Last Day of Class

Tomorrow is our last day together ( i am sure none of you guys will check this tonight ) BUT a reminder about tomorrow:

We will be saying our goodbyes
You are free to bring anything you like to share with the class
You will (most likely) get the opportunity to study for your other finals

<3 thank you guys for an amazing year. I love you all. 

THE FINAL

1. Hon Hai Industry Co. will NOT be on the final

2. HINT: You only need to prepare for 4 of the 5 essay questions (being able to pick 2 of 3 on the test you will always have 1 you do not need to know)

3. HINT: Group vocabulary together, this will help you prepare for multiple choice, short answer, and the essay questions

4. VIDEOS TO RE-WATCH AND/OR REVIEW
    Behind the Swoosh
          Viemo.com (search for the film)

    Human Cost of Producing an iPad
           http://www.youtube.com/watch?v=TDc2F0eX504&safe=active

   Nightline: A trip to the iPhone Factory
           http://abcnews.go.com/International/trip-ifactory-nightline-unprecedented-glimpse-inside-apples-chinese/story?id=15748745#.T85RB81Opqf

   Triangle Returns
            http://www.youtube.com/watch?v=noL8nFSzsDc&feature=player_embedded&safe=active

The 11th Hour
          Times we watched in class ( 3:00- 10:00) (38:00-50:00)

Slavery in the Chocolate Industry


5. REVIEW YOUR NOTES FROM CLASS AND HANDOUTS!

Modern World History

Globalization Final Study Guide

Date of Test: Thursday, June 7^th

REMEMBER: you are still required to come to your final time June 11^th!

Be able to define and explain the significance of the following:

Globalization

Trade

Exports

Outsourcing

Imports

Free Trade

Jim Keady

Fair Trade

Freight

Bangladesh

Subsidy

Tariffs

WTO

Phil Knight

The Ivory Coast

IMF

Profit

NAFTA

Indonesia

“True Cost”

Tommy Hilfiger

Multinational

Cargill

Consumer

Triangle Shirtwaist Factory

Foxconn

Quota

Advertisements

Sweatshop

Basic Needs

Child Labor

Climate Change

Global Warming

Greenhouse Gases

Livable Wage

Hershey’s

N-Hexane

Hameem Factory

Hon Hai Industry Co.

Videos:

Behind the Swoosh*

‘Nightline’ A Trip to the iFactory*

Human Cost of Producing an iPad in China

Triangle Returns*

High Fashion, Deadly Factories

The 11^th Hour*

The Ad and the Alter Ego

Slavery in the Chocolate Industry

Topics:

Trade and globalization

                  Why do countries trade

                  Benefits and disadvantages of trade

                  What inventions have increased trade  

                         in the past 100 years

                  Different types of trade

NAFTA

                  Who was concerned and why

                  Who was impacted and how

                  What was the result

Sweatshop’s use in globalization

                  Companies we studies

                  Owners/factories/locations/

                      conditions

                  How did information become public

                  What is being done to improve

                        conditions

Child labor’s presence in globalization

                  Where is it occurring

                  Why is it used

                  Resolution?

                  How and why

                  Company Involved

Environment impact from globalization

                  Movie/class notes

Hints for the test:

-        Review all handouts, journals and homework from class!

-        Questions are not limited to what is listed on this study guide

-        Take notes on the videos

-        Outline essay questions ahead of time, on the test you will already know what you will say

Final Format

The test will consist of multiple choice, short answer, and essay questions. You are responsible for knowing material we cover throughout the globalization unit, and will be asked to compare and contrast case studies.

Modern World History

Final Test Essay Questions

On the final, three of the essay questions below will be listed. The questions will be a surprise and vary by class! You will choose two of the two questions to answer.

When preparing for the essay questions make sure you can communicate clearly and display understanding, use vocabulary correctly from this unit, and can give specific details/examples to back up an opinion or statement.

1. How globalization changed over the past 100 years? Why has it changed? Do you think the globalization change is positive or negative (use evidence to support your opinion)?

2. Describe both positive and negative affects globalization has on the following categories; countries, the economy, corporations, individuals.

3. Explain how globalization is present in your life, and your role in the globalization process.

4. Describe two groups affected differently by NAFTA. Explain their perspective on the agreement before NAFTA’s enactment and the consequences (both positive and negative) NAFTA had on them following enactment.

5. First, compare and contrast the Triangle Shirtwaist Factory Fire to the Hameem Fire. Next, discuss what stands out to you most about the two fires, why, and what you believes that says about globalization.

