Britannica Global Geography System

BRITANNICA GLOBAL GEOGRAPHY SYSTEM

BGGS Overview

BGGSis the Britannica They use an inquiry approach and are organized Gl obal Ge o gr aphy Syst em, around ten world regions: a modular electronic SouthAsia learning system which SoutheastAsia combinesthe latest peda- gogicalapproach to geogra- ]apan phy leaming with interactive multi-media FormerSoviet Union materials enabling students and teachersto EastAsia immerse themselvesin exciting geographic Australia/ New Zealand/ Pacific investigations. BGGSis made up of the following North Africa / SouthwestAsia components: . Geographiclnquiry into GIobaIlssues Africa-South of the Sahara (GIGI) StudentDataBooks Latin America Teacher'sGuides with OverheadTrans- Europe parenciesin a three-ring binder Laminated Mini-Atlases to accompany EachGIGI module is centeredaround a particular eachmodule question,such as "Why are people in the world a BGGSCD-ROM with User'sManual hungry?" and "Is freedomof movementa basic a 3 BGGSVideodiscs with BarcodeGuides human right?" The lead question is explored in a 3 thematicposters one region of the world, then, in most modules,in a secondregion, before being investigatedin This section of your Teacher'sGuide will exam- North America. ine each component and demonstratehow the components work together to facilitate some very The modulescan be usedin geographyclasses, or exciting geography leaming for you and your selectedmodules can be used in other courses, students! suchas Earth Science,Global Studies,or Econom- ics.Twelve modulesconstitute ample materialfor I. GIGI a full year'sgeography course. Each module is GeographicInquiry into Global Issues(GIGI) accompaniedby setsof laminatedmini-atlases is the foundation of the BGGS.GIGI is a seriesof which students can write on with dry-erase modules developed at the Center for Geographic markers (provided by the teacher),then wipe Education at the University of Colorado at cleanto be re-usedby the next class. This activity Boulder. The modules are independent of one works well with cooperativegrouPs of students' another and can be presentedin dny order. Each module comprises a Teacher's Guide in a goals and principles behind the inquiry approach three-ring binder which includes Handouts and to geography learning. Activity masters for duplication and Overhead Transparencies; twenty-five Student DataBooks (additional Student DataBooks available) and the The electronic components of the Brttannica Mini-Atlases all packaged in a sturdy box Global Geography System further empower suitable for storage when the class moves on to students and teachers alike to engage in mean- the next module. Since the Student DataBooks ingful investigations. They are explained in detail are soft-covered three-hole punched, non- in the following section. consumable books, we recommend that each student have a binder to protect them. BGGS II. BGGS CD-ROM binders are available from Britannica, or you The BGGS CD-ROM is a resource manager and might ask each student to obtain one at the reference tool designed to help both teachers and beginning of the course to keep the books in students get maximum impact from the good condition for the next group of students Britannica Global Geography System. This CD- that will use them. As the class completes a ROM contains the text of the GIGI Student module, you can collect the Student DataBooks, DataBooks in both Spanish and English, as well place them in their storage box, and distribute as Britannica's innovative geography reference the next module's DataBook to be placed in the program GeopediarM all on a single disk. Here student's binder. are some of the ways you and your class can use this software: GIGI print materials are organized in a unique fashion. The Teacher's Guide explains proce- . Vvhen preparing to teach a module, you dures to use in presenting the material found in can accessthe GIGI Student DataBook on the GIGI Student DataBook. Miniature layouts of the CD to find which other elements of student pages show the teacher how many pages the BGGS are keyed to that lesson. For of student material correspond with a given example, if you are teaching Lesson 3 Teacher's Guide page. The Teacher's Guide in the Population and Resourcesmodule includes Activities and Handouts to be copied (What is overpopulation and how is it and passed out to the class and Overhead distributed?), accessingthat lesson on the Transparencies to enhance each lesson. AII of a CD-ROM will reveal that there is one clip module's Activities, Handouts, and Overheads on the EconomicDeuelopment videodisc are located behind the third tab divider in each called "Population/Wealth Correlation. " Teacher's Guide. With this information/ you can plan when to reserve your department's videodisc The teacher needs to become familiar in advance player to preview the clip and show it to with both Teacher and Student material in order your class. to effectively engage the class in meaningful geographic inquiries. There is a comprehensive Furthermore, you will discover that there is one "Memo to the Teacher from the GIGI Staff" in GIGI mini-atlas activity related to this lesson, five each Teacher's Guide which explains in detail the articles in the Geopedia database,ten entries in Geopedia'sWorld Data, five maps in the . If Spanishis the primary language of your Geopedia Atlas, and five leaming activities in the students,GIGI lessonscan be accessed Geopedia BrainTeasers.You may want to assign and printed out in Spanishfrom the each student or small group of students a re- BGGSCD-ROM. The BGGSVideodiscs searchproject using theseextra resourcesto be have a Spanishsoundtrack as well. done over the course of the module, or you can createa set of questionswhich the studentsmust III. BGGS Videodiscs complete using the information found in More than ever before, today's students are Geopedia. visual leamers.The GIGI modules explore issues and regions of the world with which many Theseactivities can serve as a performance-based students are unfamiliar. With this in mind, we assessmentof what students have learned in have produced three videodiscs,one to corre- studying eachmodule. spond to eachof three major strands we have identified in GIGI: Earth'sEnoironment and Sincemany schoolshave a limited number of Society;Economic Deaelopment; and GlobalPolitical computers with CD-ROM drives available,you andCultural Change. may wish to devise a rotating scheduleor sign- up system to ensure that eachstudent has a Thesevideodiscs, with English and Spanish chanceto get at the BGGSCD-ROM. If it takes 15 soundtracks,can take you and your classto the classperiods for a classof twenty-five students to parts of the world you are investigating with the do one module, students working in pairs can wave of a barcodewand. Your classwill hear eachhave one turn at the computer if they how Amazon native peoples feel about the schedule their time at the outset of the module. exploitation of the tropical rain forests where Using the CD-ROM's resourcemanaging capabil- they live, witness the eruption of a volcano, and ity, you will have a very good senseof what seefirst-hand the environmental disastershuman resourcesyou have at your disposal and how to beings have brought about. make the most of them. The BarcodeGuide which accompanieseach disc . AII GIGI lessonsare indexed by word and enablesyou to accesswith a light pen or barcode by key topic. If your classis studying food reader, segmentswhich pertain to the lesson shortagesin the Hunger module, you can being investigated.The Guide includes barcodes key in the word hunger, and immediately in both English and Spanish.Teachers can use leam where elsein the GIGI modules this the segmentsto enrich lessons,and students can word or key topic appears. You can go make use of segmentsto enhancea report or directly to those occurrencesin the text. You group presentation. will also be directed to appropriate Geopedia referencesand Brain Teaseractivities. There is a full-color poster to accompanyeach Figures, Maps and Tablesfrom GIGI print videodisc cluster which engagesthe students by modules do not appear in the CD-ROM. asking "How do theseimages connectto you?" However, the caption describing eachof The posterscan provide a colorful springboard them is part of the online text. for classroomdiscussion. Britannica Global GeographySystem Developers

