to, and not where the Labour Bureau tells us to. We want a just share in the whole of South Africa; we want security and a stake in society. Above all, my lord, we want equal political rights, because without them our disabilities will be permanent.”

The Sharpeville Massacre on the 21st March 1960. Police opened fire on protesters, resulting in 69 people being killed and 180 wounded. Of the 143 admitted to hospitals; there were 110 men, 29 women and 4 children. The bodies of those who died were brought by truck to a mass funeral.

5. Why did the Sharpeville Massacre lead the Pan-African Congress (PAC) and the African National Congress (ANC) to shift from passive resistance to armed resistance?

DOCUMENT F

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6. What does this political cartoon say about the effectiveness of imprisoning political dissidents like Nelson Mandela?

DOCUMENT G

7. What kind of activities did the UN ban South African people from participating in?

DOCUMENT H

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[UN General Assembly, International Convention Against Apartheid in Sports (Res. 40/64) (December 10, 1985)]

Article 10: …States Parties shall prohibit entry into their countries of members of teams and individual sportsmen participating or who have participated in sports competitions in South Africa and shall prohibit entry into their countries of representatives of sports bodies, members of teams and individual sportsmen who invite on their own initiative sports bodies, teams and sportsmen officially representing a country practicing apartheid and participating under its flag.

8. Using the pie graph in Document H and your knowledge of apartheid, was the South African government founded on the principle of popular sovereignty? Explain your answer.

DOCUMENT I

9. Using Document I, identify five examples of apartheid rules that limit the freedom of an individual.

DOCUMENT J

10. By supporting the legitimate struggle of the South African people, the UN hoped that South Africa would be transformed into what?

DOCUMENT K

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[Source: James Cameron in The African Revolution (1961)]

“If an African, born in a town, has lived there continuously for fifty years, no African friend is entitled, as of right, to visit him for more than seventy-two hours.No African is entitled, as of right, to acquire freehold title to land anywhere in South America.Any policeman is entitled, without warrant, to enter and search by day or night any premises in a town or on which he has reason to suspect that an African boy of eighteen years of age is committing the criminal offense of residing with his father without permission…If a nonwhite person sits on a bench in a public park set aside for exclusive white use, by way of protest against apartheid, he is liable to a fine of £300 [$600], or to three years’ imprisonment, or to a whipping not exceeding ten strokes, or to such fine and such imprisonment, or to such fine and such whipping or to such imprisonment and such whipping.It is unlawful for an African worker to take part in a strike. If he does he is liable on conviction to a fine of £500 [$1000] and/or three years’ imprisonment.”

[United Nations Declaration on Apartheid and Its Destructive Consequences in Southern Africa (14 December 1989)]

[Nelson Mandela’s Inaugural Address on May 10, 1994]

“We understand it still that there is no easy road to freedom. We know it well that none of us acting alone can achieve success. We must therefore act together as a united people, for national reconciliation, for nation building, for the birth of a new world. Let there be justice for all. Let there be peace for all. Let there be work, bread, water and salt for all. Let each know that for each the body, the mind and the soul have been freed to fulfill themselves…. Let freedom reign. The sun shall never set on so glorious a human achievement! God bless Africa!”

11. Rather than revenge, what does Mandela say the united people should act for?

_________________________________________________________________________________PART B: ESSAYTask: Using the information from the documents and your knowledge of global history, answer the questions that follow each document in Part A. Your answers to the questions will help you write the Part B essay in which you will be asked to answer:

Essays must include 5 documents (2 must use text) and 3 pieces of outside information (OI)

……………………..…….. QUIZ & UNIT TEST ………………..…..……..Name: 10th Grade: Global II

QUIZ: Colonies Gain Independence 1945-Present

1. What are three examples of civil disobedience? (yours answers can be general or specific)

2. What religion made up the majority of the Congress Party in India?

3. Explain the British policy of Partition.

4. What territory is disputed between India and Pakistan still to this day?

5. What are two challenges facing India today?

6. During the Pakistani Civil war, what was East Pakistan renamed?

7. Who is the Buddhist majority group in Sri Lanka and who is the Hindu minority group fighting for

their independence?

