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PERSPECTIVES ON THE PRESENT Burks, Pence, & Yi 1

Running head: PERSPECTIVES ON THE PRESENT

Perspectives On the Present – A Socioeconomic History

Joshua Burks

Leah Pence

Sae Yi

Columbia University – Teachers College

A&HW 4036B – Teaching of Social Studies

Mr. Scott Wylie


TABLE OF CONTENTS

Introduction 3

Stage 1: Desired Outcomes 7

Stage 2: Assessment Evidence 8

Unit Calendar 9

LESSONS

- The Decolonization of the Congo 11

- Down to the Countryside: Urban-Rural Migration 21 During the Cultural Revolution

- Cold War and Germany 31

- The Global Economic Downturn 36

Final Unit Assessment: Research Paper & Supporting Photos 39

Annotated Bibliography 41


Introduction to Unit

The unit we chose to address was entitled “Perspectives on the Present,” which is a

history of global events from 1945 to the present. In looking at this time period we chose to

analyze events from a socioeconomic perspective. In pursuing this social justice issue, we want

our students to understand the complexities of multiple economic systems, how socioeconomic

inequality affects people disproportionately around the world, and how socioeconomic status

influences an individual’s social values, capital, and norms. This will allow students to see that

socioeconomic disparity is not only an ongoing issue in the United States, but has been an

ongoing global problem. Through these themes, students will consider whether government has a

responsibility in ensuring the economic wellbeing of its citizens as well as what responsibility

citizens have in ensuring the economic wellbeing of other citizens. Students will consider these

essential questions throughout the unit. Some of the skills addressed in the unit is the analysis of

primary and secondary documents, the ability to form an argument based off of those sources,

exploring students’ personal beliefs, sharing their thoughts with others, and evaluating others’

beliefs.

The goals for this unit are students will be able to express their opinion on their ideal

economic system and recognize and respect opposing viewpoints, define different economic and

political systems around the world – past and present, and identify and critique social, political,

and economic practices that perpetuate socioeconomic inequality. In order to assess whether

these goals have been achieved, we will use a combination of formative and summative

assessments throughout the lesson. For example, worksheets will correspond with lessons on

decolonization in the Congo and the current economic downturn that allow students to express

their opinions on those events and reflect on the corresponding economic systems – colonialism


and capitalism. As a culminating project, students will create a written response to the question,

“How does socioeconomic status influence an individual’s social capital, norms, and values?”

Drawing on the unit they will have just gone through, they will formulate ideas and arguments to

support their assertions. This will allow us to see what topics and themes not only resonated with

the student, but also see how critical they were when engaging with the unit.

For our classroom, we created this lesson for an Advanced Placement Economics class,

which would be comprised primarily of twelfth graders, with an overall enrollment of twenty-

eight students. The class set-up involved desks and chairs that could be moved around to various

seating arrangements. For example some of the lessons require four desks being joined together

in seven groups in a two-by-two format, in order for small groups to work together. In others, the

desks will be lined in two rows in order to watch film clips. We also assumed our students were a

heterogeneous population and we had access to available A/V equipment and laptops or

computers for each student. In thinking about the National Council for Social Studies (2010)

themes, our unit will cover themes on “Individuals, Groups, and Institutions” and “Power,

Authority, and Governance.” In each lesson, the material focuses on the relationship between the

citizen and the economic system, community, and society they live within. Additionally, each

lesson looks closely at the policies enacted by governments or rulers that affected the lives of

their citizens in a socioeconomic context. For example, when looking at the lesson on East and

West Germany the student will be able to examine how the life of a citizen was vastly different

based on what side of the Berlin Wall they lived on. With regard to New York State Standards

(2010), our unit addresses standards concerning the examination of the “social/cultural, political,

economic, and religious norms and values of Western and other world cultures,” as well as

explaining “how economic decision making has become global as a result of an interdependent


world economy,” among other standards. To accomplish the former, lessons like the

Decolonization of the Congo will examine the relationship between the West and developing

nations, giving specific focus on the economic exploitation and political and military

intervention of the West. In the lesson on the current economic downturn, students will be able to

see how the recession did not only affect U.S. citizens, but had a global impact due to “an

interdependent world economy.”

When deciding what content to focus on, choices were made that highlighted different

parts of the world as well as choices that examined different economic systems and models. For

this reason, we chose historical events that involved colonial states – India and Congo,

communist states – China, East Germany, and the U.S.S.R, and capitalist states – the United

States. As one might notice, there is a section of time between the 1960s and the late 1980s

missing from our unit. This is not to say there were not socioeconomic examples to draw from

during that time, but the textbook in which we based our lesson off of, World History – Patterns

of Interaction, has sparse material during this era and we wanted our students to be able to refer

to the textbook in reference to our lessons. Additionally, each lesson planner had some

background or interest in these topics, allowing us to bring in material we have encountered

previously. An overarching theme for the unit is the examination of socioeconomic relationships

and how they differed based on their context. For example, the definition of “economic

disparity” is very different in the United States as compared to a developing nation. Each lesson

brought a specific method based on that content.

For example, the lesson on the Congo was designed around the idea that many students

are likely to know little about its history as well as that students may assume gaining

independence is sure to lead to better conditions for its citizens. The lesson problematizes that


logic and suggests in order to achieve “better conditions” one needs more than just political

independence. For the lesson on the Cultural Revolution in China, the assumption was students

have at least heard of it and may know some amount of knowledge about it. Thus, one part of the

lesson looks at the Cultural Revolution in a way students may not have examined it before,

through the analysis of the propaganda campaigns utilized by the Chinese government. This will

allow students to think more critically about the messages sent by a government and develop

overall critical literacy skills. Concerning the lesson on East and West Germany, students are

likely to know about the Berlin Wall and division of Germany after World War II. Thus, the

lesson looks closer at how geography, based on an arbitrary line, informed whether a citizen

lived under a capitalist or communist regime. This will cause students to ponder how geographic

location can have an impact on their socioeconomic status. Each lesson involves reflection

periods where the students will consider what role citizens and government play in ensuring the

economic wellbeing of citizens. Finally, in order to bring a current issue into the classroom the

decision was made to cover the current global economic downturn. By watching the

documentary Inside Job students will be exposed to one perspective on the relationship between

government and “big business.” Through this perspective, students will consider what the

relationship between the private and public sector should be. This directly ties into our essential

question of “what responsibility does government have in ensuring the economic wellbeing of its

citizens?”


Stage 1 - Desired Outcomes

Established Goals: NCSS Theme 5 – Individuals, Groups, and Institutions: Social studies programs should include experiences

that provide for the study of interactions among individuals, groups, and institutions. NCSS Theme 6 – Power, Authority, and Governance: Social studies programs should include experiences

that provide for the study of how people create, interact with, and change structures of power, authority, and governance.

New York State Standard 2.1d: Understand the broad patterns, relationships, and interactions of cultures and civilizations during particular eras and across eras.

