Download GDP per Country GDP per Capita

Economics and Industry, student packet
Date
Essential Question
Monday
Nov 15th
1. How are
geography, industry
and economic
development
related?
Tuesday
Nov 16th
Wed
Nov 17th
Guiding
Question
Lessons
Yali’s Question
Yali’s Question
Lesson 1a: Measuring Cargo, Economic Terms
Lesson 1b: Who are the Countries with Cargo?
Lesson 1c: Geographic Luck - individual
What is
Environmental
Determinism
(geographic luck)
Cultural
Determinism:
What did Europe
do with its
Geographic
Luck?
Lesson 2a: Geographic Luck - jigsaw
Assessment 1a: Environmental Determinism
Lesson 3a: Colonization Characteristics: Europe
and its Geographic Luck
Lesson 3b: Guns, Germs and Steel Episode II
Conquest
Lesson 4a: Think-Pair-Share for Episode II
Conquest
Thursday
Nov 18th
(Career
Day)
How did Europe’s
Geographic Luck
affect other
regions?
If DRC is
independent, why
is it still poor?
Friday
Nov 19th
Monday
Nov 22nd
Tuesday
Nov 23rd
2. What is economic
development and
how is it measured?
What are different
economic
activities?
Wed
Nov 24th
U.S. and Canada
Europe
Latin America
Asia
Africa
World’s Wealth
23%
25.66%
5.19%
38.74%
3.76%
Q and A: Colonization and Africa Map
Lesson 4b: King Leopold’s Ghost
Lesson 5a: Colonialism Legacy: Independence, War
and Economy
Assessment 1b: Cornell notes for Lesson 5a
Lesson 5b: Heart of Darkness, Episode III
Lesson 6a: Contrasting DRC and Belgium
Lesson 6b: Economic Activities Notes
Lesson 6c: Textbook
Lesson 7a: Economic Activities Worksheet
Quiz: The Effect of Economic Activities
Lesson 7b: Comparing Economic Activities
Between DRC and Belgium
Land
16
6.7
12
30
20
1
Population
5
11
8.5
60.5
14.5
Economics and Industry, student packet
Guns, Germs and Steel: The Fates of Human Societies by Jared Diamond
Yali’s Question
WE all know that history has proceeded very differently for peoples from different parts of the
globe. In the 13,000 years since the end of the last Ice Age, some parts of the world developed literate
industrial societies with metal tools, other parts developed only non-literate farming societies, and still
others retained societies of hunter-gathers with stone tools. Those historical inequalities have cast long
shadows on the modern world, because the literate societies with metal tools have conquered or
exterminated the other societies. While these differences are a basic fact of world history, the reasons for
them remain uncertain and controversial. This puzzling question of their origins was posed to me 25
years ago in a simple, personal form.
In July 1972 I was walking along a beach on the tropical island of New Guinea, where as a
biologist I study bird evolution. I had already heard about a remarkable local politician named Yali, who
was touring the district then. By chance, Yali and I were walking in the same direction on that day and he
overtook me. We walked together for an hour, talking during the whole time.
The conversation remained friendly, even though the tension between the two societies that Yali
and I represented was familiar to both of us. Two centuries ago, all New Guineans were still “living in
the Stone Age.” That is, they still used stone tools similar to those superseded in Europe by metal tools
thousands of years ago, and they dwelt in villages not organized under any type of government. White
Europeans had arrived, imposed their style of government and brought material goods whose value New
Guineans instantly recognized, ranging from steel axes, matches, and medicine to clothing, soft drinks and
umbrellas. In New Guinea all these goods were referred to collectively as “cargo”.
Yali and I both knew perfectly well that New Guineans are on the average as smart as Europeans.
All of this must have been on Yali’s mind when, with yet another penetrating glance of his flashing eyes,
he asked me, “Why is it that you white people developed so much cargo and brought it to New Guinea,
but we black people had little cargo of our own?”
It was a simple question that went to the heart of life as Yali experienced it. There is still a huge
difference between the lifestyle of the average New Guinean and that of the average European or
American. Comparable differences separate the lifestyle of other peoples around the world as well.
These huge disparities must have causes that one might think would be obvious.
Yet Yali’s apparently simple question is a difficult one to answer. I didn’t have an answer then.
Brainstorm:
What is the heart of Yali’s question?
How would you answer Yali’s question?
2
Economics and Industry, student packet
Lesson 1a: Measuring “Cargo” - Economic Vocabulary
Gross Domestic Product (GDP) – total value of goods and services produced in a year
GDP per Country – total value a country produces in a year
GDP per Capita – dividing the GDP per County by the population for an average
amount per person
Imports – goods that were produced in one country, sold in another
Exports – goods produced in one country, sent to another country to be sold
Lesson 1b: Who are the countries with ‘cargo’? (CIA World Factbook)
GDP per Country
GDP per Capita
(excludes countries less than 1 million people)
1.
6.
A.
F.
2.
7.
B.
G.
3.
8.
C.
H.
4.
9.
D.
I.
5.
10.
E.
J.
What do we already know about these regions/countries from the previous units about Population
and Agriculture?
Stage 2:
Stage 3:
Stage 4:
Stage 5:
Subsistence:
Commercial:
3
Economics and Industry, student packet
The World
Middle East – Southwest Asia
Europe
4
Economics and Industry, student packet
Lesson 1c: Environmental Determinism and Geographic Luck
Jared Diamond believes that geography shaped the economic development around the world and explains why
some societies developed ‘cargo’ and others did not.
Diamond begins his answer to Yali’s question by describing how some continents were destined to develop faster
simply because of Location – a continent’s latitude, climate and shape all influence the pace of human
development. The Location in turn influenced the physical characteristics of Places and the ability of Humans to
interact with their Environment.
You have a highlighted section that you are responsible for taking notes about and will share the information with
other students. You are looking for advantages for your topic.
Redo, set up by region and what each region had, crops, animals, civilizations Chinese emporer who burned the ships, when Egypt, Sumerican fell, Europe a
reading about getting these crops and animals and competition to outdo each other. What were the inventions they had, inheritors of Arabic inventions,
Renaissance
Environmental Determinism:
Domesticate: humans tame wild plants and animals for their use
Cereal Grains:
Location: For some civilizations their location was the key to their success or downfall.
Latitude and Climate
What was important about
latitude and climate?
Latitude - is the distance north or
south of equator – which
determines day length, season and
climate
Shape of the Continents
What was important about the
shape of the continents?
East West (Eurasia) have
developmental advantage because
plants, animals and ideas spread
easily
Temperate zones – major impact
on plants, animals and diseases


Plants and animals can adapt to
same latitude, but not longitude
Gunpowder – spread from
China to Europe
Wheel did not spread from
southern Mexico
Farming and Civilization
How did latitude, climate and
continent shape lead to farming
and civilization?
