Pennies a Day Discussion Questions Thursday 12/22

Cut and paste the following questions with the answers onto a word doc. 

1. Why is this video called Pennies a Day?

2. What does this video tell us about people’s potential to solve problems?

3. What is microlending? How does microlending offer Bangladeshi women economic and personal choices they didn’t have before? What was missing?

4. Why was there resistance to giving loans to women? Did that surprise you? If so, why?

5. According to Muhammad Yunus, women have a longer vision. Explain.

6. How did financial success change the role of women in families? How were the villages affected?

7. In the music video, The Green Children singer uses the lyrics “the power of choice.” What does she mean?

8. Why are initial loans always for income-producing projects?

9. Why was there initial opposition to Grameen in this mostly-Muslim country?

10. How does the Grameen system manage such a high payback rate on its loans in spite of requiring no collateral and no legal contract?

11. What did Muhammad Yunus mean when he said it is creativity, not the loan, that matters?

12. What obstacles made it hard for the villagers to escape poverty before Grameen Bank? What were their options?

13. Would microcredit work in America? Is it needed in America?

14. Why do people in the U.S. (even poor people) seem to have a greater range of choices than people in Bangladesh?

15. Why do you think Professor Yunus concludes it is better to give women loans instead of aid (money)?

16. In Bangladesh, most women have choices made for them by their fathers, their husbands and their governments. Does it make a difference whether you can make choices for yourself, or someone else makes them? Why?

17. Minara said, “In our village, poverty is gone.” Does this statement surprise you? Is the village still poor by our standards? Is poverty relative?

Pennies a Day Micro-loan Project Friday 12/23

You have $10,000 in capital to use towards micro-loans.  Your desire is to have the most impact with this limited amount of money.  Your assignment is to:

1. Find the area of the world where you think this money is:
     a. most needed
     b. will go the furthest
2. Figure out the demographics of those that will receive the loans
     a. Women?
     b. Families?
     c. Children?
3. What type of businesses will you support? Why?
4. Which ones will you deny loans to? Why?
5. Who do you need to talk with to get this program started?
     a. Government officials?
     b. NGOs?
   
You will present your proposal in poster form on Wednesday, January 4th.

Darfur links

http://news.bbc.co.uk/2/hi/africa/6213202.stm

http://www.thenation.com/article/genocide-darfur

http://www.savedarfur.org/pages/background

http://www.unitedhumanrights.org/genocide/genocide-in-sudan.htm

Preparation for Conference

You must be prepared to answer questions dealing with the following issues as they relate to your options:

1. At least one historical genocide that would have been best solved using your option

2. How your option is the best approach to avoiding genocide in Southern Sudan, the Congo, and the Amazon

3. What type of genocide method your option is most effective and least effective against: Armed attack, famine, forced removal or collection with intent to exterminate.

http://www.pbs.org/wnet/worse-than-war/

http://www.un.org/en/preventgenocide/adviser/

http://www.usip.org/genocide_taskforce/index.html

http://globalsolutions.org/prevent-war/genocide-prevention

http://www.standnow.org/blog/bipartisan-genocide-prevention-resolution-introduced-us-senate

http://www.genocidepreventionnow.org/Home/WORLDGENOCIDESITUATIONROOMWGSR/CurrentGenocideEvents.aspx

http://www.yale.edu/gsp/amazon/index.html

Timeline for Conference

Monday: 11/28:  Genocide: Worse Than War video with reflection paper

Connecting the information from the video to our four choices with the question: What should America do about this problem?

Tuesday:  11/29:  Finish video and discuss how your chosen option could solve this problem.

Wednesday: 11/30: Computer lab:  Finish gathering information to use in your conference

Tuesday and Wednesday: 12/5 and 12/6 Conference

Option assignments

Option One
John
Chau
Ashley
Rebecca

Option Two
Stanleyann
Kim
Faica
Pedro

Option Three
Adebukola
Tan
Joanne
Leslie

Option Four
Devin
Brianna
KJ
Dashawn

Sign Up for Options

Sign up below for your preferred options in the order that you prefer.