New York State Standard 2.3c: Examine the social/cultural, political, economic, and religious norms and values of Western and other world cultures.

New York State Standard 4.1f: Explain how economic decision making has become global as a result of an interdependent world economy.

New York State Standard 4.1e: Compare and contrast the United States economic system with other national economic systems, focusing on the three fundamental economic questions.

Understandings: Essential Questions:Students will understand that…

- There are strengths and weaknesses to - Is government responsible for ensuring the economicevery economic system. wellbeing of its citizens?

- Socioeconomic status influences an - What responsibility do citizens have in ensuring theindividual’s social values, capital, and norms. economic wellbeing of other citizens?

Students will know… Students will be able to…- … how the Cold War fostered economic - Express their opinions on their ideal economic

disparity under the lens of East vs. West. system and recognize and respect opposing viewpoints.- … decolonization did not always lead to better - Define different economic and political systems around

conditions for citizens. the world, past and present.- … totalitarian states sought to “re-educate” - Identify and critique social, political, and economic

urbanites, students, and professionals. practices that perpetuate economic inequality.- … historically socialist nations make choices in

the name of “the people,” but in reality these choicesnegatively impact “the people.”

- … capitalism offers economic mobility, but also creates a large income gap between rich and poor.


Stage 2 – Assessment Evidence

Performance Tasks:

- Ask students to create a newspaper editorial that examines a socioeconomic issue that occurs in their community (Students will work with the instructor to better narrow their choice). They must provide an overview of the issue which would include: what is the cause, who is affected, is it affecting everyone, what is perpetuating the issue. They must be able to summarize and what is being done to alleviate the issue, or rather what they think can be done to alleviate it.

- In-class deliberation on, “Who is, or should be, responsible for ensuring the economic wellbeing of citizens?” Students will bring in their own evidence, while being provided a common text.

Other Evidence:

- “Think, pair, share” during class discussions in the lessons involving the Decolonization of India and Congo, the Cultural Revolution, the East & West German Divide, and the Economic Downturn.

- Brief identification exercise on the strengths and weaknesses of various economic systems.

- Quiz on the effects of decolonization in Africa and India.

- Reflective journal on class readings, discussions, and activities.

- Conversations with individual students and groups during classroom.

- Student questions regarding the material and assigned tasks.


Unit Calendar: Perspectives on the Present – A Socioeconomic HistoryDay 1Topic: Introduction

Day 2Topic: India Independence

Day 3Topic: Congolese Decolonization

Day 4Topic: Cultural Revolution China

Day 5Topic: Cultural Revolution China

Objectives: 4.1a Objectives: 2.1b & 3.1d

Objectives: 2.1b & 3.1d

Objectives: 2.1a, 2.1c, & 2.3b

Objectives: 2.1a, 2.1c, & 2.3b

Event: Class will be focused on determining what students know about socioeconomic issues. I will use a K-W-L chart.

Students will then read the text book introduction to the unit and respond to the questions at the end of the chapter.

Event: Students will read primary sources from Indian and British perspectives on colonial independence.

Discuss key players during this time such as Gandhi, Nehru, Dyer and others.

Event: Students will watch two film clips, depicting life before and after decolonization as well as analyze a comic strip believed to be defending Belgian colonization. Students will also begin work on a packet that has excerpts of articles depicting the process of decolonization.

Event: Using the Choices Curriculum on the cultural revolution, students will read the overview about the major players and circumstances leading up to the cultural revolution and the cultural revolution itself from 1966-1976.

Students will have a brief understanding of the cultural revolution in order to understand the socioeconomic impact of the urbanites being “reeducated” by the rural masses.

Event: Students will analyze the Cultural Revolution closer by examining the propaganda posters and campaigns used by the Chinese government to show the “benefits” of re-education.

Students will also analyze how this campaign had an impact on the socioeconomic status of Cultural Revolution participants later in their life.

Assessment: Recording of prior knowledge and written response to questions in the book.

Assessment:Students will debate the British vs. Indian perspectives on colonization.

Assessment: Students will share out their reactions to the film clips and work on a packet with guiding questions.

Assessment:Through teacher observation, question prompts and small group activities from the Choices program the instructor will be able to assess learning.

Assessment:Through teacher observation, a worksheet and small group activities the instructor will be able to assess learning.


Day 6Topic: Cold War

Day 7Topic: Cold War-Germany

Day 8Topic: Collapse of Soviet Union

Day 9Topic: Current Global Economic Downturn

Day 10Topic: Current Global Economic Downturn

Objectives: 4.1a Objectives: 3.2c & 4.1e

Objectives: 2.2e & 2.3a

Objectives: 4.1d, 4.1e, & 4.1f

Objectives: 4.1d, 4.1e, & 4.1f

Event: Using the text book students will read the chapter and respond the questions about the Cold War. Students will then watch 10minutes of the video “Cold War: video 3- Marshall Plan”

Event: Students will evaluate a graph and a photo to make inferences about the divisions along the Berlin wall. Students will also read from the text book and do group discussions.

Event: This class will look at the collapse of The Soviet Union and the economic impact this had on the former USRR states. We will then discuss the question did capitalism prevail? Students will use the text book to read the chapter on The collapse of The Soviet Union.

Event: Students will watch Inside Job and fill out the handout that accompanies it, with guiding questions.

Event: Students will revisit the handout on the movie, read the countering articles and develop a newspaper cover-page based on this information.

Assessment: Students will use an exit card to give three factors that led to the Cold War.

Assessment: For homework: Students will create a propaganda poster from either East or West Germany.

Assessment: Students will respond to questions in the textbook.

Assessment: Students notes on the movie will be collected and checked for completion.

Assessment: Students will work in groups to create a newspaper cover page and support their paper with facts from the article and movie. Students will also present the information to the class.

For homework: students will be assigned a 1.5-2 page comparison paper on the film and article.


Name: Josh Burks School: TEP (The Equity Project)

Grade: 12th Date: 8/2/2012

Title of Unit: Perspectives on the Present – A Socioeconomic HistoryTitle of Lesson: The Decolonization of the Congo

New York State Standards (List applicable standards, key ideas, and performance indicators):

STANDARD 2 – WORLD HISTORYStudents will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives.

Key Idea 2.1:1. The study of world history requires an understanding of world cultures and civilizations, including an analysis of important ideas, social and cultural values, beliefs, and traditions.This study also examines the human condition, the connections and interactions of people across time and space, and the ways different people view the same event or issue from a variety of perspectives.

2.1b: Understand the development and connectedness of Western civilization and other civilizations and cultures in many areas of the world and over time.

STANDARD 3 – GEOGRAPHYStudent will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live -local, national, and global - including the distribution of people, places, and environments over the Earth’s surface.

Key Idea 3.1:Geography can be divided into six essential elements which can be used to analyze important historic, geographic, economic, and environmental questions and issues. These six elements include: the world in spatial terms, places and regions, physical settings (including natural resources), human systems, environment and society, and the use of geography.

