Friday, February 20, 2015

Remind System - How to join

***This is the same system for those who are already apart, just a heads up for those interested***


Remind is a system that allows to receive occasional text message information pertaining to homework, quizzes or upcoming test's for Mr. Batchelor's World Cultures class. This is through a separate third party system but is highly effective at generating an easier for you being apart of and knowing your student's weekly events in class.

Follow the below instructions to sign up, I will try to limit messages to only 1-2 weekly except on special occasions.

Text:

@bbatc

to the number:

703 997 8198

Thursday, February 19, 2015

Desertification in Senegal HW 5-1


World Cultures
Homework #1

Name _______________________________
Senegalese Children Combat Desertification


Northern Senegal is on the front lines of the fight against desertification. Teachers are enlisting children to protect their village from the advancing Sahara.  The children in this classroom are not reviewing grammar. They are learning how to identify biodegradable garbage, how to make compost, and how to water the trees they have planted in the schoolyard.  It's part of the "eco-school" program in Guédé-Chantier, a village in Senegal's Fouta region along the country's border with Mauritania.  This once fertile river valley is on the front lines of Senegal's fight against desertification. Rivers are drying up, grazing land for cattle is scarce, and the dry soil is hard to farm.

Elementary school principal Oumar Sow is director of the eco-school program in Guédé-Chantier.  He says farming methods in the village have to change.  Each year, he says there is a drop in the harvest. He says the soil is worn out, partially due to poor crop rotation.  For decades, he says, we have just grown rice and tomatoes, rice and tomatoes.

At the U.N. climate change summit in Copenhagen last year, Senegal's president, Abdoulaye Wade, stressed the importance of planting the "Great Green Wall," a 15-kilometer-wide barrier of trees that would cross 11 countries and halt the spread of the Sahara.   But progress has been slow, and Guédé-Chantier has taken matters into its own hands.

Teachers in the village have been preparing children in the fight against the desert's onslaught. Now, small trees dot the once barren schoolyard of a village elementary school, along with special 
trash cans for biodegradable waste.   As boys water the school's trees, a teacher gives them tips.  Children are also encouraged to plant trees at home and teach their families how to compost. Prizes are given for planting the most trees and picking up the largest number of plastic bags.

Program director Sow says this "show, don't tell" philosophy is key to the program's success.  He says he tells his students that they should use manure, which feeds the plants, but does not stop there. That is just theory, he says.  He says he has to go out to garden with them.  He then adds that they spread the manure and watch the plants grow with nothing but the manure.

The hands-on strategy is also applied to "field schools" for adults already working the land.   But Sow says it's difficult to get adults to change, for example, to stop using pesticides on their tomatoes and other crops, which he says is a persistent problem in the village.  He explains that in the long term, chemicals wear out the land, kill animals and cause 
skin irritations in humans.  Sow says he would go as far as to say that it is impossible to teach adults. But with children, he says, once they learn something, it can become a reflex.

Watching a man spray insecticides in a tomato field outside the village Aliou Sow, 12, frowned and said he wished farmers understood the damage many are doing.  He says that we need to protect the earth because this land belongs to us as villagers and as Africans.   Aliou says one day maybe he will be farming these fields. "Eco-school" teachers are counting on it.

Reading Questions:

1.      Name three things students are learning in the “Eco-School” program?

 

 

 

 

2.     What are some of the signs of desertification in Northern Senegal?

 

 

 

3.    One reason the soil is worn out is because of ________________________________.

 

4.    What is the purpose of building the “Great Green Wall”?

 

 

 

What is the “Great Green Wall” made up of?