GIGI Staff and Associates EBEC Staff and Associates

ProfessorA. David Hill, Director and Developer Emily Clott, Project Manager Dr. JamesM. Dunn, Developer Martha Hopkins, Director, Educational Dr. Phil Klein, Developer Program Development ProfessorRobert W. Richburg,Consultant and Proof Positive,/Farrowlyne Assoc., Editorial, Evaluator Design, and Production Dr. Alan L. Backler,Consultant Hazel ]anke, Manufacturing Manager ProfessorJoseph P. Stoltman,Consultant Carol Smith, Senior Buyer Dr. H. Michael Hartoonian,Consultant Richard Laurent, Logo and Package Design Lynn M. ]ackson,Secretary Alison Witt-Janssen,Electronic Production SheilaB. Tyrrell, Secretary Manager JeffreyJon Miller, Assistant Jeffrey Osier, Videodisc Editor Aaron Howell, Assistant Dynacom, Inc. Software Development Mathilde Snel,Assistant Sharon Johnson, Videodisc Development and Bryan Dorsey,Assistant Photo Research Laurie Kennard, Videodisc Development and Seeindividual modules for additional Photo Research contributors. Jean Araujo, Editorial Coordinator Patrick Hogan, CD-ROM User's Manual Editor Kim Bradshaw, Data Preparation Carmen Schwarting, Data Preparation Yolanda Vargas, Data Preparation Alejandra Tcachuk, Translator Dave Alexovich, Video Animation and Graphics Dave Wood, Video Animation and Graphics Scott Shearer,Video Animation and Graphics Barbra A. Vogel, Manager EB Cartography Dione E. Fortin, Cartography Steven Bogdan, Cartography Amelia R. Gintautas, Cartography Michael D. Nutter, Cartography /