3.1d: Understand the development and interactions of social/cultural, political, economic, and religious systems in different regions of the world.

National Council for the Social Studies Standards (List applicable thematic strands):

During their studies, learners develop an understanding of spatial perspectives, and examine changes in the relationship between peoples, places and environments. They study the communications and transportation networks that link different population centers, the reasons for these networks, and their impact. They identify the key social, economic and cultural characteristics of populations in different locations as they expand their knowledge of diverse peoples and places. Learners develop an understanding of the growth of national and global


regions, as well as the technological advances that connect students to the world beyond their personal locations.

Learning Objectives:Students will be able to…

… determine who has benefitted most from the economic success of Congo’s natural resources.

… understand why the decolonization of the Congo did not necessarily lead to better conditions for its people.

Classroom Arrangement:Desks will be arranged in the following arrangement to provide a better viewing of film clips:

Materials Required:- Access to a projector with laptop capability - Access to the internet- YouTube clip: “White King, Red Rubber, Black Death”http://www.youtube.com/watch?v=wpibEk3lUg0&feature=related (0:30 to 8:05 mark)- An image of the Belgian comic “Tintin in the Congo” (attached)- YouTube clip: “Crisis In The Congo: Uncovering The Truth”http://www.youtube.com/watch?v=vLV9szEu9Ag (until the 3:10 mark)- Twenty-eight copies of the packet of article selections and corresponding questions (attached).- Article: “Tintin at 70: Colonialism’s Comic-Book Puppet?” for teacher reference.http://www.nytimes.com/1999/01/08/world/kinshasa-journal-tintin-at-70-colonialism-s-comic-book-puppet.html?pagewanted=all&src=pm- YouTube clip for homework: “Belgian Congo uprising”http://www.youtube.com/watch?v=u488cpsmYZ8

http://www.youtube.com/watch?v=u488cpsmYZ8

http://www.nytimes.com/1999/01/08/world/kinshasa-journal-tintin-at-70-colonialism-s-comic-book-puppet.html?pagewanted=all&src=pm


http://www.youtube.com/watch?v=vLV9szEu9Ag

http://www.youtube.com/watch?v=wpibEk3lUg0&feature=related


Lesson:(Include detailed description of each step with time required)

Opening/Hook:Students will open their journals and respond to the following prompt:Think of a time in your life when you felt someone with “authority” abused their position/”power.” What do you remember feeling and how did you respond? (5 minutes)

Procedures:After the opening hook, the instructor will conduct a brief lecture outlining the impossibility of accurately presenting the decolonization of every, let alone one, African nation in one fifty-minute class. The instructor will provide some basic information such as the fact that 50 of the 53 African nations gained independence after World War II and that Ethiopia and Liberia are the only two nations not to be colonized by European powers. The instructor will then say the focus of today’s class will be on the decolonization of the Democratic Republic of the Congo. (5 minutes)

In order to understand how the Congo became under Belgian rule, students will watch a brief clip of the documentary “White King, Red Rubber, Black Death” which chronicles King Leopold’s personal ownership of the Congo from 1884 to 1908. The clip is from the 0:30 to the 8:05 mark and will be displayed via the projector and laptop. The instructor will conclude by stating the Belgian parliament annexed the “Congo Free State” in 1908, making it a Belgian colony. Students will be asked to write down what feelings or emotions they experience while watching the clip. (10 minutes)

Next, students will examine as a group a Belgian comic entitled “Tintin in the Congo” via the projector and laptop. It is argued this comic, from 1930, shows evidence of how the Belgians felt their presence in the Congo was beneficial to those who were colonized. Namely to provide “civilization,” education, reform, and religion. As a group, the students will briefly process the comic and its racist depiction of Congolese people. The instructor should ask specifically what their impressions of the comic are, what stands out, how the Congolese people are portrayed, and what life was like prior to Belgian colonization. The instructor should reference a 1999 New York Times article that suggests those who attended Belgian religious schools were known as “those who have evolved” and were afforded more rights and privileges. (10 minutes)

Next, students will receive a packet with four article excerpts that chronicles the independence of Congo from Belgium (see attached packet). The packet describes how even after independence, Congo was influenced and molded by foreign states and organizations – namely the U.N., U.S., and U.S.S.R. Each student will be instructed to read each excerpt and use class time in order to answer some of the questions. Whatever questions they don’t finish will be part of their homework. (15 minutes)

Conclusion:With the remaining time students will watch a three minute YouTube clip on the current status of the Congo, entitled “Crisis In The Congo: Uncovering The Truth.” The point of this clip is to show students that even today foreign states still intervene economically and militarily in the


Congo, yet there are activists and movements that work toward solving these problems. (5 minutes)

Assessment:In addition to the twelve questions on the first four pages of the packet, students will have a homework assignment, located in the back of their packet, where they are to watch a U.S. newsreel depicting the conflict in the Congo. The clip puts heavy emphasis on the impact it had on white travelers and provides very little information on the actual independence of Congo. Students will be asked to answer the following questions:Who would have been viewing this newsreel?What is missing from this clip? Why would the creators of the newsreel emphasize certain events and ignore others?What does this suggest was assumed of U.S. audiences viewing this newsreel?


Differentiation, Modifications, and Accommodations(Circle all that apply)

Adjust Grouping Formats Extended Work Times Give More Frequent Breaks

Oral, Pointing, Signed

ResponsesReread Directions

Handout Hardcopy of Board

Notes

Give Additional ExamplesUse Assistive Devices to

RespondWord Processor/Computer

Write Homework ListPost Visual Picture of

Schedule

Seating Near Advanced

Students

Give Daily Progress Report Give Verbal Reminders Use Graphic Organizer

Use of Brail or Large Print Use of Interpreter Pair Students

Give Student Copy of

Directions

Use of Verbal Cues to

Emphasize Main IdeasIncrease the Number of

Review Activities

Provide an Alternate Reading

Level for a ReadingUse Page Markers

Other: Use Alternate

Definitions for Advanced

Reading Level Words &

Provide Brief Summaries

Provide Additional Information for Any Item Checked Above:

- Adjust Grouping Formats: Students will be seated in lateral rows in order to better view the film clips in class.

- Use Graphic Organizer & Write Homework List: Students will receive a packet with excerpts of selected articles as well as corresponding questions. These serve as both an organizer for their thoughts and a written homework list. Additionally, the take-home assessment is located in the back of the packet.

- Other: Use Alternate Definitions for Advanced Reading Level Words & Provide Brief Summaries: Some of the articles used words from a high reading level. I provided alternative,


lower reading level words to make it easier to understand. Additionally, I also summarized some of the articles and put into context some of the names they may not be familiar with.


