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Modern World History Level 7


									Name _________________________ Age of Imperialism Portfolio Project: Mr. Gabriel (A-318)

                       The Age of Imperialism (1850-
                        1914) and how it Impacts the
                             Modern World…

                                                           Mr. Gabriel
                                                       (Hamden High School)
                                                          Room (A-318)
Name _________________________ Age of Imperialism Portfolio Project: Mr. Gabriel (A-318)

  By the end of this unit all students will be able to…

       Write one-page reactions, reflections, and/ or summaries in response to
        film clips, readings, and other sources provided in class and for


       Define and use all vocabulary terms related to the Age of Imperialism such as…

               o The Scramble for Africa (p. 339-342)
                     Imperialism, Colonizer, Social Darwinism, Berlin Conference,
                        Missionaries, Humanitarian, David Livingstone, Henry Stanley,
                        Industrial Revolution, Cecil Rhodes, Maxim Gun, Malaria

               o Imperialism (Case Study Nigeria) (p. 345-350)
                     Paternalism, Assimilation, Colonies, Colonial Control, Protectorate,
                       Sphere of Influence, Economic Imperialism, Indirect Control, Direct Control,
                       Self Rule, Resistance Movements, Divide and Rule, Divide and Conquer

       Complete a storyboard based on textbook readings, and discuss their work with a peer
        and classmates.

       Interpret different types of maps…
            o Pages 337, 343, 347, 349 (Modern World History Textbook)

       Complete readings on
          o Pre-Colonial Congo
          o Europe’s Interest in Africa” and “The Congo “Free” State”.
          o News articles about conflicts in Africa today from sources such as Time
             Magazine, New York Times, and other valid sources

       Role-play an afternoon at Speaker’s Corner, Hyde Park London…
                   Students will reenact/ role play
                      a day at the world famous
                      Speaker’s Corner in Hyde
                      Park, London in 1904.
Name _________________________ Age of Imperialism Portfolio Project: Mr. Gabriel (A-318)

       Authentic Assessment:

               o Write a letter to a U.S. government official, Joseph Lieberman, N.G.O.,
                 or UN official expressing your concern, support, etc… for an ongoing
                 issue in Congo or other African country.
               o Get involved (organize, walk/ run in, etc…) in “Run for Congo Women”
                 which will be held on Saturday, April 23, 2011 at 10:00 AM at
                 Brooksvale Park in Hamden and write a one page reflection on the


       Practice Skill development such as…

               o Writing questions (Level 1,2, and 3)
               o Making Storyboards/ summarizing content, and discussing work with classmates.
               o Completing Poster Boards in class, and discussing information with classmates.
               o Refining debate/ speaking skills through role play
               o Practice connecting historical events to problems in the modern world
               o Interpreting maps, historical documents, and video
               o Writing an authentic letter to a U.S. Congressman or other person involved in the war
                  zones/ issues we will be covering.
               o Write a thesis driven essay (3-5 pages) that describes how historical events have
                  contributed to ongoing conflicts in Africa, and whether or not European nations that
                  profited from imperialism in Africa and elsewhere should financially compensate the
                  formerly colonized country.
                       (Your thesis will be developed around the following question and issues)
                               Some issues to consider…
                                         o Do you believe that European nations today should be held accountable
                                           for what their country did hundreds of years ago? (This is similar to
                                           the slavery question in America)
                                         o Because Germany gave financial compensation to Jewish families after
                                           the Holocaust, does this set legal precedence?
                                         o Do you think that if wealthy European nations did give compensation
                                           that it would just end up in the hands of an African dictator anyway?
                                         o Do you believe that the Age of Imperialism gave more to Africa than it
                                           took away? If so, how does this belief factor into your decision
                                         o Because most African nations have been independent of European rule
                                           for decades, is it their own fault that war, chaos, violence, and other
                                           social evils have persisted? If so, is Europe to blame?
                                         o Does giving financial compensation open too many doors to other
                                           claims of oppression around the world by groups identifying
                                           themselves as victims of imperialism?
Name _________________________ Age of Imperialism Portfolio Project: Mr. Gabriel (A-318)
Name _________________________ Age of Imperialism Portfolio Project: Mr. Gabriel (A-318)

  What was the age of imperialism? (1850-1914) The Age of Imperialism is a controversial period in
  history (1850-1914) when the major European powers (mostly England, Spain, Portugal, France, and Belgium)
  attempted to dominate the political, economic, social, and cultural life of Africa, Latin America, the Middle
  East and Asia. In some places the Europeans used brutal tactics to get control such as French domination in
  Algeria, or Belgium control over the Congo. In these cases European rule led to the destruction of villages, the
  disruption of cultural traditions and often violence. In other places European rule was not as harsh and had
  benefits such as the building of roads, schools, dams, and hospitals. In some cases, the Europeans brought more
  advanced ideas into very remote places. The cartoon below shows the attitude of the British and French.
  What do you think it means? Look for clues and write a response in the box below…

  Discuss this cartoon with the person sitting next to you. Write what you think the cartoon means, who the
  cartoon may have been intending to persuade or influence, and what a potential thesis for the cartoon
  can be. (10 pts.)