Surplus of agricultural products =
civilians who can develop new
skills
Farmers provided food for
builders, blacksmiths, etc
Urban explosion = culture,
politics, democracy and war
Crops: How did different crops spread and where were they most effective?
Wheat
Rice
Corn
Sorghum
Originated:
Fertile Crescent
Originated:
East Asia - China
Originated:
Mexico
Originated
East Africa
How helped civilization
develop:
Easily stored
Healthy diet
Steady source of food
How helped civilization
How helped civilization
How helped civilization
develop
develop:
develop:
Starch for energy
Steady supply of food
allowed for civilization to
develop in China
Why it’s important today Why it’s important today Why it’s important today Why it’s important today
5
Economics and Industry, student packet
Animals I: Areas with large animals that could be domesticated thrived while those with less useful
animals lagged behind. What did the animals below provide? How did they make humans’ lives easier
and healthier?
Cattle
Goats and Sheep
Horses
Pigs
Meat, oil, fat, bone, twine
and useful materials
Milk – cheese and dairy
*
Easy to look after
Good in colder and
rougher climates
*
Strength – pull plows,
carry humans,
revolutionized war
Eats scraps
Hides – leather, shoes,
shelter
Edible
Milk – cream, butter,
cheese and yogurt
Bear heavy loads, can be
tethered
Fertilizer
Protein
Fertilizer
Wool
Have transferred some
diseases
Easier to look after than
cattle, penned in
condition not good for
cattle and sheep
Mature quickly, bred
young
Wool
Milk
Sheepskin
Fertilizer
Exported to Australia
Animals II Other large existed around the world, why didn’t they have the impact of cattle, sheep,
goats, pigs and horses?
Why weren’t they domesticated? What were their disadvantages?
Llamas
(advantages and disadvantage)
+ Intelligent
Zebras
* Difficult to catch
+ Wool
* Bad tempered
Large African Animals
* Rhinos – bad tempered and
unpredictable
* Hippo – aggressive, territorial
+ Meat, dung, hides
* Anti social behavior
- Tolerate thirst and broad
appetite
Pack animal
Lack strength to carry adults or
pull machinery
6
Economics and Industry, student packet
Assessment 1a: Environmental Determinism and Geographic Luck
RAFT strategy
Role of Writer: Geography student
Audience you are writing to: someone unfamiliar with Jared Diamond’s theory of Geographic Luck
Format you will use for writing: essay or cartoon strip
Topic: Explain Jared Diamond’s theory of ‘geographic luck’ and connect the theory to a civilization’s
ability to grow and advance
Requirements
____ 5 paragraphs - topic sentence and supporting details
Or
____ 5 cartoon panels
_____ Introduction
_____ Role of continent location
_____ Role of crops
_____ Role of animals
_____ Conclusion - connect to civilization
Scoring Guide
Exemplary
Proficient
Progressing
Below Standard
* all Proficient criteria
* substantial support of the main idea
* consistent focus on the topic/main idea
* adequate support of the topic/main idea
*clear introduction, body and conclusion
* clear sequence of ideas
* a few errors in writing
* limited focus on the topic
* details are very basic
* introduction and conclusion are very basic
* writing is off topic
* there is no introduction and/or conclusion
* there are not enough details to support the topic
7
Economics and Industry, student packet
Lesson 3a: Colonization Characteristics: Europe and Its Geographic Luck
Europe benefited from technologies developed in the ‘cradles of civilization’ where farming and writing
first developed. While Europe itself was not a cradle of civilization, it had the geographic luck to have
the same latitude as the cradle of civilization and be within traveling distance, so the domesticable
animals and crops easily spread to Europe. Europeans were then able to develop skills because they had
better food sources, such as alphabets and writing, centralized religions and governments, and trade with
the Middle and Far East. The European countries were very competitive with each other, which pushed
them to try to find new sources of wealth. This is why Europeans became colonizers, while Asia, equally
developed, but focused more on internal development, did not.
Cultural Determinism
Colonialism is One country controls the land and people of another area, usually for
political power or economic gain
1. Resources – natural resources/raw materials exported to Europe
2. Agriculture – forced to grow crops for European market
3. Division – divide and rule
4. Military – using the military to keep control
5. Culture – European culture is best
Lesson 3b: Guns, Germs and Steel, Episode 2: Conquest
1. Who were the first Europeans to explore
South America?
Spaniards
2. What is the empire this group encounters?
Inca
3. Describe the Inca Empire.
Large, powerful
4. How is Pizarro remembered by his
hometown?
hero
5. What did Jared Diamond want to discover
when he traveled to Pizarro’s hometown?
Why he was successful
6. What gave some cultures a head start?
agriculturee
7. Where did farming first develop?
Fertile Crescent, Middle East
8. Where did Europe’s farm animals
originate?
Fertile crescent, Middle East
9. Other than food and clothing, what did
large animals provide?
labor
10. What did this mean for Europe?
Could grow more food, develop civilizations
11. Why was farming done by hand in the
Inca Empire?
No large animals
12. What advantage did horses give the
Spanish?
ride
13. What would have been the reaction of
people seeing horses for the first time?
frightening
14. How was the Incan emperor viewed by his
people?
God, son of the Sun
15. Why did the Inca emperor not fear the
Spaniards?
8
Economics and Industry, student packet
23. Why didn’t the Mayan writing system
travel to the Incas?
Ideas travel east and west, not north and
south
24. How did geography favor the Europeans?
East – west spread, could get ideas from Asia
25. What is another ‘weapon’ the Spaniards
didn’t even know they had?
Disease, small pox
26. Where did many killer diseases come
from?
Domestic animals
27. Why didn’t the Incas have any diseases to
pass along to Spaniards?
No exchange of germs between llamas and
Incas
28. What did American gold do for Spain?
Became a wealth nation
16. Why had the Spanish developed good
weapons?
Many wars with neighbors
17. What new technology traveled from the
Arabs to the Europeans?
Gun powder as a weapon, guns
18. Where did the real power of the
Spaniards lie?
steel
19. What drove the Spanish to go to the New
World?
Lust for gold, lust for self advancement
20. What was the Conquistadors impression
of the Inca capital?
21. How did Pizarro know a surprise attach
against the Incans was a good strategy?
Done before by Cortez
22. What is another ‘weapon’ the Spanish
had the Incans did not have?
Books, reading and writing
Summarize the main idea/details
Agree or disagree with the theory
Think: What are at least 3 main ideas from the video?
9
Economics and Industry, student packet
Lesson 4b: Colonial Legacy: King Leopold’s Ghost
Leopold II was king of Belgium from 1865-1909. In order to make Belgium economically competitive with other
European countries, Leopold II decided his country needed colonies as a source of raw materials and to create
markets for Belgian goods. His country was able to stake a claim to central Africa which became known as Congo.