8. What Filipino dictator stole money from the national treasury, declared martial law from 1973 –

1981, and was exiled to Hawaii?

9. How did Corazon Aquino lower American influence in the Philippines?

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Explain what the policy of apartheid was South Africa from 1948 to 1994.

How did it impact the lives of blacks living in South Africa socially, economically, and politically?

How was Apartheid opposed by forces both inside and outside South Africa?

10. What advocate for democracy is currently under house arrest in Burma?

11. What are two countries that have found economic success in Southeast Asia since gaining their

independence from Britain?

12. What country gained its independence in 2002 from Indonesia after years of violence and human

rights violations?

13. What was the Negritude movement?

14. Kwame Nkrumah was “president-for-life” in what African nation?

15. What major challenge faced Algeria, the Congo, and Angola in the years after they gained their

independence?

16. What was apartheid?

17. What does ANC stand for?

18. Who was Nelson Mandela?

19. Why was the Sharpeville Massacre a turning point in South Africa?

20. What is F.W. de Klerk’s most notable accomplishment?

Extra credit:

21. The presence of what makes conflict between India and Pakistan so dangerous?

22. What problems has Africa faced as a result of European colonialism?

Name: ____________________________________ GLOBAL II

UNIT TEST: COLD WAR AND COLONIES GAIN INDEPENDENCE

MULTIPLE CHOICE: Choose the letter of the best answer. ____ 1. How was the Soviet Union's foreign policy changed by Mikhail Gorbachev? A. He announced a policy of openness that promoted foreign investments. B. Arms build up became one of Gorbachev's top priorities. C. He introduced a card system, which let Soviet citizens move abroad. D. He signed a treaty that brought monetary aid from the United States.

____ 2. A term first used in a speech by Winston Churchill, what did the region described as being behind the “iron curtain" include? A. Soviet Union only B. Soviet Union and its satellite nations C. democratic nations of Western Europe

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D. only the German Democratic Republic (East Germany)

____ 3. What was the name of the communist military alliance established by European Communist nations in response to NATO? A. Iron Curtain B. Warsaw Pact C. Second World Order D. Union of Soviet Socialist Republics

____ 4. What idea was the major justification for U.S. foreign policy during the Cold War era? A. Vietnamization B. domino theory C. nonaligned nations D. Khmer Rouge

____ 5. What was President Nixon’s policy détente intended to do? A. Stop Communism from spreading. B. Ease Cold War tensions. C. Heal American internal conflicts over the Vietnam War. D. Heighten of Cold War tensions. ____ 6. Which of the following represents a failure of the policy of containment? A. Greece B. Korea C. Vietnam D. Western EuropeUsing the cartoon below, choose the letter of the best answer for question 7.

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____ 7. Passing out the reforms in hand of glasnost and perestroika as treats, what Soviet leader is being represented by the bear? A. Stalin B. Khrushchev C. Lenin D. Gorbachev

____ 8. The SALT I and SALT II treaties are examples of what Cold War policy? A. nuclear proliferation B. détente C. brinksmanship D. stockpiling ____ 9. The Bay of Pigs was a failed attempt to overthrow A. Fidel Castro. B. Fulgencio Batista. C. Anastasio Somoza. D. Shah Reza Pahlavi. ____ 10. The United States and the Soviet Union had a dangerous standoff over the presence of Soviet missiles in A. Iraq. B. Iran. C. Cuba. D. Afghanistan.

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____ 11. Under which program did Gorbachev attempt to modify the economic structure of the Soviet economy by allowing limited capitalism? A. glasnost B. shock therapy C. perestroika D. modernization ____ 12. After the Communist Party in his nation lost power, Lech Walesa (leader of Solidarity) became the first freely elected leader of: A. Poland. B. Hungary C. Romania. D. Czechoslovakia.