BRITANNIAGI,()BAI, G[()ORAffif$YSTXM

CICI GeographicInquiry into Globalfssues

Diversity and Nationalisrn

ProgramDevelopers A. DavidHill, JamesM. Dunn,and Phil Klein

TnecrrERts Gurnn

Regional Case Study Former Soviet Union

Etsrilonnico ENCYCLOPAEDIABRITANNICA EDUCATIONALCORPORATION 310 South Mlchlgon Avenue Chcogo, llllnoh 60604 GeographicInquiry into GlobalIssues (GIGI) The Centerfor GeographyEducation Departmentof Geography, Box 260 Universityof Coloradoat Boulder Boulder,CO 80309-0260

GIGI Project Staff A. David Hill, Director JamesM. Dunn PhilKlein

ProiectConsultants AIan Backler MichaelHartoonian RobertRichburg JosephP. Stoltman

Diuersity and Nationalism First draft written bv Andv Aiken

EBECProduction Staff and Associates ProjectManager: Emily Clott ExecutiveDirector, Curriculum Development: Martha Hopkins Design,Editorial, Production: Proof Positive/Farrowlyne Associates, Inc. ManufacturingSupervisor: Carol Smith Logo and PackageDesign: Richard Laurent

ISBN 0-7826-0990-2

This materialis basedupon work supportedby the National ScienceFoundation under Grant No. ESI9050204. The Governmenthas certain rights in this material.Any opinions, findings,and conclusionsor recommendationsexpressed in this materialare those of the authors,and do not necessarilyreflect the viewsof the NationalScience Foundation.

The contentsof this book may not be reproducedby any means,electronic or mechanical, includingphotocopying, except for classroomsets of Activities. Memo to the Teacherfrom the GIGI Staff iv Preparing to Teach This Module: Diuersity and Nationalism xvii

Introduction

\X/hat Lessom a are nations, ethnic groups, and states?

Major Case Study: Former Soviet Union

Lessorr 2 what are the major nationsof the former SovietUnion? 6

Lessorr 3 How do the statesof the former SovietUnion compareto eachother? 10

Lesscrrr 4 What ethnic and national conflicts are found in the former SovietUnion? 16

Le:ssorr i5 How can ethnic and national conflict be resolved in the former SovietUnion? 21

Comparison Case: Canada

Le:sssrx {$ How can Canadaresolve French nationalist and separatistconflict? 29

Comparison Case: Brazil and the United States

X-esscpxx 7 How has racialequality progressedin Brazil and the United States? 38 L'O Extension Activities and Resources 4s t---

Memo to the Teacher from the GIGI Staff

You hauein your handsthe GIGI Teacher'sGuide. Teaching with GIGI is a departurefrom teachingwith a conuentionaltextbook. By taking the time to study this memo-abowt 30 minwtes-yow will gain a good understandingof the kind of teachingthat's needed to be swccessfulwith GIGI. We hopeyou hauea rewardingand enjoyable experience!

Goals The three major goals of GeographicInquiry into Global lssues (GIGI) are to help you teachyour studentsthe following: 1,. Responsiblecitizenship 2. Geographicknowledge, skills, and perspectives 3. Critical and reflectivethinking 'We believeyou can accomplishthese goals as well as others by teaching real-world issues.GIGI presentsthese issues with an inquiry approach,using the information, concepts,skills, and perspectivesof geography.

