Annotated Resource Set (ARS) s1

Annotated Resource Set (ARS)

Title / Content Area: Character of a Place: Tunisia at the Turn of the 19th Century

Developed by: LaTonya Amboree, Secondary Social Studies Helping Teacher, Fort Bend Independent School District (TX)

Grade Level: 9th Grade World Geography

Essential Question: How was the character of Tunisia at the turn of the 19th century related to its social, political, economic, and cultural elements?

Contextual Paragraph: The French occupied the city of Tunis, Tunisia from 1881 to 1956, having established a protectorate system of administration that recognized the nominal authority of local government. In those years there were a large number of European colonists (like the Tunisian Italians) in Tunis. Europeans formed half the population. The city expanded and created new boulevards and neighborhoods. The creation of the French protectorate in 1881 was a turning point in Tunis's history, causing rapid redevelopment of the city in the span of two or three decades. The city rapidly spread out of its fortifications: it divided into a traditional Arab-populated old city, and a new city populated by immigrants, with a different structure from that of the traditional medina. Tunis also benefited from French construction of a water supply, natural gas and electricity networks, public transport services, and other public infrastructure.

Teaching with Primary Sources - Annotated Resource Set 1 Resource Set

An old water wheel in Couscous Sellers and La Porte française A Bedouin Woman Railway Train of the Bab Suika-Suker the suburb of Tunis an Arab Café, Tunis, Italian line between Square, Tunis, Tunisia Tunisia Tunis and the site of ancient Carthage leaving Marsa

Image taken November Couscous is a staple Translated: French Bedouins are a part of a Infrastructure for Photograph of people 1894; shows an old food in the Maghreb gate. This image predominantly desert-dwelling transportation was crowding in the Bab water wheel used to (coastal plain of North shows an entrance Arabian ethnic group traditionally provided under Suika-Suker Square in generate power to Africa), where Tunis is into Tunis in the divided into tribes, or clans. French domination. Tunis, Tunisia, 1899. perform specific tasks, located, because it native area of the Women occupy a very important such as milling flour, costs little and feeds a city. position in Bedouin society. Not hammering iron, lot of people. It is only do they raise the children, herd the sheep, milk the animals, machining, paper thought to be a Berber cook, spin yarn and make the making, or pounding dish, not an Arab dish. clothes, but they also weave the fiber for cloth making. cloth that constitutes the tent.

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Teaching with Primary Sources - Annotated Resource Set 2 General View from Sadiky Hospital Kasbah Market Bardo, the lion Types of Arabs Bedouin Beggars and Paris, Hotel in Tunis, staircase, Tunisia Children Tunisia

Image shows a wide Image depicts an old Image depicts people The use of lions as a There are a wide variety The Bedouin population scale view of the city of hospital in Tunis. trading at the Kasbah grisly form of of Arabs in Tunis. is traditionally poor. As Tunis in 1899. The Photograph was taken Market in Tunis. entertainment dates Bedouins began to farm, name of the hotel in 1899 after the French back to Persian rule. low crop yields could shows the impact of colonization of the The image depicts cause a family to go French colonial rule on country. carved lions encasing a hungry. the country. stairway of a building in Tunis.

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Teaching with Primary Sources - Annotated Resource Set 3 Arabs leaving a Mosque in Tunis, Tunisia

Islam is the predominant religion in Tunis. Although the French influenced the country, Christianity was not widespread.

http://www.loc.gov/pictures/item/2001699400/

Foundations Annotations

Curriculum Connections

This could be taught in the Unit taught on Northern Africa. This skill-based lesson teaches students to analyze a variety of images in order to gain an understanding of the character of a particular place. Whatever the location, there are certain things about a place that make it what it is. Every location has certain physical and human characteristics that make it different from any other.

Curriculum Standards

Texas Essential Knowledge and Skills for World Geography 5A : Analyze how the character of a place is related to its political, economic, social and cultural elements. 17A: Describe…..patterns of culture such as ….religion, land use, ….and customs that make specific regions of the world distinctive.

Content & Thinking Objectives

Texas Essential Knowledge and Skills for World Geography Teaching with Primary Sources - Annotated Resource Set 4 21A: analyze and evaluate the validity and utility of multiple sources of geographic information such as primary and secondary sources, aerial photographs, and maps. 21B: locate places of contemporary geopolitical significance on a map. 22B: generate summaries, generalizations, and thesis statements supported by evidence.

Inquiry Activities & Strategies

Objective: Use SPEC to analyze the character of Tunis, the largest city of Tunisia, at the turn of the 19th century. Preview (Warm-up): Have students use an atlas to answer the following questions about Tunisia: • Where is it? (location) • What is it like? (physical and human characteristics)

Presentation of Information: (What the teacher does) • Have students read a short background piece on Tunisia at the turn of the 19th century (http://www.state.gov/r/pa/ei/bgn/5439.htm) or show a video clip on Tunisia. • Instructional Strategy to be taught: SPEC – Teach students to analyze the human characteristics of a place through looking at the social, political, economic, and cultural evidence present Process: Image Analysis and Document Log - Have students identify the theme(s) and how the image portrays that particular theme in a document walk (full sheet placards of images posted around the room), document pass (1/2 sheet placards of images passed around in student groups of 4–6), or electronic document analysis (place images in a slide or use the digital resource set (students can work with a partner or individually in a computer lab). As students analyze the images, they should record the following in a document log that should look like this:

Image # Description of Image (What do you see?) Social Evidence Political Economic Cultural What conclusions can you Evidence Evidence Evidence draw about Tunisia at the Turn of the 19th century by looking at this image?

Teachers can also choose to have students sort the images into each of the four categories (social, political, economic, cultural), and try to make inferences about the social hierarchy, government, economy, and customs of Tunis, Tunisia at the turn of the 19 th century.

Teaching with Primary Sources - Annotated Resource Set 5 Post-Show: Answer the essential question in the form of a thesis proof (see resources at the bottom)L How was the character of Tunisia at the turn of the 19th century related to its social, political, economic, and cultural elements? Note to Teachers: You can extend this lesson by making connections to the impact of imperialism on the Jasmine Revolution in Tunisia during the Arab Spring of 2011.

Assessment Strategies

Have students write a free-response essay: How was the character of Tunisia at the turn of the 19th century related to its social, political, economic, and cultural elements? Teachers can use the generic-free response rubric provided:

Other Resources

Teaching with Primary Sources - Annotated Resource Set 6 Web Resources

U.S. Department of State: Diplomacy in Action Country Profile: Tunisia: http://www.state.gov/r/pa/ei/bgn/5439.htm#history Britannica Online Encyclopedia: History of Tunisia: http://www.britannica.com/EBchecked/topic/609278/history-of-Tunisia Women in World History: Imperialism in North Africa: http://chnm.gmu.edu/wwh/modules/lesson9/lesson9.php?s=0

Secondary Sources

Reading Quest.org Thesis Proof Chart: http://www.readingquest.org/pdf/thesis.pdf

Print and Other Media Resources

Africa in Focus: Tunisia. Prod. Shelburne Films. Shelburne Films, 1990. Discovery Education. Web. 3 August 2012. .

Teaching with Primary Sources - Annotated Resource Set 7