  Possible Thesis ____________________________________________________________________________
Name _________________________ Age of Imperialism Portfolio Project: Mr. Gabriel (A-318)

      Why did the Europeans want to control other countries and regions?

      As factories and industry grew in the 1800’s, many European nations needed more
      resources such as coal, iron, tin, copper, cotton, rubber, ivory, and spices to fuel their
      industrial production, build their cities, support their lifestyle, and create wealth that
      could be used to sustain a strong military force.

      Europeans saw far away places as potential markets to sell European goods, and also as places to find
      the resources they needed to fuel their new industries and produce other goods. (When bicycles in
      Europe began to use rubber tires the demand for rubber grew)

      Did the Europeans rule the same way everywhere they controlled?

      In some countries that the Europeans administered they dominated with ruthlessness, such as in the
      Belgian Congo. The Belgian Congo was controlled by King Leopold. He used soldiers known as the Force
      Publique to exert control over the rubber and ivory trade there. In the Belgian Congo, native African’s
      were killed in huge numbers by Leopold’s army who were ordered to force natives to collect rubber in the
      forests. Natives who did not gather enough rubber in the forests had their hands chopped off, or were sold
      into a vast slave network. Often the Belgian soldiers would enter a village, kidnap the women and then
      ransom them back to the men only after enough rubber was collected. A recent book “King Leopold’s
      Ghost” tells this story in detail, as does the famous book by Joseph Conrad “Heart of Darkness.”

      In other places such as India, British rule became part of the fabric of daily life even though many Indian
      natives (Gandhi for ex…) wanted them out. In cases such as India, the British made friends with certain
      segments of society, (usually the wealthy) who benefited from British officials and businesses operating in
      their country.

      The British built roads, private schools, and improved a massive train system throughout the country. In
      most places however, resentment from local populations led to different forms of rebellion against the
      Europeans even though some of what they were doing benefited the people.


         1. In class work with a partner and write Ten True or False questions based on the material covered so far in this
            reading, and any film or discussion we have done in class. Hand in your answers with your names on the
            paper. (10 points)

         2. Write 2 open ended (Level 2) question on your test. (5 points each)

     A level 2 question can be debated from several perspectives, but must be
     specifically related to the reading.

     For example…

     Why does Mr. Gabriel make us do these types of assignments? (This is an open
     ended question with several possible answers)
Name _________________________ Age of Imperialism Portfolio Project: Mr. Gabriel (A-318)

  How did the people in the countries react to European

  In every country where the Europeans ruled, eventually
  some type of rebellion occurred. Some rebellions were
  extremely violent, others were somewhat violent, and others
  were peaceful.

  In Kenya, the rebellion against the British was extremely
  violent. British officials and settlers were murdered by
  members of a secret organization known as the Mau Mau.
  The Mau Mau were part of the dominant Kikuyu tribe.
  They slaughtered British citizens and African collaborators in an effort to make colonial rule as miserable as
  possible for the British. The most infamous event was the murder of six year old Michael Ruck and his family
  by Mau Mau rebels who broke into their home in the middle of the night. The British killed
  thousands attempting to keep control, but the exact numbers are disputed by both sides.

  In India however, Mohandas Gandhi led a peaceful movement toward independence. The
  British eventually left India after realizing that Gandhi’s strategy, to unite Indian people against
  the British was working. Gandhi spun his own clothes to prove to the people of India that
  buying British cloth was costing millions of people in India jobs. His peaceful resistance
  against the British was the model used by Martin Luther King in his attempt to get civil rights
  for African American’s living in the United States. Gandhi’s model of passive resistance known as Satyagraha
  aims to convert the wrongdoer into changing his behavior. The British eventually grant independence
  to Gandhi after he staged protests, hunger strikes, marches, and boycotts of British goods.

       If you were living during this time period, under European rule which form of resistance do you think you
                would use? What do you think are the advantages and disadvantages of each strategy?

    Using violence (What are the advantages and                     Using Non-Violence (What are the advantages and
    disadvantages?                                                  disadvantages?
Name _________________________ Age of Imperialism Portfolio Project: Mr. Gabriel (A-318)

    Did the Europeans want to control different parts of the world for other reasons?