GIGI and the Britannica Global Geography System GIGI offers you two instructionalmodules for eachof ten world regions (Figure 1 on pagesvi and vii). There is no necessarysequence of modules;each one is independent,so you can usethem in any order you wish or put togethersmaller clusters of modulesto fit your needs.A leading questionframes the issueof eachmodule, and student inquiry proceedsthrough a sequenceof lessons,each of which requiresone or more daily periods of classtime. Color photographsat the beginningand end of eachStudent DataBook graphicallyillustrate the topic under inquiry. Modules typically begin with a broad introduction to the global issue.Then, a major casestudy of three to four lessonsexamines the issuein a realplace within the selectedworld region. Studentsalso explore, usually in a singlelesson, a comparativecase study in a different region, which gives a variant of the issueand a senseof its global nature. Modules also bring the students"back home" to focus on the issue as it may appearin the United Statesor Canada. \7e do this becausealthough North America is not one of the 10 GIGI

\ Diuersity and Nationalism V regions, frequent comparisons to North America throughout each module achieveadditional instruction on this "home region." Each GIGI module requires from two to three weeks of teaching time (10 to 15 classperiods of 50 minutes) and contains a Student DataBook, Teacher'sGuide, and Mini-Atlas. TheseGIGI print materials are at the heart of the Britannica Global Geography System (BGGS),which extendsand enhancesthe inquiry approachto real- world issueswith a CD-ROM and three videodiscs. The BGGS CD-ROM purs the text of the GIGI Student DataBooks on line in both Englishand Spanish,then enablesboth teacher and studentsto searchthe text by lesson,key topic, or word to find the resourcesin the systemthat will enhanceeach. GeopediarM,Britannica's multimedia geographyprogram, is provided in the CD-ROM for follow-up research.It featuresan atlas with more than 1,000 new maps, an encyclopediawith more than 1.,200 geography-relatedarticles, statistical information on every country 'World from Britannica Data Annu al, a chartmaker for creating charts and graphs,a selectionof video clips exploring citiesand regions,and an electronicnotepad allowing teachersand studentsto clip and edit text right on the screen. Three videodiscs,designed to electronicallytransport studentsto the regionsof the world where GIGI casestudies are focused,are another part.of the BGGS. The discs emphasizethree major strands of the GIGI investigations:Earth's Enuironment and Society, Economic Deuelopment, and Global Political and Cuhural Change. Each videodischas two soundtracks,English and Spanish,and is accompaniedby a BarcodeGuide that enablesteachers and students to accessthe segmentsthat accompany the GIGI lessonwith a wave of the barcodereader. A poster accompanieseach videodisc to reinforce the connections between your students and the issuebeing stud- ied. A full explanation of the Britannica Global GeographySystem components and how they work together is located in the BGGS overview in the front section of this Teacher'sGuide. VI GeographicInquiry into Global Issues

Geographiclnquiry into Global lssues(GIGI) lssues,Leading Questions, and CaseStudy Locations

South Asia Population and Resources Religious Conflict

How doespopulation growth Wheredo religiousdifferences affectresource avoilobility? contribute to conflict? Bangladesh Kashmir (Haiti) (Northernlreland, UnitedStates)

Southeast Asia Sustainable Agriculture Human Rights

How can the world achieve How is freedomof movementq sustai n able agricu ltu re? basichuman right? Malaysia Cambodia (Cameroon,Western United (Cuba,United States) States) lapan Global Economy Natural Hazards How doesthe globaleconomy Why do the effectsof natural offectpeoples and ploces? hozordsvary from ploce to Japan ploce? (Colombia,United States) Japan (Bangladesh,United States)

Former Soviet Diversity and Union Nationalism Environmental Pollution

How do nationscope with What are the effectsof severe culturaldiversity? enviro n mental poll ution? Commonwealthof AralSea IndependentStates (Madagascar,United States) (Brazil,United States, and Canada)

East Asia Population Growth Political Change

How is populotiongrowth How doespoliticolchange affect to be managed? peoplesand ploces? China HongKong (UnitedStates) (SouthKorea, Taiwan, Singapore,Canada)