____ 13. The destruction of the Berlin Wall in 1989 is symbolic of theA. end of the Soviet domination in Eastern EuropeB. declining power of NATOC. fall of the Weimar RepublicD. collapse of the European Union

____ 14. Which leader won China's civil war, and what name did he give to the country? A. Mao Zedong; People's Republic of China B. Jiang Jieshi; Republic of China C. the Dalai Lama; Tibet D. Zhou Enlai; New China ____ 15. Which two groups fought a civil war in China both before and after World War II? A. the peasants and the middle class B. the warlords and the emperor C. the nationalists and the Communists D. the socialists and the nationalists

____ 16. What economic and political system was used to reshape the entire nation of China after the civil war? A. laissez faire B. communism C. social democracy D. capitalism

____ 17. The goals of Mao’s Great Leap Forward were similar to A. Stalin’s Five Year Plans B. FDR’s New Deal C. the Nazi Brown Shirts D. the Hitler Youth

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____ 18. The main purpose of the Cultural Revolution was to A. modernize the Chinese economy. B. strengthen ties with the Soviet Union. C. preserve revolutionary Communist values. D. increase China's technological capabilities.

____ 19. What did the Four Modernizations of Deng Xiaoping call for? A. progress in agriculture, industry, defense, and science and technology B. improvement in social structuring, education, political reforms, and wages C. an exploration of socialists' ideas to further the economy of China D. a revolution from China's educated youth to reform political policies ____ 20. What was the result of the student protest in Tiananmen Square? A. It weakened the Communist government and established democracy. B. It showed the students' poor education and embarrassed the country. C. The military arrested, killed, and wounded hundreds of protesters. D. The state gave in to the students’ demands.

____ 21. Sun Yat-sen’s “Three Principles of the People” (1911) and the demonstrations in Tiananmen Square (1989) were similar in that they both demanded that the Chinese governmentA. achieve global interdependenceB. end foreign influences of ChinaC. introduce democratic reformsD. restore dynastic rule

____ 22. During the American Hostage Crisis of 1979, Islamic revolutionaries held more than 60 Americans hostage for over 400 days in A. Iraq. B. Iran. C. Turkey. D. Afghanistan. ____ 23. Which nation's Congress Party contained a Hindu majority? A. Iran B. India C. Pakistan D. Saudi Arabia

____ 24. In which nation did Reza Shah Pahlavi embark on a program of modernization and westernization after seizing power? A. Iran B. India C. Pakistan

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D. Saudi Arabia

____ 25. The civil war between Tamils and Sinhalese in this Buddhist-dominated country began in the early 1980s. A. India B. Pakistan C. Kashmir D. Sri Lanka

____ 26. The dividing of India into two nations was referred to as A. the civil war. B. the partition. C. the separation. D. the Red Sea Accords

____ 27. India and Pakistan are still fighting over control of what territory? A. Kashmir B. Chechnya C. New Delhi D. Bangladesh

____ 28. In 1993, Oslo Peace Accords, signed by Bill Clinton, Yitzhak Rabin, and Yasser Arafat established what?A. Palestinian self-governance in the Gaza Strip and the West BankB. Continued Israeli governance in the Gaza Strip and the West BankC. The recognition of Israel as a stateD. That peace was unattainable in Israel

____ 29. The extremist Islamic group that seized control of Afghanistan during in 1998 was known as the A. Taliban. B. Mau Mau C. Mujahideen. D. intifada.

____ 30. With the help of the UN, in what year was the state of Israel established? A. 1945 B. 1919

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C. 1976 D. 1948

Using the map below, choose the letter of the best answers question 31.