Environmental Impact

Today we discussed the impact globalization has had, and continues to have on the environment. We did this by engaging with selections from the film, "The 11th Hour." Students unpacked the big questions of responsibility, economics, and individual motivations. They also tied these ideas back to other concepts we have discussed this unit. 

Nike

Today as a class we examined Nike's spotlight regarding sweatshops during the late 1990s and continuation in the present.

Homework: Bring materials for 30 minutes of work time in class
                    Rough draft of Advertisement DUE (pages 5-6)

Below are some examples of the alter-ego advertisements we looked at in class today:

good image use, powerful (woman holding baby, running bare feet)
use of researched information (hours a week, location, disappearing friends)
words have meaning
straight forward message "think globally before you decide it's cool to wear Nike)

good play on slogan (just stop it & there is no finish line)
uses SPECIFICS from research (days worked, location, cost difference)
nice image use (chinas, shoe, swoosh in mouth, tag)
expansion going above and beyond with expansion (endure corporate colonialism)
strong message!

specific- shows brand- uses words to describe target (child labor)-
play on slogan and icon (just do it -spite)
image showing product and conditions
straight forward message!

Globalization Update

Alter-Ego Advertisement Project

Due Dates:
Monday 5/20 : Project Idea (page 4)
Wednesday 5/22 : Rough Draft Due (page 5-6)
Friday 5/24 : Final Advertisement and Packet Due




Websites to help you find information:


- company profiles -
1. look at the company website first, look in their "about" section of their page
2. www.crunchbase.com  OR www.marketwatch.com

- google searching -
1. what company produces (manufactures) "NAME OF COMPANY"
2. where are "NAME OF COMPANY" factories?
3. continue to search with these terms and you will find further information

blogs with some helpful information:
http://organicclothing.blogs.com/my_weblog/2006/02/ethical_shoppin.html

http://veganprime.wordpress.com/

http://sweatshopfreeshopping.blogspot.com/

www.manta.com

behind the label:
http://www.behindthelabel.org/faqs.php

http://www.greenamerica.org/programs/sweatshops/sweatfreeproducts.cfm

NAFTA's impact

Today students continued to reflect on what they thought would happen to each group that was represented at the NAFTA conference simulation. Following they compared and contrasted what really happened after NAFTA took affect in 1994, to what they believed would happen. We examined case studies of farmers in Mexico, and factory workers in the United States, and ended the day discussing if NAFTA should be renegotiated.

Homework:
List of 10 items that you own and where they were made. (clothes, toys, electronics, etc.)

Role Play- NAFTA

Today students acted out the roles of seven groups impacted by NAFTA. Students were assigned a specific role they represented at a NAFTA conference simulation. Students then examined what they believed would happen if NAFTA did go through to each of these groups represented. 

Student Protest

Today many students participated in the student protest at PPS. Due to the amount of absences class time was used for students to examine their individual grades, then utilize class time to work on both missing and current school work.

Homework: Be prepared for the Role-Play Thursday

NAFTA

Today students reviewed terminology from Wednesday's lesson. We talked about governments influence on trade, and the impact that has both on businesses and individuals. Students were put into seven groups to learn about the various groups of people greatly influenced by NAFTA. In these groups students were assigned a specific group to focus on, create a character about, and be prepared to debate as their character the following class period when we role-play a NAFTA conference. Students should be prepared to express how their character feels about NAFTA's environmental impact, wage stance, job availability, tariffs, immigration of people constructed but products not, chapter 11, and getting rid of article 27 of the Mexican Constitution.

HW: Be prepared to discuss each of the above mentioned topics as your character/role.

Globalization

Today we began exploring the topic of globalization. We discussed the history, different types, opposing viewpoints of the issue, and began to learn the vocabulary associated with economic globalization and trade.

HW: none.

April 23rd, 2012

1st period
Today students did their in class activism project assessment, turned in their homework from the unit and any examples/pictures/proof they had of completing their projects.

HW: IF you forgot to submit your example/proof (website, video link, Facebook group, letter, etc) you must e-mail them to me asap. Until they are in your grade will be 50%


2nd period
Today we worked on community building. Maya, Koji, Sophie and Adian were our mustache winners. We also discussed types of comedy, laughters presence for varying reasons, and it's significance in our lives.


3rd period
Today students examined the topic of technology over the 20th century looking at different inventions throughout the 1900s. From the ball-point pen to the video game pong, we discussed the presence of technology in our lives without even realizing it!

April 19th, 2012

1st Period
Today we listen to activism songs from the 1960s and 1970s. Students then discussed the change in the lyrics from that period of time to the present day. Students were given the rest of the period to finish their activism projects and get any help or assistance they needed.

