Name:_________________________________________Cambodia Unit

Essential Question: Cambodia is one of the most economically disadvantaged countries in the world and much more economically disadvantaged than its neighbors. You discovered last week that Cambodia’s GDP per capita was just $2,600 compared to the United States’ $52,000 and only about 36% of the population has access to improved sanitation compared to 100% in the United States. Using quantitative/qualitative data and historical knowledge make a hypothesis and support it with evidence to answer the question: Why is Cambodia considered an economically/socially disadvantaged country?

Learning Targets: 1. Analyze the cause and effect of significant historic events- assessed by packet & prez2. Integrate and analyze data/charts graphs etc.- assessed by packet & prez3. Vocabulary/ determining word meaning- assessed by content/vocab quiz4. Create a strong solid claim- assessed by packet & prez5. Presentation

Name: ________________________________________________Cambodia Unit Vocabulary: Directions: Throughout the unit we will be using these terms. As time allows in class and as you come across the terms in our studies you should be completing the chart. Make sure you include visuals and an explanation of how the term fits in our understanding of the topic.

Vocabulary & Definition Application to content/visuals/your understandingColonial Rule: the practice of a wealthy or powerful nation’s controlling another nation in order to establish settlements or exploit resources.

Protectorate: A state that is controlled/ “protected” by another.

North Vietnamese: The Communist government of Vietnam that the United States fought during Vietnam War.

Domino Theory: The theory during the Cold War, that if one nation comes under communist control, then nearby nations will also become Communist.

Khmer Rouge: a Cambodian guerrilla and rebel force & political opposition movement, originally Communist & Communist-backed.

Communist Party: believes all forms of production are owned by the community not the individual and The Party controls everything.

Classless: a society that does not have social classes. i.e. no wealthy and poor.

Amnesty: an official pardon of people who have been convicted of political offenses.

Vocabulary & Definition Application to content/visuals/your understanding“Killing Fields”: sites where a large number of people were killed and buried during the Khmer Rouge regime.

Utopian: an unrealistic community that is perfect.

Agrarian: a person who favors the equal division of property to increase agricultural groups.

Interrogation: to ask questions of a person to get secret answers or information.

Occupied: to take possession and control of (a place), as by military invasion.

Guerilla: a member of a band of irregular soldiers that uses guerrilla warfare, harassing the enemy by surprise raids, sabotaging communication and supply lines, etc.

Coalition: a combination or alliance, especially a temporary one between persons, factions, states, etc.

Delegation: people who are representatives of a specific community, gov’t etc.

Tribunal: a court of justice.

Exile: expel and bar (someone) from their native country, typically for political or punitive reasons.

“In the Shadow of Pol Pot” Notes

Source information:

Event/Image Impact on Cambodian People/ Community/ Development

Cambodian TimelineDirections: Over the next few class periods you will be investigating resources that are linked on my website to complete the Cambodian Timeline. We will look at some of the resources as a class and you will be asked to look at others individually. All of the resources will have additional assignments attached to them. The important part of the timeline is that you demonstrate understanding of the significance of an historical event so be very thorough with your answers.

Event & brief description

Historical Significance Questions- to help you investigate further

2015: Prime minister Hun Sen in power for 30 years.

2014: UN-backed court sentences 2 Khmer Rouge leaders to life in prison.

2013: bill is passed making it illegal to deny that atrocities were committed by Khmer Rouge in 1970s.

2012: Trial begins for most senior surviving Khmer Rouge members. Judges quit tribunal because of poor investigations by Cambodian judges.

2009/2010: Duch goes on trial for running a prison camp where thousands were tortured & murdered. He charged with crimes against humanity and sentenced to 35 years in prison.

Event & brief description

Historical Significance Questions- to help you investigate further

2007: Khmer Rouge leaders are arrested and charged with crimes against humanity. Nuon Chea- “brother #2” most well known.

2001: A law setting up a tribunal to bring about genocide charges against Khmer Rouge leaders is passed. International aid & help is requested.

1998: Pol Pot Khmer Rouge leader dies in jungle hideout.

1997: Hun Sen mounts a coup (overthrow) against prime minister and replaces him. Khmer Rouge puts Pol Pot on trial and sentences him to life in prison.

1996: Leader of Khmer Rouge forms a new party and is granted amnesty by, Cambodian leader Sihanouk.

1994: Thousands of Khmer Rouge guerillas surrender.

Event & brief description

Historical Significance Questions- to help you investigate further

1993: Coalition formed. Hun Sen is deputy prime minister, Sihanouk becomes king. Gov’t in exile is not recognized by UN.

1991: Peace agreement a UN authority shares power with delegates from Cambodia. Sihanouk becomes head.

1989: Vietnamese troops leave.

1985: Hun Sen becomes prime minister. Cambodia is plagued by Guerrilla warfare.

1981: Government in exile includes Khmer Rouge & Sihanouk is at UN.

1979: Vietnamese take Phnom Penh. Pol Pot & Khmer Rouge forces flee to border with Thailand.

1977: Fighting breaks out with Vietnam.

Event & brief description

Historical Significance Questions- to help you investigate further

1975: ‘Year Zero’ Khmer Rouge led by Pol Pot occupy Phnom Phenh country is named Kampuchea. People in city are forced to become farmers, money is worthless, freedoms & religion is banned. Torture & murder of educated middle class and starvation, disease, exhaustion kill 1.7 million people.