Figure 1 Matrixshowing ClCl modules.Ceographic issues are in bold and leadingquestions are in italics.Major case study locationsare followed by comparisonexamples in parentheses. Diuersityand Nationalism vii

Geographiclnquiry into Global lssues(GlGl) lssues,Leading Questions, and CaseStudy Locations

Australia/ New Zealand/ Pacific Global Climate Change Interdependence

Whot couldhappen if globol What are the causesand effects warming occurs? of globol interdependence? Australiaand New Zealand Australia (DevelopingCountries, (Falklandlslands, United States) U.S.Culf Coast)

North Africa/ Southwest Asia Oil and Society Hunger

Howhave oil richeschanged Whyare people hungry? nations? Sudan (rndia'Canada) lrii,l"fl3'?]'o'.,n,,

Africa-south of the Sahara Building New Nations lnfant and Child Mortality

How qre notion-statesbuilt? Why do so mony childrensuffer \igeria frompoor heolth? (SouthAfrica, the Kurdish CentralAfrica nation) (UnitedStates)

Latin America Urban Growth Development

What are the causesand How doesdevelopment offect effectsof rapid peoplesand places? urbqnizotionand urban Amazonia growth? (EasternEurope, U.S. Tennessee Vexico Valley) (UnitedStates)

Europe Regional Integration Waste Management

Whot ore the odvontagesof Why is wastemonogement both and barriersto regionol o local and global concern? integration? WesternEurope iurope (Japan,United States) (UnitedStates, Mexico, Canada)

Figure | (continued) I vill Geograpbic Inquiry into Global Isswes

The Student DataBook contains the following features: o Memo to the Student from the GIGI Staff o An overview of the key questionsand placesexplored in the module o Lessonobjectives o Data presentedin a variety of forms, including text, maps, graphs,tables, photographs, and cartoons o Questions o Glossary o References

Studentsare not expectedto learn the GIGI curriculum through the StudentDataBook alone. Rather,they derivemeaning from the DataBook when you use the Teacher'sGuide to work through the curriculum with them. You may want to explain this processto students.Point out that you will be directingthem to carry out various activities that are not specifiedin their text but are important in the sequenceof learning. Prior to teachingthe first lesson,be surestudents read the "Memo to the Student from the GIGI Staff" and the two-page overvieq which givesthe module'sobjectives in questionform. Point out the Glossaryand encourageits useas you work through the module, noting that glossarywords are listed ar the beginningof eachlesson. So that studentswill know what they are expectedto learn, they needto read carefully and understandthe objectiveslisted at the beginningof eachlesson.

This Teacher'sGuide contains the following sections: o Preparingto TeachThis Module, a synopsisof the module's leading question,themes, and activities o Module Objectives o Number of Days Requiredto Teachthe Module . Suggestionsfor TeacherReading . ExtensionActivities and Resources

Most lessonsinclude the following sections: . Time Required . Materials Needed . Glossary \fords o Getting Started(suggested anticipatory sets) o Procedures(for group and individual work) o Modifications for older or younger students(in a different type face, printed in color) e Questionsand Answers (shown in tinted boxes) o For Further Inquiry (suggestionsfor extensionsandlor assessments) Diuersityand Nationalism ix

o Masters of Overhead Transparenciesand Activity masters and keys (locatedat the back of the Teacher'sGuide)