    Many Europeans were also motivated by nationalism, which is the desire of people to form and defend their
    own nation from outsiders and to promote their nations culture and interests around the world. Nationalism
    (deeply rooted patriotism) has a dark side however. Nationalism in countries causes some people to believe
    that their country is superior to others, and therefore people within that country often believe that it is
    acceptable to take over other places to make your own country stronger.

    The European’s also believed it was their burden to bring their
    culture, civilization, and ways of life to other parts of the world.
    For example, when the French took over Vietnam in the mid
    1800’s they taught many people about Christianity, and over 1
    million Vietnamese citizens converted. The French also built
    roads, schools, rubber plantations, restaurants, and government
    office buildings staffed with French clerks and administrators.
    In cities such as Saigon (in Vietnam) the French helped to build
    wide French looking boulevards, statues, and tree lined streets
    that looked like French cities back home. The French also
    influenced cuisine, language, customs, and culture. In Vietnam,
    Cambodia and Algeria, many people speak French even though
    they have been independent for fifty years. Food in Algeria,
    Cambodia, and Vietnam is often considered some of the worlds
    most tasty because it blends the strong culinary traditions of
    France with the exotic cuisine of Asia and Africa.

    Some believed also that Darwin’s theory of evolution (which
    emphasized the belief that the strongest animals and organisms will
    survive over the weakest in the animal kingdom) can be applied to
    humans, nations, and even governments. Therefore, many Europeans
    believed that in order to survive and flourish as a society they had to take
    over the non-European people of the world. This is known as “Social
    Darwinism.” Social Darwinism is a dangerous idea that was later used
    by European leaders before the outbreak of World War I, which was
    fought among the Great European Powers for control of Africa, the
    Middle East, and Asia. Hitler will also apply this theory to his belief that
    the German people were the most advanced, civilized, and superior
    people. He considered non Aryans (his term for the perfect race) to be

    Some historians believe that the Europeans used this theory to justify their behavior as they colonized other
    parts of the world. European leaders believed however that they were bringing civilization to the darkest,
    most remote and uncivilized corners of the globe. These ideas are very controversial today, and some people
    believe that the European nations who profited from the era of colonialism should pay compensation/
    reparations (back pay) to the countries they exploited. You decide…

    Some Europeans were also motivated by religious and humanitarian causes. Many felt that they could bring a
    better civilization to the uncivilized parts of the world.
Name _________________________ Age of Imperialism Portfolio Project: Mr. Gabriel (A-318)

    Look at the excerpt from “The White Man’s Burden” below. “White Man’s Burden” is a poem by
    Rudyard Kipling, who also wrote the “Jungle Book”.

    What do these primary sources suggest about the Europeans view of people in Africa? Be able to
    discuss your opinion in class.

    White Man’s Burden

    Take up the White man's
    burden --
    Send forth the best ye breed --
    Go bind your sons to exile
    To serve your captives' need;
    To wait in heavy harness
    On fluttered folk and wild --
    Your new-caught, sullen
    Half devil and half child.

       How do the cartoon and poem show the complex attitude, beliefs, and “burden” of the Europeans toward
       Africa? Be able to share your views with the class.
Name _________________________ Age of Imperialism Portfolio Project: Mr. Gabriel (A-318)

                 Write an 8-10 line poem describing some aspect of life during the Age of Imperialism
                             o You can take on the role of any one of the following while writing the poem or
                                 make up your own.
                                      A soldier in a European army sent to control and pacify Africa because
                                        they are “savages”
                                      A soldier in a European army who does not want to kill anybody, but has
                                      An African villager trying to keep his family alive as European armies
                                        burn his village
                                      An African villager fighting a guerrilla war against European soldiers
                                      A ten year old child who thinks the Europeans are monsters
                                      A European missionary who is convinced that Africans need to learn
                                        about God
                                      An African who is torn between collaborating (working with) with the
                                        Europeans for profit, and being a traitor

                                         ____________________________________ (Title)

                 __________________________________________ (20 points)
Name _________________________ Age of Imperialism Portfolio Project: Mr. Gabriel (A-318)

    Draw a political cartoon that has a specific thesis about imperialism. Use information we have
    discussed in class, vocabulary terms, etc… (20 points)

                 Consider the following things while making the cartoon…
                     When making a cartoon consider what the overall message of the cartoon is?
                     Characters in the cartoon can have exaggerated facial features, body expressions, or
                        clothing. Background scenes can be exaggerated to help create the meaning of the
                        cartoon or draw attention to irony, or any other issue.
                     Consider what emotional reaction the cartoon intends to create, and whether the cartoon
                        is favorable or negative towards imperialism, the Europeans, etc…
                     Be able to write a thesis statement that describes the cartoon you create and share it with
                        the class.
Name _________________________ Age of Imperialism Portfolio Project: Mr. Gabriel (A-318)

                 Voices of Opposition… (Songs of Freedom)

                 Bob Marley- Babylon System

                 We refuse to be
                 What you wanted us to be;
                 We are what we are:
                 That's the way (way) it's going to be. If you don't know!
                 You can't educate I
                 For no equal opportunity:
                 (Talkin' 'bout my freedom) Talkin' 'bout my freedom,
                 People freedom (freedom) and liberty!
                 Yeah, we've been trodding on the winepress much too long:
                 Rebel, rebel!
                 Yes, we've been trodding on the winepress much too long:
                 Rebel, rebel!

