Ethnicity key issue 2
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1. This document discusses the transformation of ethnicities into nationalities in Europe following the dissolution of the Soviet Union in the 1990s. Newly independent states were formed along ethnic and linguistic lines. 2. The Baltic states have faced issues related to borders and ethnic Russian populations, while Central Asian states contain a mix of ethnic groups and religions but fewer independence movements due to Soviet policies. 3. Ethnic conflicts have occurred in the Caucasus region between groups like the Azeris, Armenians, and Georgians seeking statehood, with ongoing border and autonomy disputes. Nationalism and ethnic tensions rose after the fall of communism when repressive Soviet policies ceased.
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3. As tensions rose, countries engaged in militarism and a buildup of their armed forces through conscription and increasing the size of their militaries, which further increased the risk of war.
Zunal
This document provides an overview of a webquest designed to help middle school students understand the causes and effects of World War II by taking on the role of a teenager during that time period. Students would conduct research on life during the war on the home front and in Europe. They would analyze propaganda posters and create one of their own. Additionally, students would learn about key battles, leaders, countries involved, and consequences of the war by creating a timeline of events and answering questions. The goal is for students to gain insight into what it would have been like for young people during this turbulent era of world history.
Friday atlas lesson
This document contains a series of questions about geography and maps. It asks the reader to identify locations of cities and countries, name continents and oceans, describe physical borders and features of various places, and identify capitals and populations. The purpose is to test the reader's knowledge and understanding of world geography, locations, political boundaries, and physical landscapes using an atlas.
0301010 World Cold War Start 100m
The document provides an overview of the start of the Cold War between the United States and Soviet Union after World War II. It discusses key events like the Iron Curtain speech, the Truman Doctrine and Marshall Plan that established US policies of containment of communism. It also summarizes the formation of military alliances like NATO and the Warsaw Pact, proxy wars, the arms race and space race between the two superpowers during this early period of the Cold War. Debate questions are included about different perspectives on who was responsible for the escalation of tensions.
History 9 Q and A The Search fro African unity.pptx
The document discusses the formation and structure of the Organization of African Unity (OAU), its goals of settling disputes between member states, supporting independence, and eliminating colonialism. It also discusses some successes, like establishing the African Development Bank and supporting liberation movements, as well as failures to achieve unity in Africa and stop human rights abuses. Kwame Nkrumah's contributions towards African unity and independence through organizations like the AAPO are described. African leaders had differing views on Nkrumah's dream of a United States of Africa due to countries' varying situations with independence and relations with European powers. The document concludes that the OAU's inability to enforce decisions or prevent conflicts due to lacking its own army was a
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The document provides an overview of the start of the Cold War between the US and USSR after World War 2, including:
1) George Kennan's 1946 "Containment Theory" argued the US should stop communist expansion without trying to rollback existing communist governments.
2) Winston Churchill's 1946 "Iron Curtain" speech where he described the division of Europe into Western and Eastern spheres of influence controlled by the US and USSR respectively.
3) The establishment of institutions and alliances on both sides like NATO and the Warsaw Pact that cemented this military division during the arms race and proxy wars that characterized the Cold War period.
0301010 World Cold War Start 100m
The document provides an overview of the start of the Cold War between the US and USSR after World War 2. It discusses key events like the Iron Curtain speech, the Marshall Plan, the Berlin Blockade, the founding of NATO and the Warsaw Pact, and the space and nuclear arms races. Students engage in debates on topics like who was to blame for the Cold War and the logic of mutual assured destruction between the superpowers. The document aims to teach students about the origins and major events of the early Cold War period.
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This document provides definitions and concepts related to industrialization and economic development. It lists terms like agglomeration economies, primary and tertiary sectors, labor-intensive industries, and location theory. It also outlines topics the reader should be able to discuss, such as using indicators to classify countries, explaining theories of development, providing examples of different economic sectors, and describing factors that influence the location of manufacturing. The reader is expected to understand models of economic growth, the relationship between less and more developed countries, and the environmental and social impacts of industrialization.
Cornell notes 2 (ap outline)
1. The document discusses various theories and approaches to measuring and analyzing economic development levels between more developed countries (MDCs) and less developed countries (LDCs).
2. It outlines factors used in the UN's Human Development Index such as life expectancy, education, and GDP per capita to categorize countries and shows that the development gap between MDCs and LDCs is widening.
3. Dependency theory argues that the political and economic dominance of MDCs limits the ability of LDCs to develop and that colonialism created dependent relationships that perpetuate poverty in African nations.