Because Leopold II funded the expeditions to Congo with his own money, led by the famous explorer Henry
Stanley, he essentially owned the colony and became even more wealthy from the sale of raw materials, specifically
rubber. The methods he authorized to keep control of the native people were especially brutal, so brutal that even
other European countries who had African colonies criticized his methods. Below are excerpts from the book King
Leopold’s Ghost, which documents the brutal treatment of the Congo. Match up each excerpt with one of the
descriptions of colonialism.
A. Natural Resources B. Agriculture C. Division D. Military E. Culture
______ 1. The British in particular fervently believed
in bringing ‘civilization’ and Christianity to the
natives.
_____ 9. Meanwhile, Leopold II sent word that
Stanley was to lay the groundwork in the Congo for a
“confederation of free negro republics,” black tribes
whose president would live in Europe and rule under
the guidance of the Belgian king…”There is no
question of granting the slightest political power to
negroes. That would be absurd. The white men, heads
of nations, retain all the powers”
_____ 2. Underlying much of Europe’s excitement
was the hope that Africa would be a source of raw
materials to feed the Industrial Revolution, …
_____ 3. The future king’s interest in colonization was
stimulated by book called Java; or, how to Manage a
Colony. Leopold II was fascinated by the book which
detailed how the money from coffee, sugar and
tobacco plantations had made Holland wealthy.
_____ 10. In public statements after his trip, Stanley
made the usual condemnations of the “Arab” slave trade,
called for missionaries to come to Africa, fulminated
about the way Africans went about in “the general
indecency of their nakedness” and proclaimed that the
aim of his journey was “to flash a torch of light across
the western half of the dark continent.”
_____ 4. Staff in place and tools in hand, Leopold II
set out to build infrastructure necessary to exploit his
colony. A transportation system was the first item on
the agenda; without it, the territory’s riches, whatever
they might turn out to be, could not be brought to the
sea…
_____ 11. And so the bulk of chicotte (whip) blows
were inflicted by Africans on the bodies of other
Africans. This, for the conquerors, served a further
purpose. It created a class of foreman from among the
conquered.
_____ 5. They (Leopold II and Stanley) agreed Stanley
would first set up a base near the river’s mouth and
then construct a road around the rapids – this was the
way rubber would be transported from the interior to
the coast until a railway could be built.
____ 12. Leopold II had made use of African
mercenaries…In 1888 he formally organized them in
the Force Publique, an army for his new state. It was
an army of occupation and a police force.
____ 6. …the explorer (Henry) Stanley saw Africa as
essentially empty. “Unpeopled country,” he called
it…think how well a score or two of pretty cottages
would look instead of those thorn clumps and gum
trees!”
____ 13. The history of central Africa before the
European arrival was as filled with wars and conquests
as Europe’s’ own…Because so many of the Congo’s
people had earlier fought among themselves, the Force
Publiqe was often able to ally itself with one ethnic
group to defeat another.
______ 7. Stanley began the process of collecting
and transporting ivory from the interior to the coast.
Ivory was in great demand throughout Europe…
____ 14. In all of Africa, the colonizers wrote the
school textbooks…In the Congo, throughout the half
century of Belgian rule that followed King Leopold’s
death, textbooks for Africans praised Leopold and his
works…
______ 15. Belgian, British and American
corporation by now (1950s) has vast investments in the
Congo, which was rich in copper, cobalt, diamonds,
gold, tin, manganese and zinc.
_____ 8. Getting the “clothes less and over tattooed”
Africans out of their “unabashed nudity” and into
European clothes is his (Stanley’s) continuing
obsession…
10
Economics and Industry, student packet
Lesson 5a: Colonialism Legacy: Independence, War and Economy
The Democratic Republic of Congo was brutalized by the Belgians and has struggled since its independence to
become economically and politically stable. Answer the questions below as you read the article about this former
colony’s struggle to overcome the legacy of colonialism.
19. What did Mobutu do under his “African
authenticity” campaign?
Change European names to African names
20. What was the Republic of Congo’s new name?
Zaire
21. What natural resource did Zaire’s economy
depend on?
Copper
22. What happened to Zairians who publicly opposed
Mobutu?
Arrested
23. What made Zaire’s problems worse in the 1990s?
Influx of refugees from Rwanda
24. Which rebel leader became president in 1997?
Laurent Kabila
25. What became Zaire’s new name?
Democratic Republic of the Congo
26. What problems did President Kabila face?
Prevent rebel groups from forming
27. Which countries were part of DRCs war from
1998-2003?
Zimbabwe, Angola and Namibia, Rwanda, Uganda
28. What happened to President Kabila in Jan 2001?
Assassinated
29. Who became the next president of DRC?
His son, Joseph Kabila
30. How many people died between 1998 and 2003
from all the fighting?
3.3 million
31. Which region of DRC has continued to see
fighting?
Eastern Congo
32. Which two countries have rebels against their
governments hiding in DRC?
Uganda, Rwanda
33. What has caused the latest fighting in DRC?
Rwanda invaded to go after rebels
34. What has been the affect on civilians?
Attacked, crops stolen, kidnap kids for labor
1. Why did Leopold II think Belgium needed a
colony?
To ensure its prosperity
2. How was the king’s authority established in the
Congo Basin?
Stations founded, treaties with African rulers
3. When was Leopold’s claim to the Congo basin
recognized by other European leaders?
1884-1885
4. What items did Leopold II want to control the trade
of?
Rubber and ivory
5. Why did the Belgian government decide to take
over the Congo Free State from Leopold?
Brutal treatment of Africans
6. What became the new name of the Congo Free
State?
Belgian Congo
7. How did Europeans continue to develop Congo
economically?
Railroads and transportation
8. How did Europeans invest their money in the
Belgian Congo?
Large plantations and mining
9. Which natural resources were mined? Copper and
diamonds
10. When did the Belgian Congo gain independence?
June 30th, 1960
11. Why were the Congolese unprepared to run the
country after independence from Belgium?
Only30 college ed, no army officers
12. What became the new name of Belgian Congo?
Republic of Congo
13. What pulled apart the new government almost
immediately?
Ethnic and personal rivalries
14. Why did many Belgian government workers
leave?
Attacked by rebels
15. Why did the leaving of Belgian government
workers cripple the country?
No one left who knew how to run it
16. Who took power in Sept 1960?
Col. Joseph Mobutu
17. What happened to Prime Minister Lumumba after
he was arrested?
Murdered
18. What were leaders and rebels fighting over?
Control of land and resources
11
Economics and Industry, student packet
Assessment Task 1b: Cornell notes
Topic: Why is DRC’s economy struggling?
Main Ideas
Date
Notes – Details
1.
*
2.
*
1.
2
Summary
Lesson 5b: Heart of Darkness, Episode III
1. How many people have died along the Congo
River in 3 years (1998-2001)?