Genocide Prevention

Read the following report on steps needed to prevent genocide: http://www.preventorprotect.org/images/documents/exec_summary.pdf

Then explore the website dedicated to genocide prevention: http://www.preventorprotect.org/

Can the world prevent genocide in the country you chose by following these steps?  Is your country beyond help?  Why or why not?

Next, explore the website dedicated to US action to prevent genocide:  http://www.usip.org/genocide_taskforce/index.html

 What should the United States do to prevent genocide in the nation of your choosing?  Be prepared to present your findings on Friday, 11/18.

Glog Peer Review

We will be peer reviewing using a glog rubric to help our fellow students improve their presentations.  Procedures are as follows:

Place the url for your glog in the comments section below.

Using the list provided, you will review the glog of the first person located below your name that is in class today.

Adebukola
Leslie
Brianna
Dashawn
Rebecca
Joanna
Stanleyann
Devin
Chau
Kim
Tan
Faica
John
Ashley
Pedro
KJ
Adebukola


A copy of the rubric can be found at http://butlertech.wikispaces.com/file/view/Glogster+Rubric.pdf

Genocide Research

We will be exploring 5 different attempted genocides during the 20th century.

You will create a glog that explores genocide by chosing a topic and discussing the following topics:

Who was the target?

How was it carried out?

Why was it attempted?

What were the effects to the country?

 Topics:

Armenia
Nazi Holocaust
Cambodia
Rwanda
Bosnia

Sign up for your topic below in the comments section.  No more that 4 people per topic, first come, first serve.  You may work in pairs, no more than two people per group.

Glogs are due on Friday, 11/4

Work Paper on Issues

Paper: Six paragraphs on an issue discussed in class.  You must chose an issue that you DID NOT present in class.
Structure:
Paragraph 1: Introduction
Paragraph 2: What is the urgency of the issue?  What will happen if we do not address the issue in the near future?
Paragrah 3: What is the impact of the issue? How many people does it affect?  How much of the environment is affected?
Paragraph 4: What is the cost of the issue in terms of money, time, effort, etc.?
Paragraph 5: How difficult would it be to solve the issue?  Where does the resistance come from?  Are there outside factors that keep the issue from being resolved?
Paragraph 6: Conclusion

Due date: Wednesday, October 26

You can submit it in person or through e-mail.  It is worth a test grade.

How do we get started.

Research the ten topics we have discussed in class.  List the issues in the order that you think they should be tackled.  Think about cost, difficulty, impact and urgency.  then explain your top three choices and your last choice.

UN Issue Glog

Using http://edu.glogster.com/ create a glog that explores an issue that could require an international response.  Glogs should contain the following elements:

1. an explanation of the issue
2. a history of the issue
3. how the issue has been approached so far, including which organizations have been involved
4. your ideas on how the issue could be solved

Timeline as follows;

Monday, 9/26 Computer Lab 213
1. Finish Hattian earthquake postings
2. Research example glogs
3. Sign up for edu.glogster.com
4. Choose topic and research topic

Tuesday, 9/27 Computer Lab 213
1. Begin creating glog on topic
2. Peer edit layout and visual appeal

Wednesday, 9/28 Computer Lab 213
1. Finish Glogs
2. Review rubric and make sure all elements are present
3. Post glog website URL to comment section below including student name

Glog rubric is located here: http://www.mckeelacademy.com/uploads/teachers/1253812061-GlogRubric.pdf

Glog examples can be located here;

http://linbrandon.edu.glogster.com/vitrual-tour-of-china/

http://nativitycs.edu.glogster.com/gandhi-2473/

http://lredimarker.edu.glogster.com/wind-turbine/

Glog issue suggestions are as follows:

Malaria in Africa
Human Rights in China
Nuclear Weapons in North Korea
Sex Trafficking in Eastern Europe
Amazon Rainforest Shrinkage
Child Labor in Asia
Sweat Shops in Central America
Women's rights in the Middle East
Palestinian Israeli Conflict
AIDS Awareness in Africa
Aboriginal Rights in Australia
Global Warming
Government Crackdown in Syria
Political Prisoners in Burma
Blood Diamonds
Drug Cartel Violence in Mexico
Chinese Occupation of Tibet

Haitian Response Viewpoints

In the comments section below, please summarize the viewpoint given in the post-video readings about the future of Haiti after the earthquake.  then tell if you agree or disagree with the statement.