Attached Documents for Lesson:

Copy of “Tintin in the Congo” comic:


Belgian Views on the Congolese

“As Thomas Hodgkin aptly observed, the Belgians who colonized the Congo formulated for themselves a role similar to that of the philosopher-king in Plato's Republic: their task, as members of 'a benevolent, wise and highly trained elite,’ was to manipulate the 'plastic minds' of their African subjects, to instil [sic] in them certain 'unquestioned and unquestionable moral values', to provide them with certain amenities, but to prevent them from ever coming into contact with such 'contaminating' concepts as liberty and self-determination… It was only in 1954 that the first Congolese, Thomas Kanza, was admitted to an undergraduate university programme. By 1960, only 30 Congolese had university degrees. African political parties were not allowed until December 1957. As with the civil service, [officer positions within] the military were blocked to the Congolese.” (p. 607).

From: Eisenhower, Nkrumah, and the Congo Crisis by Ebere Nwaubani.Source: Journal of Contemporary History, Vol. 36, No. 4 (Oct. 2001), pp. 599-622

In multiple examples Congolese were barred from participating in many prominent social institutions – higher education, political organization, and military service – for decades of Belgian rule.

What does this author suggest is the reason why?

If you were an unhappy Congolese how difficult or easy do you think it would be to affect social change with limited access to attend higher education, organize political parties, and serve as an officer in the military? Why?

Do you think these barriers were successful in preventing Congolese people from furthering their education or organizing politically? How would you get around these barriers?


Congolese “Independence”

“The riots of 4-7 January 1959 in Leopoldville forced Belgium hastily to open negotiations on independence with Congolese political leaders. There-after, events moved so fast that the Congo was hurried into independence on 30 June 1960 with Joseph Kasavubu as president, and Patrice Lumumba as prime minister… Six days later, Congolese troops mutinied because… their Belgian commander… had told his Congolese non-commissioned officers that independence had no bearing on the military and their service conditions. Almost immediately, the mutiny spread to the civilian population and escalated into large-scale anti-European unrest. On 11 July, [Premier] Moise Tshombe complicated the crisis by announcing the secession of Katanga, Congo's richest province. That same day, and without consulting the Congolese government, Belgium injected its metropolitan troops into the crisis, ostensibly to secure European lives and property. The arrival of more Belgian troops and the fact that they were actively supporting the Katanga rebels led to a widespread suspicion among the Congolese that Belgium was indeed embarking on a reconquest of its former colony” (p. 607).


After the Democratic Republic of the Congo gained its independence, the small province of Katanga seceded with support by Belgium. Katanga was rich in many natural resources.

Did independence automatically lead to something better for the Congo and its people?

Why would Belgium want to help defend Katanga?

How would you respond if tomorrow California – the nation’s most productive state – seceded from the United States and England vowed to provide military support?


Lumumba Turns to the Soviets

“Lumumba, according to Carole Collins, was driven by the desire for 'true independence': above all else, he was anxious not to compromise his country's newly-won independence and this predisposed him to strong and total opposition to any semblance of Belgian influence in the Congo. His other preoccupation was national unity, 'the preservation of the Congo's territorial integrity at any cost'… In desperation, and especially as Belgium was arming the Katanga rebels (even supplying them with planes), the Congolese government turned to the Soviets. The arrival of 10 Soviet planes, 60 trucks, weapons, and military advisers to help Lumumba… In this setting, Lumumba immediately fell out of favour with Washington… Whatever the motives for Washington's conduct, it seems that with Eisenhower's personal knowledge and approval, US agencies and agents master-minded not only [Colonel] Mobutu's coup, but the deposition, arrest, and possibly the murder, of Lumumba. A US Senate report issued in 1975 held that 'The chain of events and testimony is strong enough to permit a reasonable inference that the plot to assassinate Lumumba was authorized by President Eisenhower’” (pp. 608-611).


Because the U.N. was unwilling to provide him a peacekeeping force and he felt his country was at risk of losing “territorial integrity,” Lumumba turned to the Soviet Union for assistance.

Why would the U.S. be upset that Lumumba would turn to the Soviet Union for assistance?

According to the author and the 1975 U.S. Senate report, what involvement did the U.S. have in the death of Lumumba? What does this suggest are the repercussions for not supporting western interests?

What interest would the U.S. and the Soviet Union have in intervening in the Congo?


The Role of the U.N., the West, and the Soviets

“Pressures were being brought on [President] Kasavubu by the United States, Belgium, and others to dismiss [Prime Minister] Lumumba. Lumumba was eventually dismissed, then arrested, and most shockingly turned over to [Premier] Tshombe's government in Katanga. There he was executed… Lumumba, for many, symbolized (and still today symbolizes) the Congo's first real nationalist spirit and was seen as leading its only genuine nationalist movement. Opposition to him appeared to [supporters] and admirers as catering to Western imperialist aims (i.e., to maintain the West's direct or indirect control over Congo's riches, and, above all, to deny them to the Soviet Union). In this light, the UN's reluctance to confront Tshombe and his Belgian supporters with force when Lumumba was in power, but to [tolerate] such forceful action when Lumumba was gone from the scene and the central government was in [the] more conservative hands [of President Kasavubu], appears to the critics as evidence of the UN serving Western interests” (pp. 163-164).

From: Ralph Bunche’s International Legacy: The Middle East, Congo, and the United Nations Peacekeeping by Princeton N. LymanSource: The Journal of Negro Education, Vol. 73, No. 2, The Legacy of Ralph J. Bunche and Education: Celebrating the Centenary Year of His Birth (Spring, 2004), pp. 159-170

The U.N. was critiqued for seemingly supporting western interests in the wake of the “Congo Crisis.” They were chided for looking on as Lumumba was arrested, beaten, and killed as well as for trying to negotiate with Tshombe and the Katangans.

According to this author, what did Lumumba symbolize? What causes did he advocate?

What does the author suggest are the reasons the U.S. and the Soviet Union wanted to be involved in the Congo?

If you were Secretary-General of the U.N., how would you have responded to the Congo Crisis?


LESSON PLAN

Name: Sae Yi School: TEP (The Equity Project)

Grade: 12th Grade Date: Aug 3, 2012

Title of Unit: Perspectives on the Present - A Socioeconomic HistoryTitle of Lesson: Down to the Countryside: Urban-Rural Migration During the Cultural Revolution


STANDARD 2 – WORLD HISTORYStudents will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in world history and examine the broad sweep of history from a variety of perspectives.

Key Idea 2.1:1. The study of world history requires an understanding of world cultures and civilizations, including an analysis of important ideas, social and cultural values, beliefs, and traditions.This study also examines the human condition, the connections and interactions of people across time and space, and the ways different people view the same event or issue from a variety of perspectives.

2.1a: Define culture and civilization, explaining how they developed and changed over time. Investigate the various components of cultures and civilizations including social customs,norms, values, and traditions; political systems; economic systems; religions and spiritual beliefs; and socialization or educational practices.

2.1c: Analyze historic events from around the world by examining accounts written from different perspectives.

Key Idea 2.3:3. Study of the major social, political, cultural, and religious developments in world history involves learning about the important roles and contributions of individuals and groups.