                 Babylon system is the vampire, yea! (vampire)
                 Suckin' the children day by day, yeah!
                 Me say: de Babylon system is the vampire, falling empire,
                 Suckin' the blood of the sufferers,
                 Building church and university,
                 Deceiving the people continually,
                 Me say them graduatin' thieves and murderers;                           Choose two questions from the list below
                 Look out now: they suckin' the blood of the sufferers (sufferers).      and write a possible answer in the box at the
                                                                                         bottom of the page.
                 Tell the children the truth;
                 Tell the children the truth; Tell the children the truth right now…
                                                                                            1.   What is Bob Marley mad about?
                 'Cause - 'cause we've been trodding on ya winepress much too long:         2.   Why is the term vampire used?
                 Rebel, rebel!                                                              3.   Why is the term “winepress” used?
                 And we've been taken for granted much too long:                            4.   What role do universities and the churches
                 Rebel, rebel now!                                                               play in this song?
                                                                                            5.   What does this song have to do with
                 (Trodding on the winepress) Trodding on the winepress (rebel):                  imperialism?
                 got to rebel, y'all (rebel)!                                               6.   Do you think Marley’s song speaks to
                 We've been trodding on the winepress much too long - ye-e-ah! (rebel)
                                                                                                 people outside of Jamaica? Why, why
                 Yea-e-ah! (rebel) Yeah! Yeah!
                 From the very day we left the shores of our Father's land
                 We've been trampled on (rebel),
                 Oh now! (we've been oppressed, yeah!) Lord, Lord, go to ...

   Write a response to 2 questions from the list above. (10 points)
Name _________________________ Age of Imperialism Portfolio Project: Mr. Gabriel (A-318)

                 There are many songs that have been written in the last fifty years that describe the
                 frustration, anger, and humiliation felt by people who have lived under European rule in
                 Africa and other parts of the world. Bob Marley wrote many songs that expressed his
                 anger at the poverty and challenges facing Jamaica and Africa. In some songs he openly
                 blames the dominance of European imperialism. “Babylon System”, which we listened to in
                 class, is one of those songs. So are “Buffalo Soldier” and others.

                 The goal of the following lesson is to build literacy skills by rewriting the lyrics to your favorite
                 song with new words that are related to the issues covered in this unit.

                 Examples can include racism, war, hatred, control, respect, dignity, or any other relevant
                 social/ political issue. (25 points)


                         Students select their favorite song and then bring in the original
                          lyrics (Edit out any inappropriate language).
                         Students then will rewrite the song using new words from the
                          vocabulary in the unit, ideas from what is being taught in class
                          and themes that dominate the Age of Imperialism such as war,
                          hatred, racism, domination, etc…
                         Staple the original lyrics to your favorite song to the new lyrics
                          that you create.
                         Be able to share the song in class

        This is a 25 point assignment and will be scored using the rubric below. When you are
        done with the song be prepared to share it in class, and then write a brief analysis.

                         5 points for following all rules of the assignment
                         20 points for…
                              o Using a minimum of 5-7 vocabulary words from the unit
                              o Using a major theme from the unit that has been discussed in class such as
                                 war, hatred, racism, dominance, imperialism, etc
                              o Showing creativity and originality.

        20 points for writing a 1 page, brief essay following the format
        Topic Sentence (introduce the theme) For example… The theme I chose to write about is racism. (Then
        describe it)

        Providing Evidence (What evidence from the song connects to specific learning from the unit on

        Analysis (Write 4-6 sentences analyzing the thematic connection - proving the point)

        Closing Sentence (What is the most important theme in the song?)
Name _________________________ Age of Imperialism Portfolio Project: Mr. Gabriel (A-318)

  In Class Poster-Board Assignment Rules
  1. Get into your group quickly and quietly.
  2. Distracting others will result in a loss of points toward your grade, and
     your groups overall score.
  3. Clean your mess five minutes before the bell and put markers, crayons,
     and colored pencils in the bucket.
  4. Push in the chairs, and look for anything on the floor that does not
     belong there and throw it away.
  5. Gather all of your personal items and bring them with you as you pass to
     your next class.
  6. While doing the posters keep the following in mind
         a. Do NOT color your poster with the markers. They are used for making outlines only
         b. If you need to color use the crayons or colored pencils.
         c. Work quickly and do not waste time fooling around or distracting other groups.
         d. Share the work load with your team.
         e. Draw a sketch of what is going on the poster before you begin so that you won’t waste paper.
         f. Agree on who will be discussing different parts of the material so that everyone contributes.
         g. Be able to answer two questions minimum from the class.