Each module has its own accompanying Mini-Atlas, which provides four-color maps designedespecially for usewith that module. The Teacher'sGuide explainshow to usethese maps. No additional atlasesare requiredto teachthe module, but large wall maps are highly recommendedfor your classroom.In addition to the maps in the Mini-Atlas, you will find numerous maps in the Student DataBook. lntended Grade Levels 'We believeGIGI enablesyou to probe global issuesin various degreesof depth. This allows for the modules' use both over several grade levels (7-1,2) and over varying lengths of time at a gradelevel. The Teacher'sGuides suggestalternatives for modifying instruction for different grade levelswhere appropriate. The reading level varies within eachmodule: The StudentDataBooks are approximately at grade 9 level, but some extracts from other sourcesare more chal- lenging.These extracts are important becausethey show students that many peoplehave contributed to the data, but younger students may needmore time and help to understandthem. The Teacher's Guidesalso include extensionactivities and resourcesthat can maxi- mize the grade-levelflexibility of eachmodule. Using the visuals included in the BGGS videodiscsand the activitiesbuilt into the CD-ROM, you can further tailor instruction to your students. Obviously you will determinewhether particular lessonssuit your students'abilities. When a rangeof required teachingtime is given for a module, for example,10 to 12 days,the greateramount of time should be planned for younger students.If you believea lessonmight be too difficult for your students, eliminate or simplify it. Rarely will the elimination of a lessonrender a module ineffective.On the other hand, try to utilize the suggestedextensions if the lessondoes not adequatelychallenge your students.

Issues-BasedGeographic Inquiry In order to foster active learning and higher-levelthinking, GIGI stressesissues-based geographic inquiry. Inquiry is essentiallythe method of scienceand of good detectivework: It posesquestions and proposesanswers about the real world and it testsits answerswith real data. Studentsdo this with GIGI. Becausethis approach may be different from what students are famrhar with, you may wish to pre- Geographic Inquiry into Global Issues

pare them by describingthe processand its connectionto the real world. Also, their reading and discussionof the "Memo to the Student from the GIGI Staff" will help them understand the inquiry approach.GIGI is basedon FrancesSlater's inquiry activity planning model (1993). To reach GIGI's goals,your studentsstudy specific global issuesby pursuing answersto geographicquestions (Figure 2). They answer these questions by analyzing and evaluating data, using geographicmethods and skills. This "doing geography" approach leadsto significantoutcomes in knowledge,skills, and perspectives. The progression from questionsto generalizations"is crucial as a structure for activity planning and as a strategy for developing meaning and understanding.Meaning and understandingdefine the processof tying little factual knots of information into biggergeneral knots so that geographybegins to make sense,not as a heap of isolated facts but as a network of ideasand proced'Ltres"(Slater 1993, page60). In truly free inquirS studentswork independentlS but with GIGI posing questionsand providing data,you and your studentsexplore the issuestogether. This approachsupports and encouragesyour students in learning geography. By using issues-basedinquiry, you promote the developmentof a critical perspectivein your students.They learn the habits of critical and reflectivethinking. Multiple and opposingpositions are inherent

Goals I I V lssues I I V GeographicQuestions I I Methods of Processing+ Data + Exerciseof Skills I I V Outcomes I I V Assessment

Figure 2 ClCl'smodel for issues-basedgeographic inquiry (after Slater1993). Diuersityand Nationalism xi

in theseissues. Facts can be used to support different points of view. This is the context in which the habits of the critical perspectivecan develop, and interpretation is the key activity. With GIGI you foster thesehabits and abilitiesas you help your studentsinterpret data guided by hypotheses,propositions, arguments, or questions. An essentialelement of data-based,issues-oriented inquiry is to challengeyour students by giving them opportunities to . raisenew questions, o question the quality of the data, . seekmore useful or current data, o articulaterelationships they perceive, . explain their processesof investigation,and . defendtheir positions,decisions, and solutions.

Why These Issues Were Chosen In planning GIGI, we sought timelessissues that are truly global in scopeand that areof specialconcern to geographers.In this wag GIGI fosterswhat the National GeographyStandards calls "the geo- graphically informed person" neededby modern global citrzemy (GeographyEducation StandardsProject 1,994). The major casestudg chosento give solid grounding to the issue, is focusedon a region where the issueis clearly expressed.The secondary casestudies, based in other regionsincluding the United Statesand Canada,show the global scopeof the issue. It is important to stressthat, although GIGI containsa wide selec- tion of casestudies in all major regions(Figure 1) as well as frequent referencesto the global distribution of many geographicphenomena, GIGI is not a traditional regional geography.It doesnot attempt to provide basicgeographic information for eachregion, such as one finds in traditional regionalgeography textbooks. In teachinga GIGI module, it is important to keep the emphasison the issueand not get distracted with extraneous regional information.