2.3b: Explain the dynamics of cultural change and how interactions between and among cultures has affected various cultural groups throughout the world.

National Council for the Social Studies Standards (List applicable thematic strands):Social studies programs should include experiences that provide for the study of the ways human beings view themselves in and over time, so that the learner can compare and contrast different stories or accounts about past events, people, places, or situations, identifying how they contribute to our understanding of the past.


Social studies programs should include experiences that provide for the study of interactions among individuals, groups, and institutions, so that the learner can identify and describe examples of tensions between and among individuals, groups, or institutions, and how belonging to more than one group can cause internal conflicts.

Social studies programs should include experiences that provide for the study of how people create and change structures of power, authority, and governance, so that the learner can give examples of how government does or does not provide for the needs and wants of people, establish order and security, and manage conflict

Learning Objectives:Students will be able to… analyze propaganda posters during the urban youth relocation program of the Cultural Revolution

...critically examine the message and exploring use of propaganda in social movements

...deconstruct tables which consist of six socioeconomic indicators of people are have lived through urban relocation and their success today

Classroom Arrangement: Classroom will be arranged in two halves with 14 students on one side and 14 students on another which each half facing each other.

Materials Required: Smartboard, Computers, 28x handouts of propaganda posters with historical descriptions of the "Down to the Countryside" movement (propaganda posters will be taken from the Up to the mountains, down to the villages poster series on www.chineseposters.net), 28x handouts of excerpts from research paper by Yu Xie (2007), pen, notebooks, journals


Opening/Hook: Journal Entry (6 min) - Imagine you are told you will have to move to a new home and live with a new family. In this new place you will learn to work using new skills and be expected to fully appreciate your new surroundings. Write a personal journal entry reflecting how you would feel about this news and what your expectations might be. When students are complete, the teacher will ask if anyone would like to share their thoughts.

Procedures: Lecture (9 min) - Students will be given a lecture on the specifics of the "Down to the Countryside" movement during the Cultural Revolution. Students will be instructed to write down notes on the lecture. This lecture will be presented in PowerPoint format. It will consist of short sentences, phrases, and words which the instructor will expand upon. There will be pictures of key leaders, geography, and photos of the movement.

Small Group Work (15 min) - Students will divide into their small groups and be handed a document containing various propaganda posters depicting the "Down to the Countryside" movement. Students will explain what they think each propaganda piece is trying to say and


what impact it might have on the Chinese urban youth. The handout will contain questions associated with the pictures as well as questions pertaining to the use of propaganda in general. After about ten minutes, we will have a share out session where students will be able to share their answer to the entire class.

Socioeconomic Analysis (15 min) - Students will again divide into their small groups and be handed a document containing an analysis on the effects of the "Down to the Countryside" on the youths that participated in the program and its effect on their socioeconomic status later in life. Students will decipher the tables and charts in the paper. Excerpts from the research paper will also be included. There will be questions related to the tables and excerpts. After ten minutes students again will have the opportunity to share their thoughts to the whole class.

Conclusion: Debrief and Recap (5 min) - The teacher will ask for volunteers to summarize key points learned in the day. On a final note, going around the classroom, each student will say one word that best conveys their thoughts or feelings on today's lesson.

Assessment: Assessment will rely on teacher observation and listening throughout the small group activities and larger group discussions. The teacher will collect all work from the handouts on the propaganda portion and paper analysis and look over student work.







Notes




Schedule


Students




Directions


Emphasize Main Ideas

Increase the Number of

Review Activities


Level for a ReadingUse Page Markers Other


The research tables being analyzed may be a little too difficult to understand. Instead of using the tables I could relay to the students the author findings and have a discussion on those conclusions. Perhaps I can take those findings and recreate them in a simpler format in a separate document.

Name:


Date:

Directions: Examine the following propaganda posters from the "Down to the Countryside" movement during the Cultural Revolution. Please answer the questions and have a small group discussion on your thoughts.

"Advance victoriously while following Chairman Mao's proletarian line in literature and the arts"

"Educated youth must go to the countryside to receive re-education from the Poor and Lower-Middle peasants!"


"Comrades! You are welcome to support the construction of agriculture"

Questions for Discussion

http://chineseposters.net/posters/e15-178.php


1. How are the Chinese youths depicted in the posters? Is the depiction an accurate reflection of what they really experienced? What was the goal of these posters?

2. Why did Mao Zedong implement the "Down to the Countryside" movement? If you lived through this movement, how would you feel as how Chinese youths felt depicted in the posters?

3. What is propaganda? What strategies were used in these posters? Can propaganda be used in the public interest? Would you wish to stamp out all propaganda?

Name:


Date:

Directions: Examine the following research data that pertains to the socioeconomic status of Chinese youths affected by the "Down to the Countryside" movement. Also read excerpts taken from the study and answer the questions.

Descriptive Differences between Respondents with Send-Down Experience and Respondents without Send-Down Experience

Not Sent down

Sent Down

Sent Down Duration <6

Sent Down Duration 6+

Age 41.4 43.8 43.4 44.9 Sex (% Female) 51.7 47.6 49.3 43.2 College Education (%) 10.9 11.9 15.2 3.0 Years of Schooling 11.0 10.8 11.3 9.4 Annual Salary (yuan) 5,317 4,983 4,567 6,083 Total Annual Income (yuan) 8,470 8,680 7,976 10,542

Socioeconomic Indicator 42.5 42.0 42.6 40.6

1. According to the research data, did those who were sent down experience any greater advantages against those who were not?

2. Why do you think the duration of those who were sent down greatly affected their annual salary?


Unadjusted and Adjusted Differences in Socioeconomic Outcomes between Respondents with Send-Down Experience and Respondents without

Unadjusted Adjusted

Scale

Sent Down vs. Not Sent

Down

Sent Down <6 vs. Not Sent Down

Sent Down ≥6 vs. Not Sent Down

Sent Down vs. Not Sent

Down

Sent Down <6 vs. Not Sent Down

Sent Down ≥6 vs. Not Sent Down

College Education

Log-Odds-Ratio 0.09 0.38 −1.37 0.04 0.30 −1.33

Years of Schooling Difference −0.18 0.34 −1.54 0.31 0.64 −0.53

Log of Annual Salary (yuan) Difference −0.07 −0.16 0.19 −0.02 −0.03 0.02

Log of Total Annual Income (yuan)

Difference 0.04 −0.03 0.23 0.07 0.07 0.06

SEI Difference −0.48 0.05 −1.88 −0.86 −1.45 0.59

The above example illustrates the need to control for relevant characteristics before we draw any conclusions by send-down status. In Table 2, we report results from regression analyses that control for relevant covariates. For college education and years of schooling, we include age, sex, city of residence, father’s education, father’s SEI, and parents’ cadre status. For annual salary and total income, we include sex, city of residence, education and work experience. For cadre status and SEI, we include sex, age, city of residence, years of schooling, father’s education, father’s SEI, and parents’ cadre status (Xi, 2008). Table 1 represents the unadjusted panel.