  Objectives: By the end of this assignment students will be able to…
  1. Collaborate effectively with their peers to create a brief presentation using poster board
  2. Generate discussion among the audience during, and after your presentation
  3. Summarize readings, and create a mini-lesson using poster board that is easy to follow and covers the
     material in an appropriate, academic manner.
  4. Use graphics, drawings, art, or any other visual to convey information to your peers
  5. Practice speaking skills and generating discussion in front of an audience that can be used for a variety of
     professions such as
                     Running a business meeting,
                     Giving closing arguments in front of a jury,
                     Marketing a product in front of potential clients,
                     Going over school policy in front of faculty,
                     Explaining a crime scene to FBI agents,
                     Etc…

      Consider the following points…

      In a professional setting, presenters do not waste time, words, or space on the poster for random information
      that cannot be explained. It is important throughout these activities to practice this. Develop your ideas
      with your team, and do not settle on the first idea that comes to you. Try to build on each others creativity
      and consider who your audience is.

      See the rubric and follow the guidelines if you are unsure what is expected… As a team, discuss the
      rubric and try to cover all parts.
Name _________________________ Age of Imperialism Portfolio Project: Mr. Gabriel (A-318)

In Class Group Poster Project and Presentation Rubric

       CATEGORY               3                                 2                                1                                0
    1. Graphics -Clarity Graphics are all in focus and Most graphics are in focus                Most graphics are in focus       Many graphics are not clear
                              the content easily identified     and the content easily           and the content is easily        or are too small.
                              from 6 ft. away.                  identified from 6 ft. away.      identified from 4 ft. away.

    2. Graphics –             All graphics are related to   All graphics are related to          All graphics relate to the       Graphics do not relate to the
       Relevance- and         the topic and clearly make it the topic and most make it           topic, but do not make it        topic.
                              easier to understand for the easier to understand.                 easier to understand.
       required               audience.
    3. Labels                 All items of importance on        Almost all items of              Several items of importance Labels are too small to view
                              the poster are clearly labeled    importance on the poster are     on the poster are clearly    OR no important items were
                              and can be read from at least     clearly labeled and can be       labeled and can be read from labeled.
                              3 ft. away.                       read from at least 3 ft. away.   at least 3 ft. away.

    4. Content -              At least 7 accurate facts are     5-6 accurate facts are           3-4 accurate facts are           Less than 3 accurate facts are
       Accuracy               displayed on the poster.          displayed on the poster.         displayed on the poster.         displayed on the poster.

    5. Attractiveness         The poster is exceptionally The poster is attractive in            The poster is acceptably      The poster is distractingly
                              attractive in terms of design, terms of design, layout and         attractive though it may be a messy or very poorly
                              layout, and neatness.          neatness.                           bit messy.                    designed. It is not attractive.

    6. Grammar                There are no grammatical          There is 1 grammatical           There are 2 grammatical          There are more than 2
                              mistakes on the poster.           mistake on the poster.           mistakes on the poster.          grammatical mistakes on the

      CATEGORY               6                                 5                                 4                                0
    1. Use of Class          Used entire class time            Used time well during each        Used some class time well.       Did not use class time to
        Time                 effectively during each class     class period. Usually focused     There was some focus on          focus on the project OR often
                             period. Focused on getting        on getting the project done       getting the project done but     distracted others.
    This will be scored      the project done. Never           and never distracted others.      occasionally distracted
    daily…                   distracted others.                                                  others.

      CATEGORY               10                                9                                 7-8                              0
    1. Enthusiasm            Body language and positive        Body language and positive        Positive body language is    Very little use of positive
                             attitude generate a strong        attitude generate a strong        attempted but seems fake, or body language. Did not
                             interest about the topic in       interest about the topic in       shows disinterest in topic.  generate much interest in
                             others.                           others.                                                        topic being presented.

    2. Preparedness          Student is completely             Student seems pretty              The student is somewhat          Student does not seem at all
                             prepared and has obviously        prepared but might have           prepared, but it is clear that   prepared to present.
                             rehearsed.                        needed a couple more              rehearsal was lacking.