2.5 million
2. What does Kisingani’s railroad station look like?
Congo River
7. Why are so many people riding bicycles in
Kisangani?
No fuel
8. How are supplies transported in? From how far
away?
By bike
9. Why have prices skyrocketed?
Transportation, armies take a cut
3. Why were the 16 and 8 year old not buried in the
cemetery?
fighting
4. What religion is being practiced by the
Ugandans? Change next year
Christian
5. Why was it impossible for the Congolese to
leave?
Caught in the fighting
6. What was the city’s main life line for supplies
before the war?
10. What are the Rwandan and Ugandan armies
fighting over?
Diamonds
11. What European country colonized Congo?
Belgium
12
Economics and Industry, student packet
12. How did the Belgians treat the Congolese?
16. What did the UN have to design to get around
Congo?
maps
17. What is the best way to monitor the ceasefire?
By helicopter
18. Why did the Congo rebels block Nightline
filming from a helicopter?
13. What raw materials were the Belgians exporting
from Congo (other than diamonds)?
Ivory, rubber
14. How was the diamond trade suffocated by the
Congolese rebels?
Had to pay a tax to rebels
15. What drives the turbines at Kisangani’s
electricity and water treatment plant?
Congo River
Didn’t want positions known, didn’t want reports
to UN they are killing peopl
Lesson 6a: Contrasting Democratic Republic of Congo and Belgium
DRC
Belgium
How does this demographic affect an economy?
People
Does the size of a population matter? Why or why not?
Population
68,692,542
10,414,336
Population
Growth Rate
3.208%
.094%
Does how fast a population is growing matter? Why or why
not?
Urbanization
34%
97%
Does it matter how many people live in the city? Why or
why not?
Infant Mortality
Rate
81.21/1,000
live births
4.44/1,000
live births
What does infant mortality tell you about a country?
Life
Expectancy at
Birth
Total Fertility
Rate
54.36 years
79.22 years
What does life expectancy tell you about a country?
6.2 children
1.65
children
What does the fertility rate tell you about a country?
Literacy
67.2%
99%
Does it matter how many people can read and write? Why or
why not?
* Based on the information above, predict which country has a better economy and briefly support
your answer.
13
Economics and Industry, student packet
Lesson 6b: Economic Activities notes, page 79
A. Primary Industries
1. agriculture, forestry, mining
2. directly work with raw materials
and natural resources
B. Secondary Industries
1. takes goods from primary industries and turn into goods fro consumers
2. manufacturing
C. Tertiary Industries
1. provide services to industries, consumers and communities
2. stores, restaurants, banking, government
D. Quaternary Industries
1. movement and processing of information
2. specialized skills or knowledge
3. Research, management, administration
Lesson 6c: Textbook
Page
Country
Industry – What the Job Is
Economic Activity Category
1. 76
U.S.
information
Tertiary/Quaternary
2. 80
South Korea
Car factory
Secondary
3. 89
U.S.
Lab technician
tertiary
4. 92
Russia
Manufacturing-factory
Secondary
5. 125
US
Mining
Primary
6. 179
Canada
farming
Primary
7. 205
Mexico
Subsistence Farming
Primary
8. 208
Mexico
Manufacturing Steel
Secondary
9. 240
Argentina
ranching
Primary
10. 275
United Kingdom
police
Tertiary
11. 438
Morocco
farming
Primary
12. 567
India
Cotton
Secondary
13. 576
India
Manufacturing
Secondary
14. 580
India
Farming
Primary
15. 592
Sri Lanka
Plantation
Primary
14
Economics and Industry, student packet
Lesson 7a: Economic Activities Worksheet
Ireland
1. Which sector contributes most to the GDP? ____________________________
2. Which occupation has the most people? _______________________________
3. Which occupation is the most productive? _____________________________
Thailand
4. Which sector contributes most to the GDP? ____ ________________________
5. Which occupation has the most people? ______ _________________________
6. Which occupation is the most productive? ______________________________
Argentina
7. Which sector contributes most to the GDP? ___ _________________________
8. Which occupation has the most people? _______________________________
9. Which occupation is the most productive? _____ _________________________
Saudi Arabia
10. Which sector contributes most to the GDP? ___ _________________________
11. Which occupation has the most people? _______________________________
12. Which occupation is the most productive? _____________________________
Czech Republic
13. Which sector contributes most to the GDP? ____________________________
14. Which occupation has the most people? _______________________________
15. Which occupation is the most productive? _____________________________
Ethiopia
16. Which sector contributes most to the GDP? ____________________________
17. Which occupation has the most people? _______________________________
18. Which occupation is the most productive? _____________________________
South Africa
19. Which sector contributes most to the GDP? ____________________________
20. Which occupation has the most people? _______________________________
21. Which occupation is the most productive? _____________________________
Canada
22. Which sector contributes most to the GDP? ____________________________
23. Which occupation has the most people? _______________________________
24. Which occupation is the most productive? _____________________________
25. Why do Canada and Ireland have high GDPs?
High population in Services and Industry
26. An American company is looking to move a credit card call center to another country for cheaper
labor, should it move to Canada or South Africa?
South Africa
27. Why did you choose this country?
Perform services for lower wages
28. 80% of Ethiopia’s population works in agriculture, yet it provides only 47% of the GDP, why is
this? (hint: think back to the last unit about the different types of agriculture) it is subsistence
agriculture that is not sold on a market – it just feeds the family
15
Economics and Industry, student packet
LESSON 7B: COMPARING ECONOMIC ACTIVITIES OF DEMOCRATIC REPUBLIC OF CONGO AND BELGIUM
DRC
Belgium
What does this tell you about the
economy?
Economy
GDP
Agriculture: 55%
Agriculture: .08%
Composition by Industry: 11%
Industry: 23.2%
Sector
Services: 34%
Services 76.1%
Labor force by
occupation
Agriculture: 40%
Industry:
Services:
Communication
Telephones:
9.263 million
Mobile Cellular
Television
4
Stations
Internet users
290,000
Transportation
Land Size
Airports
Total:
Paved:
Unpaved
Roadways
Total:
Paved:
Unpaved
Agriculture: 2%
Industry: 25%
Services 73%
How would this affect an economy?
11.822 million
25
7.292 million
How would this affect an economy?
1,457,027 sq miles
(¼ size of U.S.)
19,000 sq miles
194
26
168
43
27
16
153,497 km
2,794 km
150,703 km
152,256 km
119,079 km
33,177 km
(size of Maryland)
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Economics and Industry, student packet
Mon
Nov 29th
3. What are the
social, economic and
demographic
indicators of
development?
Tues
Nov 30th
Kristen
4. What influences
industrial location?
What are the
different levels of
development
What do the
different levels of
development look
like?
What is the
relationship
between different
economies?