HW: ACTIVISM PROJECT must be complete by MONDAY. Remember you will be completing your end of the unit assessment by writing an in-class essay. BRING TO CLASS any EVIDENCE you have to show what you did and prove you met your goal (copy of letter written, facebook group made, poster, pictures of you taking action, etc).
         If you want help or for me to attend your event this weekend please e-mail me.

2nd Period
Today we discussed the usually known history of Australia. We also explored the topics of student activism, interest, and focus in social and political movements.

HW: If you forgot your PARENT SIGNATURE bring it MONDAY


3rd Period
Today we examined Mexican-American history, by thinking about different monumental moments of it throughout the past 150 years. We also watched two videos examining deeper the present Mexican-American studies debate in Arizona, and students explored their own feelings on the topic through group discussions and journal writing.

HW: If you forgot your PARENT SIGNATURE bring it MONDAY

April 17th, 2012

1st period: Today we had a work day for our Activism Projects
HW: Bring materials to class Thursday 4/19 to finish all prep work for your projects!
Remember, remember projects need to be completed by 4/23!

2nd period: Today we went over the syllabus, talked about expectations for the course, and did a community building interpretative activity.
HW: Parent signature (bottom half of second page of syllabus) due Thursday 4/19

3rd period: Today we went over the syllabus, talked about expectations for the course, and made introductions. We also wrote poetry/raps about history this year, what students have learned and/or what students are curious about.
HW: Parent signature (bottom half of second page of syllabus) due Thursday 4/19
 Information about Kony 2012 for a class discussion
REMIND ME to take a class picture Thursday

Students Taking a Stand: Action Plan

Today we discussed Tiananmen Square and the power and significance of 'Tank Man' photo. After, students in groups discussed their goal for their activism project, and how they will work to achieve their goal. Classmates graded each other's ideas in these groups, and gave feedback and suggestions for improvement. Next we examined the documentary Precious Knowledge, examining the types of student action taken in the film.

HOMEWORK: Action Plan (due 4/12/12)

* any missing work from this quarter MUST be TURNED IN for credit for grading by Thursday
* I will be available to help students with action plans and discuss missing work Wednesday 4/11 during tutorial and at lunch

Student Action

Today students reviewed their homework and brainstormed ideas for their upcoming projects. We looked at case studies from history of student protest examining activism and the factors that may have influenced success or failure.

HOMEWORK DUE TUESDAY (posted below).

REMEMBER:
1. do not throw out any homework form this unit, it will all be turned in at the end
2. bring your packets to next class
3. bring completed homework prepared to present to your peers, and grade your peers
4. have a safe a fun weekend!

Citizenship, Responsibility, and Activism

Today in class we discussed:

1. Differing definitions and ideas about citizenship.
2. What topics are most important to students locally, nationally, and globally.
3. How action can be taken to influence change.

The homework for tonight is for students to fill out the handout given in class (below) and bring it back for class Friday.

Remember, for accomplishing your desired goal you can spread awareness, take direct action, or make a stand in many ways. 

3/20/2012

Today we did a RolePlay of the Nuremberg Trials. Students were assigned a role and guided script to follow to walk through the simulation. After, the we had a class discussion about the Nuremberg Trials, if justice was served, and if they believe it wasn't how could it be? We next debated what should happen to the victims and perpetrators of a genocide after it ends, and concluded that there is not a simple answer.

Homework:
Guardian Permission Signature - due next class
Brainstorm three ideas (topics, inequalities, crimes against humanity, world problems) you care about and want to take political action!  - due after spring break

Group Scrapbooks and Individual Reflections

All of the group projects and individual reflections that were turned in have been graded.
Please check "Gradebook" for your grades!

Students who need to turn in their individual reflections:
- Maia
- Chris
- Bobby
- Jada
- Rainer
- Zach

Group scrapbook that needs to be turned in:
Sudan/Darfur Genocide

HELP AT LUNCH 3/15/2012

Come into the classroom at lunch if you would like help on your group project or individual reflection!

Genocide Project Group Work Day

Today after working during the class period, each group was given suggestions to improve their scrapbooks before they are due Friday.

Friday, students will have 10 minutes at the beginning of class to assemble the scrapbooks to turn in (individual reflections are due! all reflections must be included from each member of the group, late work not accepted for this project). Also, during this 10 minutes if you have not had your packets checked for credit, this is the time to get them checked!

Students will then present their projects to the rest of the class. Individual roles will be given to each student for the presentation.

Any questions about the individual reflection? Need help with organizing ideas? Want editing/proof reading? Please email me to set up an appointment: jpope@pps.net


Keep up the good work!