Role of Questions Each GIGI module is divided into six to eight lessons,each titled by a question;subquestions head individual sectionsof the lessons. Questionsguide inquiry in order to mergethe processof investigation with the drawing of conclusions.Directly linking questionsand answershelps achievean intellectuallysatisfying understanding of a problem (Slater1993). When studentsare askedto learn only conclusions without learning how they are drawn, we perpetuate the tradition of an answer-centerededucation bereft of higher-level thinking. Therefore, it is importantthat studentsunderstand they are not xil GeographicInquiry into GlobalIssues

always expectedto answer the questionswhen they first appear,but rather to keep them in mind as guides when they are reading or discussing. GIGI asks both convergent and divergent questions,trying to reach a balance between the two. Supplementthe questions in GIGI by askingyour studentsmany more of the typesof questionssuggest- ed by Slater(1,993). These are questionsthat encourage . recall, . classificationand ordering, o the use of datato draw conclusions, . awarenessof the limitations of dataor of evaluationof data, and . awarenessof the processesof reasoningused.

According to the National GeographyStandards, the "geographi- cally informed person appliesa comprehensivespatial view of the world to life situations" (GeographyEducation StandardsProject 1,994).In order to foster such a view of the world, GIGI asks geographic questions that ask where things are and why. By asking such geographicquestions and by having studentslearn to ask them, you will reinforceGIGI's approach.A good questionto begin with is: Where is this issuelocated? Then proceedto questionssuch as the following: . Why doesit take placethere? . How and why doesthis issueaffect the peoplein this place? o In what other placesdo peopleconfront this issue? o How and why are theseplaces related? o What alternativesdo peoplehave to improve their situation, and which alternativesdo you recommend?

Fundamental Themes of Geography In recentyears, many geographyteachers have learnedthat the five "fundamental themes" (Joint Committee on Geographic Education 1,984)help them ask geographicquestions. The theme of Location asks where things are and why things are located where they are. Placeis the theme that inquiresinto human and physical characteristicsof locations. Human-Environment Interaction exam- ines how and why humans both adapt to and modify their environ- ments as well as the consequencesof theseactions. Movement inves- tigatesnot only how and why placesare connectedbut also what is the significanceof thoseinteractions. The theme of Region seeksto identify and explain similarities and differencesamong areasand how and why theseform and change.An extended explanation of the themesand their concepts,interrelationships, and applicationsis D iu ersity and I'Jationalism xill

givenin Hill and McCormick(1989). The themesare useful because theyencourage the kindsof questionsrequired to helpstudents developthe geographicperspective.

Importance of Local Examples GIGI is a world geograph5 but it shows that issueswork at yarr- ous geographicscales-personal, local, regional,national, and global. Becauseit is sometimesdifficult for younger students to identify with faraway places,success with GIGI in part dependsupon the ability of both you and your studentsto relate the issuesto examples .We in your local community. strongly recommend that you refer in classto local examplesof the issuebeing investigated.Just as important, we encourageyou to have your studentsconduct local field studiesrelated to this issuewhenever possible. Issues having important geographicdimensions abound in everycommunity (seethe ExtensionActivities and Resourcessection at the end of this Teacher'sGuide for examples).Peak educational experiences often come when studentssee things in the field that relateto their classroom studies.'Wediscuss other reasonsfor local involvementin the next section. Familiar peoplecan be as important as familiar placesin motivat- ing students.The quality of personalengagement is at the crux of successfulinstruction. Using the BGGS videodiscsegments that accompanymost GIGI lessonsis a powerful way to help your stu- dentsfind relevanceby identifying the GIGI issueswith real people. Similarlg you can connectGIGI issuesto everydaylife at a human scale,especially at the students'own agelevels, by using current newspaper accounts or magazinesthat addressthe student'sperspec- tive. As you gain familiarity with teachinglocal examples,as you developfield exercisesfor your students,and as you learn how to put a human face on thesematerials, you will begin to customizethe GIGI modulesto fit your particular environment.Our trial teachers reported that the more they taught GIGI modules,the more comfort- able they becamein adapting them to fit their needs.