Cornell notes 1 (ap outline)
The document discusses key concepts related to industrialization and economic development, including the primary, secondary, tertiary, quaternary, and quinary economic activities. It describes how the Industrial Revolution began in England and spread to Western Europe and North America, establishing industrial landscapes centered around coal and later oil sources. Factors like transportation infrastructure, global trade, and theories of industrial location influenced where industries chose to locate. Over time, deindustrialization has occurred as manufacturing moves to less developed countries for cheaper labor and production costs, leaving rust belts behind, while service industries have grown in more developed countries.
Chapter 11 key issue 3
1. Manufacturing has declined in traditional industrial centers in Western Europe and shifted toward Central and Eastern Europe. This is similar to shifts seen in the US, where manufacturing has declined in the Northeastern "Rust Belt" regions and increased in the South and West.
2. China has become the leading new industrial center due to its large pool of low-cost labor and establishment of specialized economic zones along its eastern coast that offer liberal economic policies to attract foreign investment. These zones have successfully drawn multinational corporations, as evidenced by pictures showing factories operated by foreign companies.
3. Manufacturing in Latin America is clustered in Brazil and Mexico, especially in Mexico's maquiladora regions
Chapter 11 key issue 2
This document provides an overview of factors that influence the geographic distribution of different industries. It discusses how industries tend to locate near important inputs or markets. Input-oriented industries like copper, steel, and coal cluster around resource deposits, while bulk-gaining industries producing large, low-value goods locate near consumers. Transportation costs and methods also affect industry location. The document examines labor-oriented versus capital-intensive industries and mentions textiles as labor-intensive. It discusses land, capital, and electricity as additional location factors.
Chapter 11 key issue 1
This document provides questions about the distribution of industry around the world. It asks the reader to identify the four regions that produce three-fourths of global industrial output. It also asks about differences between the distribution of industry versus agriculture. Additional questions cover the origins of the Industrial Revolution in Britain, factors in Britain's later loss of industrial leadership, and resources/advantages of key industrial regions including Western Europe, Eastern Europe, North America, and East Asia. The reader is asked to label maps showing details like coal fields, iron ore areas, and early industrial infrastructure in Britain.
Chapter 9 key issue 4
This document discusses obstacles to development faced by less developed countries and various models for overcoming those obstacles. It examines theories of development through self-sufficiency, international trade, and the roles of organizations like the World Bank and IMF. Some key points covered include Rostow's stages of growth model, the success of Asian tiger economies in following an international trade approach, and both benefits and criticisms of structural adjustment programs promoted by international organizations.
Chapter 9 key issue 3
This document contains 10 questions about gender-related development issues around the world. It asks about differences in gender development levels between countries like Mexico and Iran, countries that have achieved gender equality, and the country with the highest Gender-Related Development Index ranking. It also contains questions about differences in pay, education, life expectancy, the Gender Empowerment Measure, and economic and political empowerment indicators between genders and across countries at different development levels.
Chapter 9 key issue 2
This document provides instructions for students to complete a map and charts identifying the geographic distribution of more and less developed countries and regions. It asks students to label and color regions on a map, draw the north-south development split, and take notes in charts about the levels of human development in more and less developed regions including Anglo-American, Western Europe, Eastern Europe, Japan, South Pacific, Latin America, East Asia, Middle East, Southeast Asia, South Asia, and Sub-Saharan Africa.
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The document discusses factors that contribute to variations in development among countries. It explains the Human Development Index (HDI) and notes that the US ranks 10th internationally on this index due to factors like GDP per capita, job types, productivity, and availability of consumer goods. Charts also summarize key economic, social, and demographic indicators of development, such as education levels, health measures, life expectancy, birth and mortality rates.
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This document describes different patterns of rural land usage and settlements. It identifies seven types of rural villages:
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4. Isolated farmsteads/unit block farms - Land divided into pieces with farmers living separately on their own land.
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The document provides instructions to cut along a line on a page and then glue a graphic summary into a notebook under an assigned reading from Chapter 10, Key Issue 4.
Cornell notes (ap outline) 2
Von Thünen's model from 1826 describes six concentric zones of agricultural land use radiating from a central market. The first zone consists of market gardening activities for heavy, bulky products like vegetables. The second zone is dairy farming as milk spoils quickly. The third zone is livestock fattening in feedlots. The fourth zone is commercial grain farming. The fifth zone is livestock ranching. The sixth zone is non-agricultural land too far from the market. The model assumes uniform land quality, transportation access, climate, and political factors.
Agri regions recording
This document provides instructions to study placards containing short stories about people involved in agriculture. For each placard, the user is asked to identify the location of the activity, whether it is subsistence, commercial, or plantation agriculture, the likely climate zone, and the technologies used. A table is included for the user to fill out with their analyses for placards A through N.