Scrapbook Project & Individual Reflection

Today was an in-class work and library research day.


Wednesday 10:10am Scrapbook Due :
(everything complete but individual reflections, does not need to be bound).

Bring materials, completed products, and anything else your group will need to finish the scrapbooks.
*use images and words to clearly show the similarities and differences in all five sections required.

Make sure you check the rubric to include ALL parts required for the project.

E-mail me with any questions, concerns, ideas, or schedule to meet about your group project.
jpope@pps.net

Friday 8:05am FINAL Scrapbook Due w/ Individual Reflections :

Group Project

Monday will be a work day in the Library for half of the period. Bring whatever material you and your group decided you need to being for the work time. Markers, glue, and some paper will be available for student use in the classroom.

Due Dates:
Packet Check: 3/12/12 at the beginning of class!
Scrapbooks will be checked for the group sections being finished by 10:15am Wednesday 3/14/12
Individual Reflections due in the group scrapbook when turned in at 8:05am Friday 3/16/12

The Final Solution

Today we discussed concentration camps, what occurred within their boundaries, and their impact on the Holocaust/implementation of "Final Solution."


Homework!


Finish all class-packets, due 3/8 (can come in at lunch 3/6 or during tutorial 3/7 for help)
Come to a class with an answer for... Why/How did the Holocaust end?


ALSO, don't forget your one-on-one meeting day and time this week.

Propaganda, Expansion and Segregation

Today we discussed:
- The Nazi Party use of the education system to spread their beliefs and ideals
- How the Olympics of 1936 was a type of propaganda but in a world context
- What happened in 1938 and why it was significant for Germany
- What other groups were targeted by the Nazi Party and viewed as inferior
- What caused WWII
- Following the beginning of WWII what followed for Jewish populations

Homework For Tuesday:

1. Read and complete the packet handed out in class
2. Watch this video (if you have access): important summary
3. optional/recommended: Read Night, pages 24-43, or 24-62
      (good explanation of what camps were like)

Propoganda

Today in class we discussed what types of propaganda the Nazi Party used throughout the 1930s.

Homework:

Look up the 1936 Summer Olympics. Print, write down or memorize something interesting you learn!

Homework question due 2/27

In addition to completing the refection on the back of the 'Authority Packet' students were asked to answer the following question on the back of the packet and bring it to class 2/27:


How was authority used to strengthen Nazi control and push Nazi ideals 1930-1935?

Stereotypes

Today the class discussed the prevalence and power of stereotypes. The class created their own definitions, discussed how and why they can exist, and explored the idea of "us vs. them." The class also considered the presence of stereotypes in their individual lives, and began to explore the implications they can have on themselves and others.

Homework Due Tuesday: 

Make a list of what you or others can do to combat stereotypes, prejudice, and racism in your life. 

Obedience and Authority

Today the class took a quiz, reviewing Monday's human nature topic. Afterwards, we began examining the power of authority and it's influence over individual obedience. We had a 'fake-out' where students experienced personally accepting and obeying new rules, watched a documentary on the 'Stanford Prison Experiment' and 'Milgram Shock Experiment', as well as began to look at historical case studies displaying how obedience to authority against individual moral can be dangerous. Students were asked to reflect on their personal experience obeying authority earlier in the class period, as well as what they recognized in their case studies. 

Human Nature & The Role Of Government

Today students examined personal beliefs about 'human nature' and the 'role of government' by rating a number of statements (strongly disagree, disagree, agree, strongly agree). Students did an activity moving around the room standing at the position rated and explaining to their classmates their reasoning. Afterwards the class looked at Locke and Hobbes differing view on both of these topics. 


Homework: Due 2/8/12
Write a written or typed paragraph (minimum 5-7 sentences) addressing the following:

Do you agree with Locke or Hobbes about human nature?  

Who and why? 

Defend your opinion with evidence and/or examples from  today's class.

FINAL REMINDER

PowerPoint/Google/Prezi Presentations are due TONIGHT.

Please send them to jpope@pps.net tonight or tomorrow to make sure they work, and presenters for Tuesday will be ready to go without technological difficulties.

I will be in the classroom during lunch tomorrow,  January 30th to check presentations and answer any questions you may have.

Interested in any of the Countries you heard about today? 
Here is more information/resources for you to further your knowledge!