____ 31. Which of the following areas acquired by Israel in 1967 did not come under Palestinian self-rule in 1994? A. the Gaza Strip B. the West Bank C. the Golan Heights D. all of the above ____ 32. What was apartheid? A. a South African policy separating the races B. a policy of open discussion proposed by Gorbachev C. an abrupt shift to free-market economics in Czechoslovakia D. a gradual opening of the Soviet political system

46

____ 33. Which of the following were obstacles to African nations establishing democratic governments? A. political instability B. single-crop economies C. the AIDS crisis D. all of the above Using the cartoon, choose the letter of the best answer for question 34.

____ 34. What conclusion is best supported by this cartoon?A. Imprisonment of political dissidents rarely ends opposition to the government. B. The United Nations supports punishment for acts of civil disobedience. C. Better media coverage would prevent the imprisonment of protesters. D. Mistreatment of political prisoners often results in their acceptance of government policies.

_____ 35. What is the legacy of F.W. de Klerk?A. Ending Communist rule in IndonesiaB. Ending apartheid rule in South AfricaC. Establishing apartheid rule in South AfricaD. Establishing Communist rule in Indonesia

____ 36. Daniel Ortega was A. a US-supported Nicaraguan dictator.

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B. a US-supported El Salvadoran dictator. C. a leader of Contra forces in El Salvador. D. a leader of the communist Sandinistas in Nicaragua.

____ 37. NAFTA is a free trade agreement between what three countries?A. the US, Britain, and FranceB. Argentina, Chile, and PeruC. Mexico, Guatemala, and El SalvadorD. Mexico, Canada, and the US

FILL-IN-THE-BLANK:Select the letter of the term, name, or phrase from the word bank that most appropriately fills in the blank. Note: Some words may not be used at all. Some may be used more than once.

38. _______________________________ was a democratic military alliance between the United States, Canada, and ten Western European nations. 39. The policy that aimed to prevent the spread of communism by blocking Soviet influence was _______________________________. 40. _______________________________ was the first satellite to be launched into space by any country. 41. The organization of nations set up after World War II, including both of the superpowers, was called the _______________________________. 42. The economic aid package designed to give European nations the aid needed to rebuild after World War II was called the _______________________________.

Select the letter of the term, name, or phrase from the word bank that most appropriately fills in the blank. Note: Some words may not be used at all. Some may be used more than once.

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iron curtain Warsaw Pact NATO brinksmanship United Nations Marshall Plan Apollo 11 Sputnik containment

Suharto Ho Chi Minh Corazón Aquino Ferdinand Marcos Aung San Suu Kyi Benazir Bhutto

43. ________________________ is Burmese pro-democratic leader won the Nobel Peace Prize in 1991 while under house arrest. 44. _____________________ imposed an authoritarian regime in the Philippines and stole millions of dollars from the treasury before being forced into exile. 45. As president of the Philippines, _____________________ oversaw the ratification of a constitution and an ending of US military bases.

46. _____________________ turned Indonesia into a police state and frequently imposed martial law.

Select the letter of the term, name, or phrase from the word bank that most appropriately fills in the blank. Note: Some words may not be used at all. Some may be used more than once.

47. The goals of the ___________________________ include the destruction of Israel and the creation of a Palestinian state. 48. The ___________________________ in 1967 resulted in Israel’s annexation of the Sinai Peninsula, the Golan Heights, Jerusalem, and the West Bank. 49. Palestinians began an "uprising " known as the ___________________________ in the late 1980s. It was a campaign of civil disobedience that succeeded in putting international pressure on Israel. 50. ___________________________ was a Palestinian leader and former terrorist who took part in reaching the Oslo peace agreement.

EXTRA CREDIT:1. What is dissenting ethnic group within Russia today that uses terror tactics, hoping to

gain its independence?

2. What are the two countries that have found economic success in Southeast Asia?

3. What is the desire of the Jewish people to form a Jewish homeland?

4. Who is the religious leader of Tibet?

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PLO intifada Suez CrisisSix-Day War Communist Revolution Golda MeirYasser Arafat Anwar Sadat Yitzhak Rabin