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This document introduces a curriculum unit for grades 9-12 that examines the cultural and social impacts of global commodity trades. The unit uses a document-based question format to analyze eight commodities through case studies that follow each commodity's journey from origin to global impact. Each case study addresses the commodity's discovery, progression to international trade, effects of large-scale production, and boom-and-bust cycles. The unit aims to help students understand how intercultural contact and population movements have influenced societies over the long term by relating these phenomena to everyday commodities. It aligns with geography, economics, history, and culture standards in the Texas Essential Knowledge and Skills and National Geography Standards.
Tea
This document is a curriculum unit for grades 9-12 about the global commodity trade. It contains four case studies examining the cultural and social impacts of caviar, chocolate, fur, and indigo. Each case study is divided into multiple sections that trace the history of the commodity from its origins to modern use and marketing. The unit was created by researchers from multiple area studies centers at the University of Texas at Austin and is intended for classroom use.
Rice
Here are three origin myths about the origins of rice from Southeast Asia:
1. A Dayak myth from Borneo tells of a man named Se Juru who climbed a giant upside down tree and discovered rice being cooked in the sky world. He brought rice back to teach his people.
2. A Javanese myth says that rice sprang from the buried body of a goddess named Tisnawati, with rice plants growing from her body.
3. A Malayan myth involves the descendants of a legendary king discovering golden rice growing miraculously in a field, a sign they had the right to rule.
These myths reflect the deep cultural significance of rice in Southeast Asian societies and attempt to explain its origins in
Indigo
Indigo arrived in Europe through Portuguese trade routes in the early 16th century, but faced prohibitions from powerful guilds representing native woad growers who saw indigo as competition. Despite bans, indigo continued to flow into Europe from both east and west as other European powers like Spain and France established indigo plantations in their new world colonies. While indigo was seen as superior for its deep blue color, it was also viewed with suspicion in places like Germany for being "corrosive" and "deceitful."
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This document provides an introduction to a curriculum unit for grades 9-12 that examines the global spread and impact of commodities through history. The unit uses a document-based question format to analyze eight commodities across four stages: origin and discovery, transition to international trade, effects of large-scale production, and boom-and-bust cycles. It aims to teach students about cultural diffusion and change through examining commodities' journeys worldwide. Case studies can also be mapped and compared using graphic organizers. The unit aligns with TEKS and National Geography Standards on cultural and economic geography.
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Ethnicity key issue 2
- 1. Chapter 7: Key Issue 2 WHY HAVE ETHNICITIES BEEN TRANSFORMED INTO NATIONALITIES? 1. Define nationality: 2. Use the table below to note briefly how some European examples of nationalities dealt with the issue of statehood and the pursuit of the nation-state ideal. France Ottoman Empire Germany Austria-Hungary 3. Why is Denmark a fairly good example of a nation-state? 4. Three regions of Denmark prevent the country from being a “perfect” nation-state. List and describe them in the table below. Denmark’s Non-Danish Regions Region: Region: Region: Description: Description: Description: 5. Regarding “NATIONALISM’: (a) What is it? (b) How do nations and states foster it? (c) What are centripetal forces? 6. What is a multiethnic state? 7. What is a multinational state? Describe how the United Kingdom is an example. 8. When the Soviet Union dissolved into 15 countries in the 1990s, the new countries were based on ethnicities. They can be divided into four groups based on their location. Complete the chart below to indicate the countries in each group. NOTE: Be sure to look at the map on p. 233 to familiarize yourself with the locations of these countries. Baltic Region (3 States) Eastern Europe (3 States) Central Asia (5 States) Caucasus Region (3 States) 140
- 2. 9. Note the major religion and language of each of the Baltic States. (a) Estonia (b) Latvia (c) Lithuania 10. The ethnic divisions among the Eastern European states are blurred for what reasons? 11. Why has the Crimean Peninsula of Ukraine been a bit of a problem? 12. What did the majority of Moldovans want when they gained independence? Who opposed this? 13. What religions and languages are most common in the Central Asian countries? 14. Have there been ethnic problems in Central Asia, and if so, where? If not, why not? 15. How many different nationalities (ethnicities) are found in the country of Russia? 16. Why are independence movements flourishing among these groups? 17. Russia has resisted the independence movement in Chechnya for what TWO reasons? 18. In the Caucasus region, there have been many problems with the new nations and ethnicities. Summarize the main problem, and note specifics of regions and peoples, for each of the four main ethnicities. (a) Azeris (Azerbaijan) (b) Armenians (Armenia) (c) Georgians (Georgia/Gruzny) 19. How did the communists suppress the issues of ethnicity and nationalism? (Give several examples) 20. With the fall of communist governments in the 1990s, what kinds of problems have arisen in what places? Fold the page at the dotted line and then glue this part of the page into your notebook.