(GREAT BOOK)
Sierra Leone: A Long Way Gone: Memoirs of a Boy Solider


Callie - Nigeria
        Thousands of Nigerian Women found in Mali Slave Camps:
        http://www.bbc.co.uk/news/world-africa-11438341

Hazel - Sudan
        Freed slave testifies to US congressional panel:
        http://www.voanews.com/english/news/africa/Freed-Sudanese-Slave-Testifies-to-US-Congressional-Panel-131110293.html

Dominique - Singapore
        Karins true story
         http://news.change.org/stories/the-brothel-in-singapore-karins-true-story-of-slavery

Maddy - Ethiopia
          Video trafficking to the middle east, not what was promised (Domestic Servants)
           http://www.ethiotube.net/video/13321/Must-Watch-Documentary-Film--Nightmare-in-    
           Dreamland--A-Journey-of-Ethiopian-Girls-to-Middle-East

Sage - Bosnia
            The Whistleblower Documentary Trailer (movie about  Bosnia situation)
  http://www.youtube.com/watch?v=al3anBiHwmI&safety_mode=true&persist_safety_mode=1


Gabi - Honduras
             Kidnapped and brought to the United States
http://today.msnbc.msn.com/id/41409991/ns/today-today_people/t/sex-slavery-america-one-girls-nightmare/#.TyL8rM1OqyM

Andrew - Peru
               Stories: Freddy From Peru
                http://news.bbc.co.uk/2/hi/programmes/this_world/6446051.stm

Isabel - Togo
               Fighting Child Trafficking in Togo
               http://www.cbc.ca/news/background/slavery/togo.html

Ella - Romania
               Trafficked to Britain 
http://menmedia.co.uk/manchestereveningnews/news/crime/s/1405623_modern_day_slavery_father_and_son_sex_traffickers_forced_romanian_women_to_work_in_manchester_brothels

Parker - Turkmenistan
        ( to come )
Savannah - Venezuela
        ( to come )Mitchell - Yemen

        ( to come )

Cambodia & Human Trafficking

Human Trafficking Report:  http://www.state.gov/j/tip/rls/tiprpt/2011/index.htm

Today, the class looked at the country of Cambodia and some of the modern day slavery taking place within the countries borders. Students compared and contrasted Cambodia's situation to other modern slavery examples examined this unit. Following the comparisons, the class discussed the importance of media and exposure of situations to create change, and created individual posters for awareness.

REMINDERS:

1) Country presentations are due Friday (at the start of class). Presentations should be emailed to jpope@pps.net before class Friday morning. If you are concerned about technological difficulties? E-mail your presentation earlier in the week to make sure your presentation will work on Friday.

2) Worried about not having PowerPoint at home?

Powerpoint is accessible through hotmail e-mail accounts (simple version)

Google docs has a presentation option that you may use to create your presentation

3) Further information about human trafficking

            www.mtvexit.org

        Watch documentary: "Traffic"

4) Portland support resources for domestic and sexual violence:

                     YWCA # 503.294.7400

                     Portland Women's Crisis Line # 503.235.5333

Research Websites

Websites to help you begin your research adventure!

U.S. Department of State

Human Rights Watch

OSLIS

Gale Virtual Reference Library

Opposing Viewpoints

Free The Slaves

India & Mauritania

Today we finished up rotating the five 'India stations'. We discussed the different forms of slavery at each station, and what each station showed us about modern day slavery in India. Student drew pictures comparing their life to that of a slave in India. Following was a lecture on Mauritania.  Students were assigned their final project, a PowerPoint presentation on slavery January 27th.

Students - Country for project
Callie - Nigeria
Anthony - Russia
Hazel - Sudan
Chris - Thailand
Dominique - Singapore
Maia - Malaysia
Maddy - Ethiopia
Griffin - The Philippines
Jada - Saudi Arabia
Sam - Madagascar
Sage - Bosnia
Gabi - Honduras
Andrew - Peru
Kyle - Libya
Max - Brazil
Isabel - Togo
Ella - Romania
Natalie - Uganda
Parker - Turkmenistan
Savannah - Venezuela
Mitchell - Yemen
Zach - Cuba
Rainer - Dominican Republic
Bobby - Pakistan
Octavio - Lebanon

* I would like you to choose one of the following countries:
Iran
Madagascar
Kuwait
Zimbabwe
Burma
Saudi Arabia

The word: 'Slavery'

Today we discussed the term 'slavery' and the many ways individuals and organizations define the word. Students created their own definition, and explored the definitions of others. They examined different forms of slavery, accompanied by first hand accounts of individuals who experienced slavery in differing ways. After reading the poem, "To Be a Slave" by Julius Lester students reflected on what for them personally stood-out in the poem as powerful. Then analyzed why in their journals. We ended the day by looking at some shocking statistics about the existence of slavery in our modern world, and within the borders of the United States.