  Comments:                                                                                                                Grade ____/
Name _________________________ Age of Imperialism Portfolio Project: Mr. Gabriel (A-318)

  Storyboard Assignment Overview and Directions…

  Your assignment is to create an illustrated storyboard that summarizes information on one side of your paper and
  drawings on the other. As you are making the storyboard think about some of the events
  discussed in class, any film clips or readings, and use these to help build upon the content you
  are reading in the chapter. (Each square is worth 4 points)

  Directions: Choose six events from the chapter reading. Include vocabulary words, information
  about major events, people, and how the different issues may have impacted the world. Consider
  making humorous cartoons, maps, or other illustrations to demonstrate your understanding.
  Because this type of assignment takes a considerable amount of time to complete correctly, each
  square will be worth 4 points for a total of 48 points.

  Readings are from page _________ to page _________

  Steps for completing the storyboard:
  Read information in the textbook and try to    In each box write 4-6 events from the        On the other side, create a picture that
  figure out which information is the most       chapter that you believe are significant.    represents the events you summarized.
  important. Look for vocabulary in bold         Use the following list as a guideline.       Stick figures are acceptable but your
  letters, titles and highlighted headings.       Title of the event                         pictures should reflect time and creativity.
                                                  What happened?                             Be clever! Color can be used to enhance
  Select 6 events from the reading and the        Who was involved?                          your drawings. Try not to use words in
  follow the instructions that follow…            When did it occur?                         your picture unless they are part of the
                                                  How did it affect those involved?          natural scenery such as on a sign, or on a
                                                  Why did it happen?                         book.

  In class you will be required to share one     Example: (Side 1 of paper)                   (Side 2 of paper) This is where you use
  or more of your pictures with the class.                                                    your creativity to make the picture. The
  You will get a quiz grade for this activity.   The “Old Regime” (Ancien Regime)             picture must be original, must be related to
                                                                                              the content on the opposite side of the
  In the box to the right is an example of the    (WHEN and WHERE) Paris, France             paper, and not copied from the Internet.
  type of information you should include in        Late 1780s
  each box. The box below shows what side         (WHAT) Old Order: everyone
  #2 of your storyboard will look like after       belonged to one of 3 classes. First
  you completely illustrate it.                    Estate= clergy; Second Estate=nobles;
                                                   Third Estate= peasants (98% of the
                                                  (WHO) King Louis XVI and Queen
                                                   Marie Antoinette-Absolute Monarch
                                                  (WHY) France was in the midst of a
                                                   severe economic crisis, riots were
                                                   common protesting the hunger, low
                                                   wages, and unemployed.
                                                  (HOW) Deficit spending, poor
                                                   harvests, and little reforms made by the
                                                   government to raise money added to
                                                   the crisis.
Name _________________________ Age of Imperialism Portfolio Project: Mr. Gabriel (A-318)

                 How you will be graded for the storyboard

                      Day one- Storyboard will be assigned in class. You
                       will be given specific directions and some time to
                       work on it. Work on the assignment for homework
                       and try to complete 50% before the next class for a ten
                       point homework grade.

                      Day two- You must come to class with 50% of the
                       storyboard completed. (5 points). Your storyboard
                       will be checked in class. Your homework is to work
                       more on the assignment and complete about 75%.

                      Day Three- You must come in with 75% of the
                       storyboard completed for another homework grade
                       worth 5 points.

                      Day Four- Completed assignment is due. Each box on
                       your storyboard is worth 4 points. (48 points total)

                              o Day Four continued… (Be able to discuss your
                                favorite illustration in class with a partner, and
                                then with the entire class. (12 points)

                 70 points total…
Name _________________________ Age of Imperialism Portfolio Project: Mr. Gabriel (A-318)

    Why We Should Care About the Congo
    Rep. Howard L. Berman
    Posted: July 23, 2010
    6:51 PM

    Deep in the mountains that separate the Democratic Republic
    of the Congo from Rwanda, largely hidden from public view,
    a war has been raging for the past 14 years. In this gruesome
    conflict, rape is frequently the weapon of choice, and a wide
    array of armed groups with many different patrons fight
    mercilessly for control of mineral riches.
    There is no easy solution to ending the war in Congo, which
    has claimed more than five million lives, making it the most
    lethal conflict since World War II. But the Wall Street reform
    legislation signed into law by President Obama includes a far-
    reaching provision designed to reduce the horrific violence.
    Building on the work of a coalition of a dozen major
    humanitarian organizations and industry pioneers, the bill
    establishes a new mechanism that will limit the ability of
    armed groups to profit from the illicit mining and sale of
    cassiterite, coltan, and wolframite and other "conflict

    My colleagues and I have been working for months to pass this provision, and by partnering with the Chairman of the
    House Financial Services Committee, Barney Frank, and several other key allies in the House and Senate, including
    Rep. McDermott and Senators Brownback, Dodd, Durbin, and Feingold, we were able to secure broad, bipartisan
    support for a requirement that companies doing business in the Congo and adjoining countries disclose both the
    provenance (or origin) of the minerals they use and the efforts they have taken to ensure that their dollars do not directly
    or indirectly support armed groups that employ rape as a tool of war and otherwise perpetuate the conflict.