 

 

 

5.    What are teachers encouraging students to do at home to stop the spread of the desert?

 

 

 

6.     Describe the “show, don’t tell” philosophy that Sow talks about in paragraph 5?

 

 

 

 

7.     What are some of the negative effects of using pesticides?

 

 

 

 

8.    Based on what you know, what are some other solutions that might be used to stop desertification?

 

 

 

World Cultures 5-1 2/23-27

Activities/Lesson Sequence

Monday
1. Beginning discussion and notes for Africa Problems and Solutions
2. Africa Problems part 1

Tuesday
1.  Continue discussion and notes for Africa Problems and Solutions
2. Africa Problems part 2
3. Homework issued - Desertification in Senegal

Wednesday
1. Finish discussion and notes for Africa Problems and Solutions
2. Africa Solutions

Thursday
1. TELPAS writing activity
2. Homework due - Desertification in Senegal

Friday
1. Math CBA

Tuesday, February 17, 2015

World Cultures 2/17-2/20

Activities/Lesson Sequence

Monday
1. You should be sleeping in or not going to school this day

Tuesday
1. Culminating assignment about the Middle East and Africa
2. Get feedback on grades and the project

Wednesday
1. Review Day
2. Review worksheet to be completed in class but due on Thursday before the test.

Thursday
1. Test

Friday
1. TELPAS Writing Activity.

Review for Test on 2/19


 

World Cultures Review Packet

 

Multiple Choice

1.     Which was the central purpose of South Africa’s apartheid policy?

  1. Conflict resolution
  2. Division of labor
  3. Racial segregation
  4. Sustainable development


2.     How did the apartheid policy affect Asians and blacks in South Africa?

A.    It forced them to leave the country

B.    It gave them fewer rights than blacks

C.    It treated them as the equals of whites

D.    It restricted their rights and opportunities

 

3.     How did the end of apartheid affect the distribution of political power in South Africa?

A.    Whites continued to control the government

B.    Blacks and Asians refused to vote in elections

C.    Whites left the country rather than give up power to blacks.

D.    Blacks gained control of the government through free elections

 

4.     Who benefited from Apartheid?

 

 **********************************************************************

Fill-In-The-Blank

Jerusalem is a stumbling block in the Middle East peace process because it holds religious sites sacred to ____________ and _____________________.

 

_____________________ is the father of Islam, Christianity, and Judaism.

 

Followers of __________________ fast during Ramadan and pray 5 times a day.

 

Easter and Christmas is celebrated by followers of __________________________.

 

Followers of ____________________ live life according to the Torah

**************************************************************************
Word Bank:
Islam
Christianity
Judaism
 

_______________ Sacred book of teachings is the Koran

 

_______________ Sacred book of teachings is the Bible

 

_______________ Believers must make a pilgrimage to Mecca at least once in their lives

 

_______________ Holy Days include Hanukah

 

_______________ Founder is Muhammad

 

_______________ Place of worship is synagogue

 

_______________ Worship in a mosque

 

*********************************************************************
Word Bank
Monotheism                Suez Canal
Rebel                           Sahel
Aswan Dam                Sahara
 
 
 
__________________The belief in only one god

 

__________________A person who opposes authority

 

__________________A structure built to control the flooding of the Nile

 

__________________A transportation corridor built to make travel easier between the Red Sea and the Mediterranean Sea 

 

__________________A semiarid region south of the Sahara

 

__________________The largest desert in the world

 ***************************************************************

SHORT ANSWER

 

Explain the difference between push and pull factors.  Give one example of each for Africa.

 

 

 

Define the African Slave Trade and how it affected the culture and life of the people in Africa.

 

 

 

 

Explain the Arab/Israeli Conflict in your own words.

 

 

 

 

How is Nelson Mandela important to the history of South Africa?

 

 

 

 

Compare and contrast the Aswan Dam and the Suez Canal using a Venn Diagram.  Consider your CHEGGs.

 