Fri
Dec 3
Lesson 9a: Economic Systems notes
Lesson 9b: Economic Systems and Cotton
Lesson 9c: Supply and Demand
Lesson 10a: T-shirt supply and demand
Lesson 10b: Globalization notes
Lesson 10c: Capital Auction
Assessment Task 4
Maquiladora
Weber
Maquilopolis – vocab strategy
Wed
Dec 1
Thurs
Dec 2
Lesson 8a: Development Levels and Infrastructure
notes
Lesson 8b: Material World Poster and book
Assessment Task #3: Add notes to Lesson 8a
5. What is the
spatial relationship
between materials,
production and
markets?
6. How has
transportation and
communication
systems impacted
the development of
regions?
Lesson 13b: The Next Level BPOs
Lesson 14a: Where to Next?
Bangalore
Lesson 14b: 1-800-India
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Economics and Industry, student packet
LESSON 8A: DEVELOPMENT LEVELS AND INFRASTRUCTURE
INFRASTRUCTURE – systems in place that run a country, transportation, communication, energy
Most Developed (MDC)– strong economies that more than meets the needs of its people
Developing – economies in transition where the needs of most people are met
Less Developed (LDC)– economy where most of the people do not have their needs met
Most Developed
Where: N. America, W. Europe,
Japan, Australia
Developing
Much of Asia, S. America
Population
Agriculture
18
Least Developed (LDC)
Much of Africa
Economics and Industry, student packet
LESSON 8B: THE MATERIAL WORLD – POSTER
What are the differences in life between a developed, developing and less developed country? Answer the
following questions that will help you make a short presentation to the class.
Country __________________________
Where do they sleep? __________
How many people are in the family? _________
What are forms of transportation if any?
Does the family have electricity? ____
How do you know?
Does the family have indoor plumbing? ____
How do you know?
Do you think the family is living in a developed, developing or less developed country?
Support your answer.
Is the family engaged in primary, secondary or tertiary activities? Support your answer.
Assessment #3
Separate sheet for individuals
Add notes to lesson 8a
List from the book
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Economics and Industry, student packet
Lesson 9a: Economic Systems – turn into notes page from ppt
A. Resource Frontier
1. Primary economic activities are common
2. subsistence farming – small scale, labor intensive
3. plantation farming – large farm that has one major crop
4. exports resources and raw materials
5. imports finished goods
B. Periphery
1. Secondary economic activities are more common than Core
2. process raw materials into goods
3. export less expensive consumer goods worldwide
C. Core
1. Tertiary and Quaternary activities dominate
2. commercial farming – machinery based
3. import raw materials for industry
4. import less expensive consumer goods
5. import high quality finished goods
6. export expensive consumer goods to other core countries
Lesson 9b: Economic Systems and Cotton
Lesson 9c: Ms. Wros, Supply and Demand
Lesson 10a: Supply and Demand, t-shirt
20
Economics and Industry, student packet
Lesson 10b: T-shirt Production and Globalization notes - clips
Defintion
Sketch or sentence
Characterisitcs
Examples
Globalization – world economies, cultures and technologies that are dependent on each other
Multi-nationals, Transnationals
 corporations with production in two or more countries
 headquarters tend to be in core countries
Free Trade –
* benefits the world economy by increasing trade
* easy flow of goods and services between countries
 no tariffs (taxes on imports)
 free movement of labor
 no advantage to domestic producers of goods
o no quotas – restrictions on number of imports
Globalization Clips - one of the word window strategies with the clips
http://www.pbs.org/pov/video/search.php?search_type=search&search=maquilapolis
http://www.pbs.org/pov/pov2006/maquilapolis/for.html#
Lesson 10c: Factory Auction
Assessment Task #4
Criteria
Why did we do this
21
Economics and Industry, student packet
Lesson 11a: Outsourcing, Offshoring
Special Characteristics of Places that companies move production to:
Review from the game Friday Child labor
Minimum wage Taxes Unions
Environment
Outsourcing:
Offshoring
Definition
Types (2)
Movement of a business process done at a company in one country to
the same or another company in a different country
Nearshoring – relocation of business to lower cost foreign location, but close
geography –Maquiladoras
Best shoring – picking best shore based on certain criteria
Nearshoring – maquiladoras
Laredo-Juarez
Map where factories for certain companies are
Pros
Jobs to destination country
Lower cost of goods and services
Jobs increase in both countries as workers in developed countries move to
higher value jobs
Consumer pressure has required companies to offer better wages and working
conditions
Cons
Quality of new jobs in developed country do not compare and offer lower pay
Safe high quality jobs are now being offshored
Workers in developed countries do not have same legal protection
Lesson 11b: Weber’s Least Cost Theory
Lesson 11c: Maquiladora
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Economics and Industry, student packet
Lesson 12a: BPO, the Next Level of Offshoring
BPO
Definition
Types of
BPOs
contracting with an outside company to take care of certain technology, special processes or
applications. The most common examples of BPO are call centres, human resources, accounting
and payroll outsourcing. Business Process Outsourcing (BPO) refers to outsourcing arrangements
when entire business functions (such as IT, Customer Service, etc) are outsourced.
Data analysis Every organization generates huge chunks of data. Hidden in them is information.
Data analysis is the crucial process to extract information out of the otherwise random pile of
data.
Customer support
These services tend address the low level questions and issues a
customer has with a service or product, such as questions about a credit card.
Software development Software programming entails writing the computer code for programs
used for personal computers and business systems.
Engineering design
Engineers require a higher education and a deeper understanding of how
to build or construct a product
Medical
be anything from the wordprocessing of physicians audio transcripts to physically
sending the patients to another country for treatment. Other services include using the service of
radiologists in another country to interpret scan images such as CTs MRIs or x-rays.
Art, animation, editorial and Desktop Publishing (DTP)
These are the areas where creative business finds its overseas partners at a
competitive country. Anything from apparel design to cartoon animation in the creative business
is outsourced. For example, creative houses are setup to get the animation of movies done.
Another example is desktop publishing work. The text transcript of a book can be sent to another
country, where designing takes place (typeset, artwork, illustrations, cover design etc). This can
then be directly sent to press.
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Economics and Industry, student packet
Lesson 12b: BPO - Where to Next
You are an executive for CitiBank Mortgage that is looking to move a customer call center to another country where
the workers will answer questions customers have about their mortgage. Below is a list of countries where English is
either the official language (language of education and government) or a major language. What are you looking for?