    Let there be no mistake: this is only one critical step of many that must be taken to stop one of the world's longest
    running wars. But it is a major step.

    To be effective, this action must be paired with other efforts by companies, consumers, regulators, and Congress.
    Companies will need to build on the work of peers who have already started to develop conflict-free supply chains for
    the minerals they use. Consumers will need to make conscientious choices about the products they buy. Regulators
    (government organizations that are given authority to oversee this process) will need to ensure that the disclosure
    process is taken seriously, and that loopholes are not reopened. Congress will need to carefully monitor the
    effectiveness of the new mechanism, and take other steps to enhance the ability of the United States to work for peace in
    places like Congo.

    Several of those efforts are currently under consideration in the Foreign Affairs Committee. One that is a particularly
    high priority for me would overhaul U.S. foreign assistance programs for the first time since 1961, thus enabling our
    nation to more effectively and efficiently target and deliver our aid dollars.

    In these difficult economic times, it is sometimes hard to understand why we should care about what happens in faraway
    and largely forgotten places like the Congo. But in our increasingly globalized world, conflicts in even distant corners of
    the world can create ripple effects -- from mass migrations and the spread of infectious disease, to deforestation and the
    depletion of other key natural resources -- that impact the current and future well-being of Americans.
Name _________________________ Age of Imperialism Portfolio Project: Mr. Gabriel (A-318)

    Despite the difficult challenges we face here at home, Americans are a generous and compassionate people. Our values
    compel us to fight injustice wherever it occurs, and to reduce the suffering of innocents. The men, women, and children
    of the Congo have endured unimaginable hardships for more than a dozen years, and it is time for us to act. The conflict
    minerals provision in the just-passed Wall Street reform bill is an important first step in changing the situation in that
    beleaguered country.

    The author is the Democratic Chairman of the House Committee on Foreign Affairs. He represents the 28th District of

    U.S. financial reform bill also targets 'conflict minerals' from Congo
    By Mary Beth Sheridan
    Washington Post Staff Writer
    Wednesday, July 21, 2010; A01

    The financial regulation bill that President Obama will sign into
    law on Wednesday is supposed to clean up Wall Street. But an
    obscure passage buried deep in the 2,300-page legislation aims to
    transform a very different place -- eastern Congo, labeled the
    "rape capital of the world."

    The passage, tucked into the bill's "Miscellaneous Provisions,"
    will require thousands of U.S. companies to disclose what steps
    they are taking to ensure that their products, including laptops,
    cellphones and medical devices, don't contain "conflict minerals"
    from the Democratic Republic of the Congo. The sale of such
    minerals has fueled a nearly 15-year war that has been marked by
    a horrific epidemic of sexual violence.

    The issue of "conflict minerals" was barely mentioned during congressional debate on the Wall Street bill. But it has
    attracted growing concern from an unlikely alliance of conservatives and liberals -- from Sen. Sam Brownback ((R-
    Kan.) to feminists, and other activists who hope to ultimately see an international system for curbing the trade, such as
    the one that has slowed the sale of "blood diamonds" from West Africa.

    "This is one of those issues that is way below the radar for about 99.9 percent of Americans. . . . Everyone has their
    cellphone up against their ear, nobody is thinking of Congo or conflict minerals. But everybody's got some, potentially,
    right next to their ear," said Rep. Jim McDermott (D-Wash.), speaking recently at the Center for American Progress.

    Although little noticed by the public, the provision in the regulatory bill could have a broad impact. It applies not only
    to electronics companies, which are major users of Congolese tantalum, but also to all publicly traded U.S. firms that
    use tin and gold.

    "This is a law that is going to affect virtually the entire U.S. manufacturing sector," said Rick Goss, vice president of
    environment at the Information Technology Industry Council.
Name _________________________ Age of Imperialism Portfolio Project: Mr. Gabriel (A-318)

    Charting new territory

    Congo "conflict minerals" law is the first of
    its kind in the world, Goss said. European
    governments are pondering similar steps, even
    as U.S. officials and industry experts caution
    that the murky nature of the conflict makes it
    difficult to trace the minerals.

    The war in Congo began after the 1994
    genocide in neighboring Rwanda, which sent
    streams of militiamen across the border. An
    estimated 5 million people have died since in
    mineral-rich eastern Congo, the bloodiest
    conflict since World War II. Hundreds of
    thousands of women have been sexually
    assaulted in what U.N. envoy Margot
    Wallstrom referred to in April as the world's
    "rape capital."