Monday, February 9, 2015

World Cultures Homework 2/10 - 2/12

Conflict in Africa Reading and Questions
Conflict is a way of life in many African countries.  Read the excerpt from the World Book Encyclopedia for Students below to understand why Africa is often subjected to so much violence.  Answer the questions that follow.
Struggles for independence. Organized groups in some African colonies began to demand self-government in the early 1900’s. But not until after World War II (1939-1945) did the demands for independence become a powerful mass movement. Some colonies achieved their independence through largely peaceful means.  For others, it came after lengthy armed struggles.
In 1951, with the aid of the United Nations, Libya became the first country in Africa to gain independence. Morocco, Sudan, and Tunisia also gained their independence relatively peacefully in 1956. A revolt against the French in Algeria broke out in 1954. The bloody revolt lasted eight years and cost about 1 million Algerian lives before the country won independence in 1962 after 132 years of colonial rule.
The most difficult wars of liberation were fought in southern Africa. Portugal fought costly wars in Angola and Mozambique. They were granted freedom in 1975. In Rhodesia, blacks fought for years against white-minority rule. A government with a majority of blacks was finally elected in 1979. The following year, the United Kingdom recognized Rhodesia's independence.  The country was renamed Zimbabwe. South Africa's control over the territory of Namibia (called South West Africa until 1968) became an international issue during the mid-1900's. Most nations considered South Africa's control of Namibia to be illegal. In 1990, Namibia became an independent country. Finally, South Africa made the transition from apartheid (strict racial segregation) to a multiracial democracy under black rule in 1994. This transition marked the end of European colonialism in Africa.
Africa since independence. African countries faced many serious challenges inherited from colonialism and brought by independence. Military officers overthrew civilian governments in many countries. In a few countries, military dictatorships emerged. Civil wars broke out in Chad, the Democratic Republic of the Congo, Nigeria, and other countries. During the 1990’s, struggles for democracy grew more intense across Africa. Today, the majority of African countries are democratic. However, several African states struggle to promote good government.  Ending corruption remains an issue of concern. In some regions, ethnic or religious loyalties often clash with national loyalties.
At independence, most African economies were small and underdeveloped. In the 1960’s and 1970’s, some African countries pursued different development strategies. Some opted for free enterprise, while others chose socialist strategies.  Most countries experienced economic growth. However, this changed in the late 1970’s as prices for African goods, such as coffee and cocoa, fell in world markets. National debt rose in most nations.
Other challenges to African stability include disease and warfare. In the 1990's and early 2000's, the AIDS epidemic reached disastrous levels in several parts of Africa. Internal conflicts and regional wars have devastated several countries in Africa since the 1990’s. In 1994, Hutu militias massacred hundreds of thousands of Tutsi and moderate Hutu in Rwanda. Civil war in the Democratic Republic of the Congo broke out in 1998 and involved several other countries. Even after the war ended in 2003, ethnic clashes continued. Since 1998, conflict in Congo has claimed more than 5 million lives, mostly from disease and malnutrition.
Cooperation is the ideal behind the movement of pan-Africanism.  Pan-Africanism promotes the unity of African countries. The 1990’s saw the strengthening of regional economies which produced organizations such as the Economic Community of West African States, the Southern African Development Community, and the Arab Maghreb Union. These organizations will help Africa to compete in the world economy.
The push for African regions to unite has continued into the 2000’s. The African Union (AU), an association of African states, was formed in 2002.  The AU works to promote economic and political cooperation in the continent. The AU has several administrative groups, including a Pan-African Parliament and a Peace and Security Council. These groups are set up to promote good government, justice, and peace across Africa. These developments have given Africans hope that they can successfully overcome the challenges that face the continent.
 
1.     The demands for independence became popular in Africa after what time period? _________________________.
 
2.     __________________________________ was the first country to gain independence.
 
3.    The most difficult wars for independence were fought in ____________________________ Africa.
 
4.     The transition from Apartheid to ________________________________marked the end of European colonialism in Africa.
 
 
5.    Describe the economies of newly independent African countries.
 
 
 
6.     Why might the economy of a country lead to corruption and violence?
 
 
7.    What are some other challenges to African stability?
 
 
 
8.    What is Pan-Africanism?
 
 
9.    How might organizations like the AU help Africans to overcome the challenges that face their continent?
 

World Cultures 2/9 - 2/13

Activities/Lesson Sequence

Monday
1. Quiz
2. Begin Tech Project - Assessment grade, will have whole week to complete

Tuesday
1. Continue on Culminating Project
2. Homework Assignment issued - Due Thursday

Wednesday
1. Continue on Culminating Project


Thursday 
1. Continue on Culminating Project
2. Homework Due Today

Friday
1. Finish up Culminating Project