* Population – you want a country that has a population that will have enough workers
* School Life Expectancy – how many years of school (you want educated workers)
* Life Expectancy – you want workers who will be productive for working age 15-64
* Income Category – you want workers who will be willing to work for lower wages
* Possible Location/Reason – would you offshore a call center in this country (Y/N) and the reason.
www.nationmaster.com
Where to look
People
Population
Education
School Life
Expectancy
Health
Life Expectancy
at Birth: Total
Economy
Income
Category
United States
Jamaica
298,444,000
2,758,000
15.2
10.8
77
73
High
Lower Middle
Canada
33, 098,000
14.8
80
High
1. Bangladesh
2. Belize
13
Upper middle
3. Botswana
4. Guyana
Lower middle
5. India
10
6. Israel
15
7. Jordan
8. Malaysia
9. Philippines
12
10. Qatar
High
11. South Africa
Reflect: What two countries would you choose for your call center? Why?
24
Possible
Location/Reason
Economics and Industry, student packet
Lesson 13a: Bangalore India
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Economics and Industry, student packet
The Story Of... Latitude and Climate
Daily life on our planet is governed by fundamental universal forces, far beyond our control. A
chance product of our distance from the Sun, and the physical properties of the earth itself, factors
like latitude and climate have played a central part in the grandest patterns of human history.
But how do they work?
Latitude expresses
distance north or south
Latitude expresses any distance north or south of the Equator, in
degrees between 0 and 90, and measured from a point of origin at the
center of the earth. Lines of latitude are significant not just for global
navigation – but, more fundamentally, because they reflect the
changing angle of the sun in respect to the earth. This alone
determines day length, seasonality, and to a large extent, climate.
For example, a person standing anywhere between 23.25 degrees
north, and 23.25 degrees south of the Equator will – at some point during the year – be standing
directly perpendicular to the rays of the Sun. In this region there is hardly any fluctuation in day
length or seasonality, apart from a tendency towards cooler, drier weather when the earth tilts
away from the sun (wintertime), and hotter, wetter weather when the earth tilts towards the sun
(summertime).
As we move north or south of the tropics, and farther away from the Equator, the difference
between hours of daylight, compared to hours of nighttime, will start to increase. At forty degrees,
for example, with the earth tilting away from the sun, the day will be much shorter than the night
(wintertime). If the earth is tilting towards the sun, the day will last much longer than the night
(summertime). Winter and summer in these parts of the world cycle between much broader
climatic extremes than at the Equator – winters are very cold, dark, and often wet; summers are
very hot, bright, and often dry.
And in these latitudes there are also transitional phases, or seasons, known as autumn and
spring, where the hours of nighttime and daytime reach momentary equilibrium. In these so-called
temperate zones, seasonality has a major impact on which plants, animals, and even diseases
can thrive.
Beyond 66 degrees north or south of the Equator, in the so-called arctic regions, the seasons
reach their most dramatic extremes. In the summer, the sun never sets, whilst in the winter, the
sun never rises. The temperature here remains cold all year round and in such inhospitable
conditions very few plants or creatures can thrive.
Any two points east or west of one another, which share the same latitude, will also share the
same day length, and therefore – by and large – the same climate.
Plants and animals which thrive at a given latitude, will tend to thrive at the same latitude
anywhere else on the planet – either north or south of the Equator. So, if there is an easy
26
Economics and Industry, student packet
east/west overland migration route for those crops or animals, they will tend to successfully
export themselves beyond their point of origin.
However, it is very unusual for plants and animals which thrive at one latitude, to be able to
survive at dramatically different latitudes. Successful migration north or south is extremely rare,
because moving through different latitude zones means moving through dramatically different
climates, day lengths, and environmental conditions.
In this context, latitude has had massive implications for the grandest patterns of history, seen
most clearly in the differing fortunes of Eurasia, Africa and the Americas.
The Story Of... The Shapes of the Continents
One of the most surprising revelations in Guns, Germs and Steel, revolves around simple, basic
geography: the shape of the continents themselves.
The product of millions of years of geological flux, continental shape
may have had a fundamental impact on the progress of human
societies.
Continents that are spread out in an east-west direction, such as
Eurasia, had a developmental advantage because of the ease with
which crops, animals, ideas and technologies could spread between
areas of similar latitude.
Europe was destined to
be a cultural melting pot
Continents that spread out in a north-south direction, such as the
Americas, had an inherent climatic disadvantage. Any crops, animals, ideas and technologies
had to travel through dramatically changing climatic conditions to spread from one extreme to the
other.
Technologies such as gunpowder were able to migrate 6,500 thousand miles from China, where
they originated, to Western Europe, where they reached their apogee, in a matter of centuries.
The wheel, on the other hand, developed in southern Mexico, never even managed the 500-mile
journey south to the Andes.
But the influence of continental formation runs even deeper than this.
Some have argued that coastlines, mountains and valleys may help us understand something as
fundamental as the differing historical paths taken by Europe and China.
This is a puzzle which has occupied historians for generations. Given that Chinese civilization
had evolved for almost as long as the civilizations of the Fertile Crescent, and by extension,
Europe; given that China had even developed a phenomenal navy capable of trans-Pacific
exploration nearly 100 years before Columbus set sail for the Indies, how come Europeans were
the ones who took over the world – and not the Chinese?
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Economics and Industry, student packet
Jared Diamond believes geographical phenomena can explain these differing paths.
Chinese civilization was founded on the domestication of irrigation-dependent crops. Rice grows
in the wild along riverbanks and in swampy regions where the grasses enjoy year-round partial
submersion. In order to replicate this environment, the earliest Chinese farmers had to construct
fairly complex systems of irrigation, supplied by the Yangtze and Yellow rivers. This, it is argued,
influenced the development of two social phenomena. First, the establishment of a central social
organization and hierarchy, founded upon the construction and maintenance of irrigation
networks. Second, because of the geographic distribution of the Yellow and Yangtze rivers –
flowing almost parallel to one another, from central China to the pacific coast – Chinese
civilization grew organically outwards, from one central-east heartland – a heartland which
controlled the mechanics of irrigation.
European civilization, on the other hand, was founded upon the domestication of rainfalldependent crops – wheat and barley, which will grow anywhere, as long as it rains for part of the
year. This, Diamond argues, allowed farming communities, villages, towns and eventually cities to
emerge autonomously, all across Europe. There was never any need for a central authority to
control irrigation across the continent. Instead, from its very inception, European society was
destined to become fragmented – independent, autonomous and competitive.
So what about the shape of the continents?
China is essentially a fertile basin, enclosed by a ring of insurmountable geographic obstacles –
ocean to the east, desert to the north, mountains to the south and an enormous, man-made wall
to the west. This centrally-organized culture, which could expand rapidly for thousands of miles
right up to its natural borders, could exist quite happily in isolation providing irrigation agriculture
was maintained. It had no need to compete with neighboring states. In fact, the basin of China
was so vast, there were few neighboring states, and for thousands of years the Chinese empire
progressed along its own isolated path.
Europe, on the other hand, with it four mountain ranges, five peninsulas, dozens of rivers, islands,
and proximity to the coast of north Africa, was geographically destined to become a cultural
melting pot. Independent, organically grown states emerged cheek by jowl, and were separated
by distinct, but not insurmountable, geographical barriers.
