Diamonds and Child Soldiers

Agenda 10/30:

1. Students watched a short clip about the role of the diamond trade in Sierra Leone's Civil War. 
2. Students read an article about the use of child soldiers around the world. 
3. Students watched a presentation from a former child soldier, Emmanuel Jal, about his experiences and his lessons of hope for the future.

Sierra Leone

An abandoned former presidential palace in Freetown, Sierra Leone. April 2012.

Agenda 10/26:

1. The class reviewed the reading and questions about Congo 1904 to present. Students then listened to a radio excerpt about the assassination of Prime Minister Patrice Lumumba.
2. Students viewed a series of photos of Sierra Leone taken in April 2012.
3. Students read a brief article about the background of the Sierra Leone conflict. They answered follow-up questions and made a concept map in their logbooks.
4. The class listened to a song by Kanye West which refers to blood diamonds and the conflict in Sierra Leone.

HOMEWORK:
Checkpoint #2 - DUE Tuesday 10/30

Congo - Independence to the Present

Agenda 10/25:

1. Students finished the Responding to Colonialism excercise.
2. Students read two contrasting speeches given on the day of The Congo's independence in 1960. They highlighted parts of the speeches illustrating the past and future of the country.
3. Students began reading an article about Congo from independence to the present day.

King Leopold's Ghost

Agenda 10/22:

1. Students watched the remaining part of the film King Leopold's Ghost.
2. Students began analyzing the options Africans had in facing colonization. [see below]

HOMEWORK:
MWH 11.1: Scramble for Africa - DUE Now

Responding to Colonialism:

Colonialism: Map Analysis

Agenda:

1. Students finished the colonialism simulation by writing about the meeting from the perspective of their groups.
2. I reviewed some of the parallels between the simulation and history.
3. Students compared two maps of Africa, one from 1884 and the other from 1914. The maps illustrated the territory colonized by Europeans.
4. Students began watching part of the film, King Leopold's Ghost. About the Belgian colonization of Congo.

HOMEWORK:

Modern World History Chapter 11, Section 1 - DUE Monday 10/22

Colonialism Simulation

Today students began preparing for a "town hall " meeting in the fictitious African colony of Cobo. Students prepared presentations in one of five groups. Presentations will be tomorrow morning, during the PSAT special schedule.

The Beginnings of European Colonialism

Agenda 10/9:

1. Students completed a graphic organizer comparing the Igbo, Hausa-Fulani, and Yoruba cultures of pre-colonial Nigeria. After they wrote two similarities and two differences in their logbooks.
2. Students read an article, The Coming of the Pink Cheeks, and answered reading questions in their logbooks. The article dealt with an African perspective on the affects of European colonialism on traditional customs and culture.

I will be gone the next B day, 10/11. Here is the agenda:

1. Students read about pre-colonial life in Central Africa and answer a series of questions.
2. Students interpret maps of the colonial period in Africa. 

Pre-Colonial Nigeria

Agenda 10/5:

1. Students discussed colonialism. They thought about what it meant for Africans and the motivations of Europeans.
2. Students used the remainder of the period making informational posters about three pre-colonial tribes in Nigeria: the Igbo, Hausa-Fulani, and Yoruba.

HOMEWORK:
Complete MWH 4.3, it was DUE TODAY! Turn it in ASAP.

Diversity and Uniformity in Africa

Agenda 10/3:

1. Students listened to a recording of a man named Bakari. They took notes using a Venn Diagram on the influences on Bakari's life: indigenous, Western, and Islamic.
2. Students began writing an acrostic poem about African diversity.

HOMEWORK:
Modern World History textbook Chapter 4, Section 3 - Reading and Questions 

Introduction to Bakari:

Diversity and Uniformity in Africa

Agenda 10/1:

1. Students finished reading and answering questions from an expert of King Leopold's Ghost about the first European contacts with Africa.
2. Students defined diversity and uniformity the viewed a series of images from Africa noting elements of society.
3. Students turned in their logbooks at the end of the period.

HOMEWORK:
Do you need to come in to tutorial and retake a map quiz????