1. How has the new control factors affect the data?

The previous results appear suggest that the send-down experience, particularly a short-duration send-down experience, may have a positive effect on educational attainment. An important question then arises: Is this observed association causal? There are two reasons why our results reported in Table 1 and Table 2 may be biased. First, family background characteristics, some of which may be unobserved, may have been associated with the likelihood of being sent down and may have also later affected youths’ educational attainment. Second, some youth who were sent down may have stayed in the countryside or gone to other cities, making the comparison between those with send-down experience and those without send-down experience in selected cities


problematic. Without a nationally representative longitudinal sample, this problem potentially poses a serious threat to our results as well (Xi, 2008).

Results from Fixed-Effects Analyses Using Sibling Pairs

Not Sent down Sent Down δAge 41.9 43.2 −1.2 Sex (% Female) 50.9 39.0 11.9 College Education (%) 11.4 11.7 −0.3Years of Schooling 11.2 11.0 0.2SEI 43.7 44.5 −0.7

1. Does this data help mitigate the research problems found in Tables 1 and 2?

"While we found no benefit of send-down, we also found no evidence of negative consequences. Despite our different conclusions regarding education, most of our findings are thus consistent with Zhou and Hou’s primary findings, which showed that the send-down experience did not appear to result in lasting negative socioeconomic consequences for the affected youth. This result is somewhat counterintuitive: how could such a widely resisted policy of forced migration not matter for the later outcomes of those affected? Part of the answer undoubtedly lies in the poor opportunities associated with the alternative to being sent down. High urban unemployment and underemployment and the closure of universities during the Cultural Revolution meant that youth who stayed in the cities also faced limited life chances and struggled under difficult conditions. Youth coming of age at this point in China’s history were thus deprived of many opportunities, whether they were sent down or not. Finally, the lack of lasting negative effects of send-down can be interpreted as an example of human resiliency, in which people who suffer difficult or traumatic circumstances find ways to adapt and thus avoid lasting harm. Such an interpretation of resiliency is surely more plausible than the contention that the experience of send-down was actually beneficial to China’s youth." (Xi, 2008).

1. What do you think of the assessment on the send-down program and of the Cultural Revolution as a whole made by the researcher? Do you think the idea of human resiliency is an appropriate assessment on this issue?

LESSON PLAN


Name: Leah Pence School: TEP (The Equity Project)


Title of Unit: Perspectives on the present: A socioeconomic historyTitle of Lesson: Cold War and Germany


STANDARD 3 – GEOGRAPHYStudent will use a variety of intellectual skills to demonstrate their understanding of the geography of the interdependent world in which we live -local, national, andglobal - including the distribution of people, places, and environments over the Earth’s surface.

Key Idea 3.1:Geography can be divided into six essential elements which can be used to analyze important historic, geographic, economic, and environmental questions and issues. These sixelements include: the world in spatial terms, places and regions, physical settings (including natural resources), human systems, environment and society, and the use of geography.

3.2c: Select and design maps, graphs, tables, charts, diagrams, and other graphic representations to present geographic information.

STANDARD 4 – ECONOMICSStudents will use a variety of intellectual skills to demonstrate their understanding of how the United States and other societies develop economic systems andassociated institutions to allocate scarce resources; how major decision-making units function in the U.S. and other national economies; and how an economy solves thescarcity problem through market and non-market mechanisms.

Key Idea 4.1:1. The study of economics requires an understanding of major economic concepts and systems, the principles of economic decision making, and the interdependence of economiesand economic systems throughout the world.

4.1e: Compare and contrast the United States economic system with other national economic systems, focusing on the three fundamental economic questions.

STANDARD 5-CIVICS, CITIZENSHIP, AND GOVERNMENTStudents will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the government system of the U.S. andother nations; the basic Civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.Key Idea 5.1:


1. The study of civics, citizenship, and government involves learning about political systems; the purposes of government and civic life; and the differing assumptions held by peopleacross time and place regarding power, authority, governance, and law

5.1d: Identify and analyze advantages and disadvantages of various governmental systems.


The development of civic competence requires an understanding of the foundations of political thought, and the historical development of various structures of power, authority, and governance. It also requires knowledge of the evolving functions of these structures in contemporary U.S. society, as well as in other parts of the world. Learning the basic ideals and values of a constitutional democracy is crucial to understanding our system of government. By examining the purposes and characteristics of various governance systems, learners develop an understanding of how different groups and nations attempt to resolve conflicts and seek to establish order and security.

Global connections have intensified and accelerated the changes faced at the local, national, and international levels. The effects are evident in rapidly changing social, economic, and political institutions and systems. World trade has expanded and technology has removed or lowered many barriers, bringing far-flung cultures, institutions, and systems together. Connections among nations and regions of the world provide opportunities as well as uncertainties. The realities of global interdependence require deeper understanding of the increasing and diverse global connections among world societies and regions.


... examine charts and photos and evaluate their value through written and verbal activities.

... determine the reasons Germany split into two countries and reflect upon the outcomes of this divide.

Classroom Arrangement:

Students will work in two formations. The first in our normal class layout and the second in groups of seven.

Groups of seven:


Materials Required:

- Projector and computer- Handouts with questions- Text book


Opening/Hook:

Students will view the photo on the board of the Berlin wall. There will also be the following questions on the board.

Where is this photo? What are the walls used for? What do you notices about the walls?

After giving the students five minutes to digest the photo and write their responses. We will have a class brainstorm about the photo and I will help provide information as needed. (15 minutes)http://www.flickr.com/photos/siyublog/1982035178/ (photo link)

Procedures:

Students will read in their text book the chapter on the Berlin wall. This chapter details the separation of East and West Germany and the consequences of the division. (10 minutes)

After, the students have completed the reading I will post the attached graph on the board and have students write a response to the graph. Asking the following questions: (15 minutes)

What does this graph suggest about job availability in West Germany and East Germany? What does the sample size of this graph tell us about West Germany and East Germany? What can you infer about families from this graph in West Germany and East Germany?

The graph is on page 14 of the PDF

Conclusion:

http://www.flickr.com/photos/siyublog/1982035178/


Group Share: Students will work in groups of seven to discuss their responses to the questions. (10minutes)

As students leave the class, I will collect their responses to the questions.

Assessment:

During class: I will observe students’ discussions and evaluate their level of understanding through their responses to the questions.

For homework: Students will create a propaganda poster from either East Germany or West Germany







Notes




Schedule


Students




Directions




Review Activities




Adjust Grouping Formats – Students will be formed into small groups for small group discussion.


Name: Sae Yi, Leah Pence, & Josh Burks School: TEP (The Equity Project)


Title of Unit: Perspectives on the Present – A Socioeconomic HistoryTitle of Lesson: The Global Economic Downturn


STANDARD 4 – ECONOMICSStudents will use a variety of intellectual skills to demonstrate their understanding of how the United States and other societies develop economic systems and associated institutions to allocate scarce resources; how major decision-making units function in the U.S. and other national economies; and how an economy solves the scarcity problem through market and non-market mechanisms.