In 1492, rejected by the King of Portugal for lack of funds, Christopher Columbus simply traveled
to Portugal's neighbor and rival, Castile, and instead pitched for exploration funds there. Fuelled
by the desire to compete, patrons and princes throughout Europe were prepared to invest in
outlandish ventures, and provided Columbus with the necessary capital to explore new lands.
In China, the greatest treasure ships that the world had ever seen, were disbanded one day, on
the whim of an Emperor. Unlike Columbus, the Admiral of the Imperial fleet, had no rival princes
on whom he could call. There was little incentive for China to seek its fortune outside of its
heartland – the Empire had everything it needed, right in its own backyard. And in such a vast
nation ruled by the will of one man, there was simply no choice but to obey.
Simply put, the ramifications of basic geography could be profound: Spain claimed the Americas
instead of China, and Europe soon conquered the world.
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Economics and Industry, student packet
The Story Of... Cities and Civilizations
The first great civilizations of the ancient world – Mesopotamia, Samarra, and Uruk – were born in
the fourth millennium before Christ. They were home to great civilizations, built on the foundations
of successful farming communities.
The birth of farming in just a handful of places around the world had a profound impact on the
course of human history. Wherever communities could produce a sufficient agricultural surplus,
thanks to the domestication of local crops and animals, then villages, towns and cities would
eventually follow.
A surplus of agricultural products allowed some members of a
community to leave the fields behind, and develop new skills. The
earliest evidence for this lies in the Fertile Crescent.
Eurasian cities
developed after those in
the Fertile Crescent
Here, among the world's first permanent settlements, farming
communities began to build larger and sturdier houses made of stone.
They created pathways, staircases and public spaces. Experimentation
with metal technology began. They pooled their resources, wove linen
and wool from larger herds of animals, ventured abroad and exported
their produce to neighbors far and wide.
The earliest farmers provided food for the earliest builders, stonemasons, plasterers, blacksmiths,
weavers and potters. Economic specialization had begun.
With the urban explosion came culture and politics, democracy, dictatorship and war. Where the
Fertile Crescent led, soon all of Eurasia would follow.
Congo, Colony and Independence
29
Economics and Industry, student packet
(such as forced labor) of the Free State were
gradually diminished, but the Congo was still
regarded almost exclusively as a field for
European investment, and little was done to give
Africans a significant role in its government or
economy. Economic development was furthered
by the construction of railroads and other
transportation facilities. European concerns
established more large plantations, and vast
mining operations were set up. Africans formed
the labor pool for these operations, and
Europeans were the managers. By the end of the
1920s, mining (especially of copper and
diamonds) was the mainstay of the economy,
having far outdistanced agriculture.
The Congo Free State
Beginning in the late 1870s the territory
was colonized by Leopold II, king of the
Belgians (reigned 1865–1909). Leopold believed
that Belgium needed colonies to ensure its
prosperity, and sensing that the Belgians would
not support colonial ventures, he privately set
about establishing a colonial empire. Leopold
engaged the explorer Henry Stanley in 1878 to
establish the king's authority in the Congo basin.
Between 1879 and 1884, Stanley founded a
number of stations along the middle Congo
River and signed treaties with several African
rulers purportedly giving the king sovereignty in
their areas.
Christian missionaries (the great majority of
whom were Roman Catholic) were very active
in the Congo, and they were the chief agents for
raising the educational level of the Africans and
for improving medical services. However,
virtually no Africans were educated beyond the
primary level until the mid-1950s, when two
universities were opened
At the Conference of Berlin (1884–85) the
European powers recognized Leopold's claim to
the Congo basin, and in a ceremony (1885) at
Banana, the king announced the establishment
of the Congo Free State, headed by himself. In
1891–92, Katanga was conquered, and between
1892 and 1894, E Congo was wrested from the
control of E African Arab and Swahili traders
(including Tippu Tib, who for a time had served
as an administrator of the Congo).
The Independence Movement
In 1955, when demands for
independence were mounting throughout Africa,
Congolese nationalists became increasingly
vocal for independence. In Jan., 1959, there were
serious nationalist riots in Kinshasa, and
thereafter the Belgians steadily lost control of
events in the Congo. At a roundtable conference
(which included Congolese nationalists) at
Brussels in Jan.–Feb., 1960, it was decided that
the Belgian Congo would become fully
independent on June 30, 1960.
Because he did not have sufficient funds to
develop the Congo, Leopold sought and
received loans from the Belgian parliament in
1889 and 1895, in return for which Belgium
was given the right to annex the Congo in 1901.
At the same time Leopold declared all
unoccupied land (including cropland lying
fallow) to be owned by the state, thereby
gaining control of the lucrative trade in rubber
and ivory.
Independence and Conflict
Following elections in June, Patrice
Lumumba became prime minister and Joseph
Kasavubu head of state. However, the new
Republic of the Congo soon began to be pulled
apart by ethnic and personal rivalries, often
encouraged by Belgian interests. By July 4th the
Congolese army began a mutiny. There were
attacks on Belgian citizens still living in the
Congo, and Belgium sent troops to the country to
protect its citizens and also its mining interests.
Reports from missionaries and travelers about
the brutal treatment of Africans in the Congo
Free State (especially those forced to collect
rubber for concessionaire companies) led to a
popular campaign for Belgium to take over the
state from Leopold. After exhaustive
parliamentary debates, in 1908 Belgium
annexed the Congo.
The Belgian Congo
Under Belgian rule the worst excesses
30
Economics and Industry, student packet
Most Belgian government workers left the
country, thus crippling the government.
region but was repulsed after the intervention of
French, Belgian, and Moroccan troops.
On Sept. 5 Prime Minister Patrice Lumumba
was dismissed by President Kasavubu. On Sept.
14, Col. Joseph Mobutu, seized power and
dismissed President Kasavubu. On Dec. 1,
Lumumba was arrested by Mobutu’s army; he
was murdered while allegedly trying to escape
imprisonment in Katanga Province in Feb,
1961. The Belgian Congo saw rebellions and
fighting between numerous leaders, who each
wanted to control an area of the Belgian Congo
and its wealth of natural resources, until 1966.
Mobutu promised political reforms, but changes
were superficial and didn’t really change
anything. Zairians who publicly opposed
Mobutu were arrested and violent clashes
between soldiers and students continued. In the
early 1980s opposition groups were organized
by Congolese living in other countires. These
opposition groups formed alliances in the hopes
of overthrowing Mobutu. In 1989 the country
defaulted on a loan from Belgium, resulting in
the cancellation of development aid and
increased the deterioration of the economy. In
1990, Mobutu announced an end to single-party
rule and appointed a transitional government.
However, he reserved for himself the position of
head of state “above all political parties” and
kept substantial power in his own hands.