    Congolese activists, U.N. experts and nongovernmental groups have become increasingly concerned that armed
    Congolese groups are financing themselves with minerals such as gold and the "three T's" -- tin, tungsten and tantalum.
    The minerals are extracted from remote Congolese mines and smuggled to neighboring countries.

    Congo is the source for an estimated one-fifth of the world's tantalum, as well as smaller percentages of the other three

    During her trip to Congo last year, in which she held an emotional meeting with rape victims, Secretary of State Hillary
    Rodham Clinton called for greater international action to stem the flow of the minerals.

    The issue got tied to the financial reform bill largely because of Senator Brownback, who had previously introduced
    legislation on "conflict minerals." He sought to attach an amendment to the bill, and Sen. Christopher J. Dodd (D-
    Conn), chairman of the banking committee, supported it, congressional staff said. In the end, Brownback voted against
    the overall bill, but his amendment survived.

    The new law requires American companies to submit an annual report to the Securities and Exchange Commission
    disclosing whether their products contain gold, tin, tungsten or tantalum from Congo or adjacent countries. If so, they
    have to describe what measures they are taking to trace the minerals' origin.

    The law does not impose any penalty on companies who report taking no action. But the disclosures must be made
    publicly on the firms' Web sites.

    "The consequence is a market-driven one. Consumers can make their choices. Do they want their electronic products to
    be funding gang rape in central Africa? I don't think most Americans would want that," said Rory Anderson of the
    World Vision humanitarian group, which has been pushing for the legislation.
Name _________________________ Age of Imperialism Portfolio Project: Mr. Gabriel (A-318)

    'We need to toughen up'

    U.S. executives say it can be exceedingly difficult to figure out whether there are "conflict minerals" in their products.
    Such minerals may, for example, be smuggled from Congo through Rwanda, mixed with ore from other countries in a
    smelter in Kazakhstan and then sold to a company in Southeast Asia that supplies a parts manufacturer in China.

    Many firms in the high-tech sector have been trying to ensure their suppliers don't use "conflict minerals," jointly
    running a pilot program at smelters to identify where minerals come from.

    Robert Hormats, the undersecretary of state for economic affairs, said in an interview that tracing the source of minerals
    is much more complicated than tracing the source of diamonds. For one thing, he said, diamonds "aren't melted down."
    In addition, the rebels sometimes gain or lose control over mines.

    Still, the State and Treasury departments are examining possible sanctions (financial penalties) against U.S. companies
    that use "conflict minerals."

    "We need to toughen up. Sanctions are one way," said Hormats, who has been working with industry to improve

    Some companies said they welcomed the law. Michael Holston, the general counsel of HP, the Palo Alto, Calif.-based
    computer maker, applauded the measure, saying it would "help reduce some of the factors that have contributed to the
    civil war" in Congo.

    Both industry experts and advocates
    said the law is one step in solving a
    much larger conflict.

    "What really needs to happen is the
    international community needs to
    redouble its efforts to bring an overall
    diplomatic [solution] to what's going
    on in Congo," Goss said.
Name _________________________ Age of Imperialism Portfolio Project: Mr. Gabriel (A-318)

                     Analytical Paragraph Structure

                         Topic Sentence (introduce the theme) For example… The theme I chose to write about is
                          racism. (Then describe it)
                         Specific Statement #1 (introduce evidence from the song and connect it to specific
                          learning from the unit on imperialism)
                         Analysis (Write 2-3 sentences analyzing the thematic connection - proving the point)
                         Closing Sentence (What is the most important theme in the song?)

                 Classroom Behavior Rubric

                 For each marking period you will receive a classroom behavior rubric. This
                 grade will be determined by the following criteria…
Name _________________________ Age of Imperialism Portfolio Project: Mr. Gabriel (A-318)

                 You will receive 5 points daily if I do not observe you engaging in the
                 following behaviors.

                         Taking too long to get ready
                         Talking over people and making class discussions too hard to manage
                         Making fun of each other
                         Sleeping in class
                         Doing other work in class
                         Passing notes
                         Talking excessively
                         Showing off
                         Throwing paper or other things
                         Swearing
                         Pouting
                         Tardiness
                         Bothering each other over every little thing
                         Taking time away from the class with drama.
                             o If you are having a bad day, you can disengage quietly by
                                simply letting me know you need some space. You will have to
                                do the work at a later date and you cannot be excused from
                                doing it.
                         Having no pen or pencil/ or notebook
                         Not doing the assigned task
                         Talking during films
                         Texting, listening to your music, etc…

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