1970: Prime minister Lon Nol overthrows Sihanouk in a coup. Fights North Vietnamese & Khmer Rouge but looses.

1969: United States begins secret bombing against North Vietnamese forces on Cambodian soil.

1965: Sihanouk doesn’t work with United States and allows North Vietnamese guerrillas to set up bases in Cambodia. To help them fight US supported South Vietnam.

Event & brief Historical Significance Questions- to help you

description investigate further1953: Cambodia gets independence from France, under King Sihanouk.

1941: WII France looses and regains control of Cambodia from Japan. But Communist guerrillas begin fighting the French.

1863: Cambodia becomes a colonial protectorate of France.

Significance: Based on the timeline above and what you have learned so far, write below your answer to the essential question. Why is Cambodia considered an economically/socially disadvantaged country? Give three historical examples.

Hypothesis:____________________________________________________________________

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Example 1 Example 2 Example 3

1969-1974: Caught in the Cross Fire: http://www.pbs.org/frontlineworld/stories/cambodia/tl02.html

On March 18, 1969, American B-52s began carpet-bombing eastern Cambodia. "Operation Breakfast" was the first course in a four-year bombing campaign that drew Cambodia headlong into the Vietnam War. The Nixon Administration kept the bombings secret from Congress for several months, insisting they were directed against legitimate Vietnamese and Khmer Rouge targets. However, the raids exacted an enormous cost from the Cambodian people: the US dropped 540,000 tons of bombs, killing anywhere from 150,000 to 500,000 civilians.

Shortly after the bombing began, Sihanouk restored diplomatic relations with the US, expressing concern over the spread of communism in Southeast Asia. But his change of heart came too late. In March 1970, while Sihanouk was traveling abroad, he was deposed by a pro-American general, Lon Nol. The Nixon Administration, which viewed Sihanouk as an untrustworthy partner in the fight against communism , increased military support to the new regime.

In April 1970, without Lon Nol's knowledge, American and South Vietnamese forces crossed into Cambodia. There was already widespread domestic opposition to the war in Vietnam; news of the "secret invasion" of Cambodia sparked massive protests across the US, culminating in the deaths of six students shot by National Guardsmen at Kent State University and Jackson State University. Nixon withdrew American troops from Cambodia shortly afterwards. But the US bombing continued until August 1973.

Meanwhile, with assistance from North Vietnam and China, the guerrillas of the Khmer Rouge had grown into a formidable force. By 1974, they were beating the government on the battlefield and preparing for a final assault on Phnom Penh. And they had gained an unlikely new ally: Norodom Sihanouk, living in exile, who now hailed them as patriots fighting against an American puppet government.

Sihanouk's support boosted the Khmer Rouge's popularity among rural Cambodians. But some observers have argued that the devastating American bombing also helped fuel the Khmer Rouge's growth. Former New York Times correspondent Sydney Schanberg said the Khmer Rouge "... would point... at the bombs falling from B-52s as something they had to

oppose if they were going to have freedom. And it became a recruiting tool until they grew to a fierce, indefatigable guerrilla army." Former Secretary of State Henry Kissinger has dismissed the idea that the US bears any responsibility for the rise of the Khmer Rouge. As he argued in his memoir, "It was Hanoi-animated by an insatiable drive to dominate Indochina- that organized the Khmer Rouge long before any American bombs fell on Cambodian soil."

What is the significance of this article:

Kent State University, 1970, Vietnam War protest

Directions: Answer the following questions using the chart above. 1. Most people in Cambodia are in what age categories?

2. What years were the people who are 30-35 years old born?

3. What years were the people who are 50-54 years old born?

4. What age categories of people were alive during 1975/ ‘year zero’?

5. How would you compare the number of females to males of people over the age of 50?

6. How would you compare the number of females to males under the age of 50? (you can use the online link for more accurate numbers)

7. What conclusions can you make about the effects of the Khmer Rouge on the population of Cambodia?

1. Describe what this graph demonstrates.

2. How does it help explain the rise of the Khmer Rouge in Cambodia? Use all of your resources and knowledge.

Directions: Using the Time Magazine slide show. “The Rise and Fall of the Khmer Rouge” (link on Weebly) give at least three pieces of evidence to explain how the experience could have had long lasting damage to the economy and success of Cambodia. Picture & Description Analysis:

Final Assessment

Learning Targets:1. Analyze the cause and effect of significant historic events.2. Integrate and analyze data/charts graphs etc. 3. Vocabulary/ determining word meaning4. Create a strong solid claim5. Presentation

Directions:You will present your answer to the essential question to your teacher and a group of students. You will complete the organizer and preparation sheet below. Then you will practice your presentation and schedule a time to present during one of the time slots provided.

Why is Cambodia considered an economically/socially disadvantaged country? 1. Proof of economic/social disadvantage:

2. Reason 1:

3. Reason 2:

Hypothesis:____________________________________________________________________

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______________________________________________________________________________

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Proof- data to display Reason 1- picture/data/graph Reason 2- Picture/data/graph

Now create your speech- use the format below.

Background on Cambodia1. Location

2. Current difficulties

3. History

Hypothesis/claim/ thesis

Explanation of visual 1 and how it illustrates economic/social disadvantage

Explanation of visual 2 and how it illustrates reason 1

Explanation of visual 3 and how it illustrates reason 2

Conclusion: Summary of everything.

Final Preparation Create notecards Bookmark visual on iPad or put in a 3 slide slideshow so they are ready for presentation Practice!!!