Key Idea 4.1:1. The study of economics requires an understanding of major economic concepts and systems, the principles of economic decision making, and the interdependence of economiesand economic systems throughout the world.

4.1d: Describe the ideals, principles, structure, practices, accomplishments, and problems related to the United States economic system.

4.1e: Compare and contrast the United States economic system with other national economic systems, focusing on the three fundamental issues

4.1f: Explain how economic decision making has become global as a result of an interdependent world economy.


Global connections have intensified and accelerated the changes faced at the local, national, and international levels. The effects are evident in rapidly changing social, economic, and political institutions and systems. World trade has expanded and technology has removed or lowered many barriers, bringing far-flung cultures, institutions, and systems together. Connections among nations and regions of the world provide opportunities as well as uncertainties. The realities of global interdependence require deeper understanding of the increasing and diverse global connections among world societies and regions.


… deconstruct the movie Inside Job and an article challenging the movie’s arguments in order to create a list of problems that led to the current economic downturn.


… analyze how economic decision making has become global as a result of an interdependent world economy

Classroom Arrangement:The desks will be arranged in the following arrangement:

The students will work in groups of four while performing group work.

Materials Required:

- Seven poster-boards - Seven sets of markers - Notebooks & pens - Seven laptops for access to the online article - Inside Job documentary - Access to a projector and DVD player- Online article: “’Inside Job’ Just Won Best Documentary -- But Does It Accurately Depict What Happened?” (http://www.businessinsider.com/is-inside-job-accurate-2011-2?op=1#ixzz22PmbGbe2)- Twenty-eight copies of the questionnaire worksheet used to compare and contrast the movie and online article.


Opening/Hook:Students will open their journals and answer the following question: How has the current economic downturn affected you and/or your family? Students will have a few minutes to answer the question. The teacher will ask the class if anyone would like to share their thoughts. If no one is willing, the teacher can give a personal account of how the downturn affected them or others in the local community. (5 minutes)

Procedures:After performing the opening hook, students will revisit the handout (see attached handout for film viewing) they filled out while watching clips of the film, Inside Job. The students, using a laptop stationed at each work group, will access the link for the Business Insider article. For each claim made on the worksheet, the article presents a counterargument that students will navigate through. Students will be asked to respond to and summarize the main point of each counterargument made by the article.

Using this information, students will create a newspaper “cover-story” (see attached template) where students will take the three most compelling cross-analyses and decide whether the film presents a valid argument for the cause of the global economic downturn. Students will write out their “cover-story” on the poster-boards provided which will be presented to the class. (25 minutes)

http://www.businessinsider.com/is-inside-job-accurate-2011-2?op=1#ixzz22PmbGbe2

http://www.businessinsider.com/is-inside-job-accurate-2011-2?op=1#ixzz22PmbGbe2


Conclusion:Students will share their newspaper with the class in group presentations. Each group will present to the class for two - three minutes. (20 minutes)

Assessment:Students will use the notes that they have taken in class to develop a comparison paper about the movie and the article to discuss and explain the problems that led to the economic downturn. Further, students will include how economic decision making has become global as a result of an interdependent world economy. This paper is to follow standard formatting (double spaced, 1 inch margins, 12 point and times new roman font) and be 1.5-2 pages long.






Notes




Schedule


Students




Directions




Review Activities




Adjust Grouping Formats – Students’ desks will be rearranged in order to provide a space more conducive for group work.

Word Processor/Computer – Students will be able to use computer/laptops in order to build technical literacy skills and access information.

Graphic Organizer – Students will have a handout in order to follow along with the film and be able to follow along with guiding questions.


Final Unit Assessment: Research Paper & Supporting PhotosOur final unit assessment will be a 4-5 page research paper where the students will

explore the following question: “How does socioeconomic status influence an individual's social capital, norms, and values?” Students will be able to draw from the 10 day unit they have just completed to help formulate their ideas and arguments. Students will be able to use the resources presented in those lessons as well. Students are expected to follow proper MLA format with 1" margins, 12 point Times New Roman font.

Additionally students will be asked to take photos of people, places, events, or things they observe in New York City that support their answers (i.e. the abundance of pawn shops and paycheck advance stores in low income neighborhoods). For each photo, the student will be asked how it supports their argument. The purpose of this research paper and photo project will be to properly evaluate student understanding of socioeconomic influences since 1945, while also relating the topic of socioeconomics to the student in a personal and current context. Following is the rubric for the research paper and photo project:

Criteria 0 1 2 3 Score

Length of Paper

No paper 1-2 pages 2-3 pages 4-5 pages

Thesis Absent Thesis is stated but difficult to find.

Paper states a thesis clearly within the first paragraph. Reader is able to make assumptions about the content.

Paper has a clear and intriguing thesis in the introductory paragraph. The reader is eager to read more.

Organization of Facts and Details Supporting Thesis

Absent Writing is aimless and disorganized. Makes sense then loses focus. Facts and details do not support the thesis statement.

Paper is organized. It reveals facts and details from research. Most information supports thesis and is logically stated.

Paper is well organized. It reveals facts and details discovered during research. All of the facts and details support the thesis in an orderly manner. The reader reads on with joy.

Interpreting and Analyzing

Absent or plagiarized

There are a few parts where the author's voice is audible, but it sounds as if the researched information is being quoted. No plagiarism. Less

Writing mostly sounds as if author wrote it. Reflects research information reported in author's writing style. No plagiarism. 3 references cited.

Writing sounds as if author wrote it. Reflects researched information reported in author's writing style. No plagiarism. 4 or more references cited.


than 2 references.

Observations and Conclusions

Absent Observations are unclear. Conclusion is weak and author makes no personal connection.

Observations and conclusion are well written. There is some attempt to make a personal connection.

Observations and conclusions are clearly stated and critical. Author has made personal connections.

Bibliography Absent Bibliography is weak. Less than 2 sources. Author did not reference all materials. Many errors. Did not follow MLA format.

Bibliography is well written. Author followed MLA rules. 3 sources used.

Bibliography is impeccably written. Author followed MLA rules. 3 or more sources.

Prose, layout, copyediting, spelling, etc.

No evidence spell-check, etc.

Few typos Clean and clear Great writing.

Relevancy of photographs

Photos have no relevance to student’s argument

Photos have little relevance and/or are poorly explained how they relate to student’s argument

Photos have moderate relevancy and are moderately well explained

Photos have clear relevancy and are thoroughly explained

Number of photographs

0 - 1 2 - 3 4 – 5 6+

FINAL SCORE

Below 14= D 15-18 = C/C+ 19-22 = B/B+ 23-27 = A-/A


Annotated Bibliography

Antihostile (2011, August 2). White king, red rubber, black death. Retrieved August 2, 2012, from http://www.youtube.com/watch?v=wpibEk3lUg0&feature=relatedThis BBC video chronicles the personal ownership of the Congo by King Leopold II of Belgium. The parts which will be showed in class show some of the devastating tactics used by Leopold’s colonial armies as well as how Leopold used riches gained from the Congo to convince Belgians and the world that Belgium needed to be in the Congo.