Homework

Wednesday 10/25: Work paper on issues

Tuesday-Wednesday, 10/4-10/5: Glog presentations

Monday-Wednesday. 9/26-28: Projects on Human Rights Issues in Glog form: Presentation on first day of return

Friday, 9/23: Test on Structure of UN and Declaration of Human Rights
Wednesday, 9/21: UN Declaration of Human Rights introduced, critiques due by Friday

Friday, 9/16: UN Committee presentations due
   Powerpoints presented in class
   Newsletters printed out and turned in

Flash Game for Refugee Experience

Play the game below to learn about the refugee experience.  Comment below about your experience:

http://www.playagainstallodds.com/

Intro to UN

Read the following intro to the UN

http://cyberschoolbus.un.org/unintro/unintro.asp

Structure of the UN Project

You will present to the class a presentation of a selected committe of the United Nations that teaches the other students the purpose, make-up, and usefullness of your committee.

You will present the following two assessment pieces:
1. a powerpoint that informs the other students about your committee
2. A newsletter that informs the class what your committee has been doing recently

 Your instructions are as follows:

Monday 9/12
1. You will break into groups of 3 or 4 students
2. You will select a committee from the list below and post in the comments section the names of your group and committee selected (First come, first served).
3. You will research your committee in the computer lab

Tuesday 9/13
1. You will meet as a group in the computer lab to research and organize.

Wednesday 9/14 You will meet in the classroom to share.

Thursday 9/15
1. You will return to the computer lab to finish your assessment pieces

Friday 9/16
Presentations

The committees to chose from are:
UNICEF
WHO
World Food Programme
ICJ
IMF

Rubrics are as follows:

Powerpoint: http://rubistar.4teachers.org/index.php?screen=ShowRubric&module=Rubistar&rubric_id=1126764

Newsletter: http://www.nisd.net/ward/LearningLinks/WebBasedLessons/TIPPA/1st_grade/Rubric-Historical%20Figures%20Newsletter%20.htm


Interesting links for your projects:

http://www.un.org/en/aboutun/structure/index.shtml

ICJ video: http://www.icj-cij.org/presscom/gallery.php?p1=6&event=20110101_icj

http://www.un.org/en/ecosoc/president/corner/index.shtml

http://www.un.org/Pubs/CyberSchoolBus/

Syllabus

Overview

This semester course is designed to examine the history, structure and purpose of the United Nations. The course has three objectives:

1.to introduce students to the basics of the United Nations,

2.to help students develop an analytical perspective toward the successes and failures of global diplomacy, and

3.to introduce students to the manner in which the United Nations attempts to achieve its mission around the world.

Units

Part One: The Basics

1.General overview- The History of the UN

2.The Structure of the UN

Part Two: The Role of the United Nations

1.Peacekeeping and Security

2.Human Rights and Humanitarian Assistance

3.Social and Economic Development

4.International Cooperation

Part Three: The UN and the US

1.The United States Participation in the UN

2.Case Studies

3.Public Perception of the UN

Grading Criteria:

Papers, Projects -                               50 %

Quizzes/Tests -                                   10/15%

Homework/Class work -                    10 %

Participation                                       15 %

Class Expectations:

·           School rules apply within the classroom.  This applies to such things as food and drink, cell phones, dress code, and cheating.  If there are any questions about the policies of the school, please consult the student handbook or see me.

·           Make up work due to absences are due the day of return unless otherwise noted by me.  You are responsible for collecting any assignments that were handed out during your absence upon your return to school.

·           Students missing a test due to an excused absence must make up the test after school on the day they return to school.  Make-up exams may be in essay format and may be more challenging than the original exam.  Students missing tests due to an unexcused absence may be ineligible to make up the exam.

·           Late work will be given up to 50% credit if turned in the next class period after it is due.  Any assignments turned in after this period will be graded but not given credit.

·           Hall passes are for emergencies only.  Please use the restroom before or after class.  Visits to other teachers, guidance, the cafeteria, the gym, etc are not allowed during class.

·           If there are ever any concerns, suggestions, problems, or need of extra help, I am more than happy to meet with you.  I am available after school on Mondays and Wednesdays, or any other time by appointment.