Monday, Welcome back rascals!

English 20
Make sure all essays are in. (Still waiting on a few.)
Rants: Be sure to complete this as soon as possible. We will watch all rants THURSDAY!
Readings: (You will receive paper copies of all the reading you will be in charge of today.)
Few poems and a short story.
(If you have not read Half Husky- do so quickly).

Media Studies 20
(Advertisements should be started!)
Open Book/Computer In Class Assignment is due.

KONA? What is all the fuss about?
Does the media have the power?
What is good about a movement like this?
What is bad about a movement like this?
What are people failing to see?

The following is taken directly from George Strombo’s official website:

Kony is a deplorable figure: He has been accused of kidnapping untold numbers of children from the LRA’s territory in northern Uganda, turning young boys into drugged and brainwashed killers, young girls into sex slaves, and many children into victims of torture and murder. He has been sought by the International Criminal Court since 2005 for crimes against humanity, and he remains a fugitive at large.

Many people would be happy to support efforts to bring him to justice, but it’s rare that African war criminals are widely discussed on the Twittersphere, and the degree to which “Kony 2012” has captured attention is an incredible accomplishment.

Of course, like any sudden phenomenon, “Kony 2012” has attracted critics as well as supporters. While virtually nobody has tried to defend the reputation of Kony or the LRA (although Rush Limbaugh did attempt it recently), there have been some concerns expressed about the video, the campaign and the organization behind. These are just some of the discussions that have been taking place – mostly in the blogosphere – around Invisible Children’s campaign:

1. It overly simplifies a complicated situation. While many in the human rights and development communities stated an appreciation of efforts to draw attention to Kony’s horrific history, some were concerned that it the video reduced the situation in Uganda to an easy, good-guys-vs-bad-guys narrative, when the reality is far more complex.

2. It does not include the people of northern Uganda themselves. A post on theJustice in Conflict blog, written by a Canadian human rights scholar, provided a thought-provoking summary of this viewpoint. It points out that very few voices in the movie come from the people who the makers of “Kony 2012” are ostensibly trying to help – those living in northern Uganda who have suffered from the civil wars between Kony and the government. That is partly because it is their own children who make up the LRA, and partly because they blame the government as much as the rebels for the violence in their lives. There is widespread support for an amnesty process that would allow LRA members to return home to face a form of “peace justice” – an idea that might not fit neatly into a campaign to “Stop Kony.”

3. It advocates a disempowering approach. Variations on this argument invoke uncomfortable words such as “paternalism,” “colonialism” and even “racism” to summarize Invisible Children’s approach to helping people in Africa – that the message being sent is that only rich, white North Americans can do something about the problems in places like Uganda, in spite of the fact that a lot of work has already been done on the ground to deal with problems such as Kony – such as the amnesty process mentioned above. This argument has been articulated by a number of writers, including Grant Oyston, whose Tumblr feed Visible Children is dedicated to presenting an alternative view to Invisible Children’s take on Uganda, and other bloggers such as UnmutedSiena Anstis and
Wanderings.

There are also questions regarding Invisible Children’s finances, summarized in the Atlantic Wire by Alexander Abad-Santos,

Of course, bloggers are notoriously willing to take down even the most worth of causes when given the chance, and there is no shortage of people who have been rightly inspired by the “Kony 2012” campaign, and who have become involved in an issue that they may have otherwise never learned about.

What’s truly amazing is that a group of young filmmakers has been able to start a major public discussion about a seriously important issue that many North Americans were completely unfamiliar with just days ago. Invisible Children and their video campaign could be said to have attracted more attention to issues affecting northern Uganda in two days than had been accomplished in the last 20 years. Now it remains to be seen if it will be translated into long-term action.

-Well crew, What do we think about all this? Discussion today.

History 20
The Great Depression Review
The United States in the 1920’s and 1930’s
Turn to page 87 in your text book.
Twentieth Century Viewpoints: An Interpretive History for the 21st Century

Instructions: Get out a piece of paper and write your responses to the following questions,
This is due at the end of class.
It is to be completed individually.
One the of great disappointments in Europe following the peace of 1919 was the American return to:
isolationism.
(Finish reading the next three paragraphs.)
What does this term ‘isolationism’ refer to here?
What changed in America as a result of this isolationism?

THE STOCK MARKET CRASH OF 1929
 What happened on Sept 13, 1929? Explain… (You will be tested on this again! **)
What are the 6 main cause of the Great Depression.
Explain each in one sentence. (See 87 and 88).

What is the New Deal?

You proposed it?
What did it mean?
Who is Franklin D. Roosevelt. (Explain.)

What does ‘American foreign policy’ mean? Explain.
How did Franklin D. Roosevelt include American foreign policy?

Turn to page 91.
The China Incident: Manchuria 1931

Complete a point form list of major events that occurred in your own words.
Example: Write the following down and use it as an example.

-Manchuria, (Northern China) had many resources: timber
-Japan wanted to make money off these resources
-Japanese troops guarded railway in China based on allegations
-Japanese controlled two near by towns: Mukden and Changchun
-Japanese did what they wanted and continued to control cities
…. (Complete)

Watch the 2 minute video on the Japanese invasion of Manchuria.
(Use headphones if you can, share if you have to. You may to to stair well or hallway as well.)

Answer the following questions from the video.
What are resources?
Why did Japan want/need resources?
Where did they go to try and receive/obtain these resources?
Did the Japanese listen to the League of Nations?
Who paid the price of this war?
This ‘bloody war’ dragged on for how many years?
Refer back to the last sentence on page 91.
What does it mean to ‘expand by conquest’ in regards to Japans policy?

Turn to page 92,
Who is Benito Mussolini?

Why did he extend influence into Ethiopia.

Read the following information and summarize why the seizure of Ethiopia was important in history.

Read SUMMARY,
What are 5 major points in this summary.
Remember this is the lead up to World War II.

LASTLY,
View the following pictures/comics.
Write the title of each on your paper and what you think each means/signifies.

Why Can't You Give My Dad a Job?

Hoovers, Huh?

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