Berlin Wall Photo (N.D) Retrieved from http://www.sheppardsoftware.com/Europeweb/factfile/Unique-facts-Europe12.htmThis photo shows the berlin wall during the 1980s. The photos shows the demilitarized zone between the two walls and shows a person walking their dog along the West side of the wall.

Comstock, C. (2011). “Inside job” just won best documentary -- but does it accurately depict what happened?. Business Insider. Retrieved from http://www.businessinsider.com/is-inside-job-accurate-2011-2#This online article looks at many of the claims made by the film “Inside Job” and presents either arguments that counter what was said in the movie or provides support for those they believe are accurate. The article often argues the validity of some of the film’s claim by looking at it in a different perspective.

Congo Friends (2011, June 18). Crisis in the congo: uncovering the truth. Retrieved August 2, 2012, from http://www.youtube.com/watch?v=vLV9szEu9AgThis video depicts the current crisis in the Democratic Republic of the Congo, as well as briefly touches on the overall history of the nation. It has excerpts of professional interviews with human rights advocates in the Congo as well as other international experts on both Africa and the Congo.

Ferguson, C. (Director) (2010). Inside job [DVD]. Available from http://www.amazon.com/gp/product/B004NOCCEG/ref=atv_feed_catalog?tag=weblab-treatment-20 This documentary, which won the Academy Award for Best Documentary Feature in 2010, chronicles the economic collapse of U.S. and global financial markets in 2008. The film largely looks at politicians who were responsible for deregulating financial markets and the corporate leaders who personally benefitted from profits gained at the expense of weakened institutions.

Hergé. (1962). Tintin in the congo. Brussels: Casterman. Retrieved from http://tintinadventures.tripod.com/id34.html This comic was originally published in 1931 in Belgium and later republishes in the U.S. in 1962. It depicts the popular comic character, Tinin, and his travels to the Congo – under Belgian colonization. It is believed this comic depicts the positive side of Belgian colonization and is a defense for it.

Iomene (2006, December 20). Belgian Congo uprising. Retrieved August 2, 2012, from http://www.youtube.com/watch?v=u488cpsmYZ8This film clip is of a U.S. newsreel shown to film audiences in 1960. It “describes” the events in Congo, but has a tone that is very indignant of the Congolese and the only images shown of “victims” are of displaced Caucasian people.

http://www.youtube.com/watch?v=u488cpsmYZ8

http://tintinadventures.tripod.com/id34.html

http://www.amazon.com/gp/product/B004NOCCEG/ref=atv_feed_catalog?tag=weblab-treatment-20

http://www.amazon.com/gp/product/B004NOCCEG/ref=atv_feed_catalog?tag=weblab-treatment-20

http://www.youtube.com/watch?v=vLV9szEu9Ag

http://www.businessinsider.com/is-inside-job-accurate-2011-2

http://www.businessinsider.com/is-inside-job-accurate-2011-2

http://www.sheppardsoftware.com/Europeweb/factfile/Unique-facts-Europe12.htm

http://www.youtube.com/watch?v=wpibEk3lUg0&feature=related


Human Rights Watch. (2012, January). Democratic republic of congo - country summary. Retrieved from http://www.hrw.org/sites/default/files/related_material/drc_2012.pdf This page helped inform me further on the current state of the Democratic Republic of the Congo and explain, briefly, what human rights violations are still occurring. This was retrieved in order to make the argument that even though the Democratic Republic of the Congo gained “independence,” it may not have necessarily led to better conditions.

Landsberger, S. (2012, July 29). Up to the mountains, down to the villages. Retrieved from http://chineseposters.net/themes/up-to-the-mountains.phpThrough virtual exhibitions, theme presentations, and web-database, the website aims to present Chinese propaganda posters to its viewers. One such gallery is entitled Up to the mountains, down to the villages and the viewers are introduced to idealistic posters that prop up the campaign to relocate educated urban youths to rural villages and frontier settlements for reeducation. The website also provides a historical overview of the relocation program along with translations of the Chinese characters on the propaganda posters.

Life on both sides [Video file]. Retrieved from http://www.youtube.com/watch?v=nt7AA_JaDeM

This film displays life on both sides of the Berlin Wall. It is slanted against East Germany. However, it does explain why the wall was built and what life was like while the wall separated Berlin.

Lyman, P. (2004). Ralph bunche’s international legacy: the middle east, congo, and the united nations peacekeeping. The Journal of Negro Education, 73(2), 159-170.Excerpts from this article appear in the work packet that students will receive. The article focuses on the life of Ralph Bunche, who helped create the UN and mediate conflicts. This article suggests that the role of the UN in the Congo was relatively ineffective and tells how the UN leadership viewed the Congolese President Lumumba contemptuously.

Nwaubani, E. (2008). Eisenhower, nkrumah, and the congo crisis. Journal of Contemporary History, 36(4), 599-622Many excerpts were drawn from this article for the work packet associated with this lesson. The article provides a good overview of the independence movement in the Democratic Republic of the Congo, as well as examines the Belgian relationship before, during, and after independence. The article also suggests evidence that links President Eisenhower to the decision to have President Lumumba assassinated.

Onishi, N. (1999, January 8). Kinshasa journal; tintin at 70: Colonialism’s comic-book puppet?. The New York Times. Retrieved from http://www.nytimes.com/1999/01/08/world/kinshasa-journal-tintin-at-70-colonialism-s-comic-book-puppet.html?pagewanted=all&src=pm This article helped me analyze the comic, “Tintin in the Congo,” which is seen as a propaganda piece supporting Belgian colonization of the Congo. The article was created in response to edits made to the comic in order to revise politically and racially insensitive material as well as mark its 70th anniversary.

Yu, Xie. (2008). Did send-down experience benefit youth? A reevaluation of the social consequences of forced urban-rural migration during china's cultural revolution. Social Science Research, 37, 686-700.The research paper examines the long-term social consequences for the Chinese youth who experienced the relocation policy. Six socioeconomic indicators were examined.



http://www.youtube.com/watch?v=nt7AA_JaDeM

http://www.youtube.com/watch?v=nt7AA_JaDeM

http://www.hrw.org/sites/default/files/related_material/drc_2012.pdf


They are: (1) likelihood of attaining a college education, including junior college, (2) years of schooling attained, (3) annual salary in 1998, (4) total annual income in 1998, (5) likelihood of being a cadre, and (6) socioeconomic status measured by the International Socioeconomic Index (SEI). Ultimately, the study finds that the send-down program did not benefit the Chinese youth. Interestingly, the study also finds that the experience did not appear to result in lasting negative socioeconomic consequences for the affected youth.