The Mobutu Regime
In late 1966, Mobutu abolished the office
of prime minister and declared himself president.
Léopoldville, Stanleyville, and Elisabethville
were given African names (Kinshasa, Kisangani,
and Lubumbashi, respectively), thus in effect
beginning the campaign for “African
authenticity” that became a major policy of
Mobutu in the early 1970s. In 1971 the country
was renamed Zaire, as was the Congo River; in
1972 Mobutu dropped his Christian names and
called himself Mobutu Sese Seko, while advising
other Zairians to follow suit. By the end of the
1960s, the country enjoyed political stability,
although there was occasional student unrest.
Rebellion and Civil War
A loss of confidence in Zaire’s
government and riots by unpaid soldiers in
Kinshasa led Mobutu to agree to create a new
government with opposition leaders in 1991.
However he kept control of security and the most
important government departments. Economic
collapse continued, with the government unable
to run the country. Government employees,
often unpaid for long periods, made money
through bribery and theft of government
property.
The government was firmly guided by Mobutu
and was elected to a seven-year term as
president 1970. In the early 1970s, Mobutu
managed to improve relations with neighboring
African nations, western countries like he U.S.
and China. In 1973, Mobutu’s government took
over many foreign-owned firms in the attempt
to reduce unemployment; however, the nation
remained dependent on volatile world copper
prices. In addition to economic decline in the
1970s, the government had to contend with
increasingly active political opposition to
Mobutu’s extremely repressive government and
the dictatorial power he enjoyed. Opposition
parties grew in number and in size; one of these,
the Front Libération Nationale du Congo
(FNLC), working from its base in Angola,
launched a rebellion in the southern Katanga
The nation's problems were made worse by an
influx of hundreds of thousands of Hutu
refugees from Rwanda and a spillover of ethnic
fighting between Hutus and Tutsis into Zaire. In
1996 and 1997, while Mobutu was in Europe
being treated for cancer, rebels dependent on
support from Rwandan and Ugandan forces
captured much of eastern Zaire. The insurgents,
who also received aid from Zambia and Angola,
met little resistance from the ragged Zairian
army and entered the capital Kinshasa on May
17, 1997. Rebel leader Laurent Kabila was
sworn in as president on May 29 and changed
the name of the country to the Democratic
Republic of the Congo. Mobutu died in
Morocco on Sept. 7, 1997.
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Economics and Industry, student packet
Although President Kabila promised that
elections would be held in 1999, he banned all
political opposition, and his regime soon
became repressive. His failure to revive the
economy and to prevent further fighting
between rebel groups and foreign armies led to
a fading support for his government. Zimbabwe,
Angola, and Namibia sent troops to aid
President Kabila's government, while Rwanda
and Uganda sent in troops to aid the rebels.
toward real peace continued to be slow during
the year. An uprising involving former rebels
occurred in June in eastern Congo, although the
rebels soon dispersed, and in December there
was fighting in Nord-Kivu between former
army and former rebel forces. The Congo army
had been sent into the area in response to threats
by Rwanda to invade the region in order to
attack Rwandan rebels based there.
Fighting between militias and UN peacekeepers
occurred in northeast Congo during 2005, as the
area remained out of control and some of the
rebels resisted disarming. Rebel forces in
Katanga province also refused to disarm,
leading to fighting there in late 2005 between
them and the Congolese army. Because of the
fighting and tensions within the government and
logistical issues the elections scheduled to be
held by June, 2005, were postponed into 2006.
In Dec., 2005, however, voters approved the
constitution, paving the way for electing a new
government. The fighting in northeast and
eastern Congo continues into 2006.
In July, 1999, following a peace conference in
Lusaka, Zambia, the heads of the six
governments involved signed a cease-fire
agreement; the leaders of the two main
Congolese rebel groups also subsequently
signed the pact. President Kabila and his allies
controlled most of the east and south DRC and
the rebels and their supporters controlled much
of the north and west. The cease fire collapsed
in 2000.
In Jan., 2001, President Kabila was
assassinated, reportedly by a bodyguard, and his
son, Maj. Gen. Joseph Kabila, was named his
successor. Joseph Kabila's government resumed
cooperating on peace negotiations, and ended
the ban on political parties.
The government and both main rebel groups
reached an accord in Apr., 2003, when they
signed a peace agreement that called for a
power-sharing government led by President
Kabila, and an interim parliament. Despite the
peace deal, fighting continued in parts of the
Congo, especially between tribal groups in the
east, and in June, 2003, the United Nations
dispatched French-led peacekeepers to eastern
Congo in an effort to restore order. In the same
month the government and rebels agreed on the
composition of the new government, which was
formally established. Democratic elections were
scheduled for 2005. By the time of the
government's establishment it was estimated
that 3.3 million people had died, directly or
indirectly, as a result of the fighting that began
in 1998.
In the first half of 2004 there were two
attempted coups in the country, and progress
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Economics and Industry, student packet
VOCABULARY COMPONENT
STATIONS – PROBLEM – SOURCES – SOLUTION
* DIFFERENT STATIONS FOR CHARACTERISITICS OF COLONIALISM
LITERATURE – MULTIMEDIA STATIONS
* CHINUA ACHEBE - NIGERIA
MOODLE
UNITED STREAMING
CORNELL NOTETAKING

PAPER – AFFECT OF COLONIALISM ON AN AFRICAN COUNTRY
o PEOPLES/LEADERS
o EUROPEAN CONTACT AND COLONIZATION
o TREATMENT – HOW CHANGED
o INDEPENDENCE
o SINCE INDEPENDENCE
o 2000 TO TODAY
 USE INTERNATIONAL NEWSPAPERS
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Economics and Industry, student packet
Mon
Nov 29th
3. What are the
social, economic and
demographic
indicators of
development?
Tues
Nov 30th
Kristen
4. What influences
industrial location?
What are the
different levels of
development
What do the
different levels of
development look
like?
What is the
relationship
between different
economies?
Lesson 8c: Development Levels and Infrastructure
notes
Lesson 9a: Material World Poster and book
Lesson 9b: Economic Systems notes
Lesson 10a: Heart of Darkness, Episode V
Need a lesson on economic systems
Lesson 10b: Globalization notes
Globalization clips,
Lesson 11a: Capital Auction
Lesson 11b: Offshoring and Outsourcing
Lesson 11c: Roger and Me – Growing Pains from
Secondary to Tertiary
Lesson 11c: Roger and Me – Growing Pains from
Secondary to Tertiary
Lesson 12a: Movie Review
Maquiladora
Weber
Maquilopolis – vocab strategy
5. What is the
spatial relationship
between materials,
production and
markets?
6. How has
transportation and
communication
systems impacted
the development of
regions?
Lesson 13b: The Next Level BPOs
Lesson 14a: Where to Next?
Bangalore
Lesson 14b: 1-800-India
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