Fostering Optimistic and Constructive Perspectives The seriousnessand complexity of the global issuesstudied in GIGI can overwhelm studentsunless you take care to foster optimistic and constructiveperspectives toward issues."Gloom and doom" needsto be balancedwith examplesof successand prospects for positive change.It is important to help your students develop a l xiv GeographicInquiry into Globallssues

senseof personal effrcacy,an attitude that their actions can make a differencein solving global problems.The maxim, "Think Globally Act Locally," speaksto the needto help studentsorganize and conduct constructiveactions that addresslocal variants of the issuesthey are studying.As we noted earlier,student involvement in local pro- jectsenriches their educationalexperience. There is also good evidence that it actually produces an optimistic feeling-that their actions can make a difference-to help them deal with the often difficult and sometimesdepressing world issues.GIGI modules often include lessonsand activitiesto show possibilitiesfor positive action. Certain perspectivesfoster studentoptimism and constructive behavior.Geography students, especially should learn to respect other peoplesand lands, and they should come to cherishenviron- mental unity and natural diversity.They should also learn to be skep- tical about simplisticexplanations, such as the theory that attempts to explain human characteristicsand actionsin terms of the physical environment alone, which geographerscall "environmental determin- ism." Most important, optimistic and constructiveperspectives accompanythe developmentof empathy,tolerance, and open- mindedness.These traits are fosteredby avoiding sexistand racist language,discouraging ethnocentricity and challengingstereotypes, simplistic solutions,and basicassumptions.

References to Data Unlike most textbooks, GIGI attributesits sourcesof data with in-text citations and full referencelists, which is another way of encouragingthe critical perspective.In the StudentDataBook, material that has beenextracted from original sourcesis indentedand printed in a different typeface. Long extracts are highlighted with background color. Use of thesesources helps your studentslearn that real people construct ideas and data and that their conceptsand information are not immutable. Instead, they often change through the critiques and interpretationsof various people.By using these scholarly conventions,we intend to encourageyour studentsto appreciatethe tentativenessof knowledgeand to value scholarship and academic integrity.

Updating Real data quickly becomeobsolete. GIGI addressesthis factby discussinghistorical trends of data and by stressingconcepts. You should reinforce this bias for conceptsand also freely acknowledge the datednessof information by explaining why it is still used (for example,the lags betweenresearch and writing and publication and D iu er sity and Nationalism xv

use; the lack of more recent data). \Thenever possible, guide students to update materials.Britannica's Geopedia, on the BGGS CD-ROM, contains data based on Encyclopedia Britannica's World Data Annual, which is also availablein print form. Have studentsuse thesesources to supplementand update GIGI data.

AssessingLearning Evaluation of student achievementswith GIGI can be focused on two broad areas.The first is the developing ability of studentsto undertake geographic inquiry. The secondis the acquisition of knowledgeand perspectivesabout the module issue. The ability of students to undertake inquiry in geography can be related to the primary questionsthat guide geographical study. They are noted earlier in this memo. As studentswork through the module, they are likely to becomeincreasingly adept at asking and answeringgeographic questions. Seek to extend your students'com- petencein severalclusters of skills that facilitate geographic inquiry. These clusters include the following: o Identifying problems and issues.This may be done through observation,asking questions,brainstorming, reading, and in other ways. . Inquiring into the problems and issuesin many ways such as through map reading and interpretation,making surveys, and using resultsof surveysdone by others. o Making decisionsand taking action, for example,through reviewing alternatives,establishing priorities and criteria, and communicatingcooperatively with peoplein other ways. o Reflecting at all stagesof the processof inquiry especially through careful considerationof diversesources of evidence.

Studentswill acquireknowledge of the module issueas they make their inquiries.This knowledgecan be testedand graded. Assessmentsmay be basedon the following: o Knowledge and skills shown by work on Activities included in this Teacher'sGuide and on questions in the Student DataBook. . Observationsof studentparticipation in groups and in class discussions.

Specificassessment ideas are given at the end of somelessons in the section called For Further Inquiry. In addition, the Teacher's Guide ends with Extension Activities and Resources.Some of these extension activities can serveas authentic assessments. xvl GeographicInquiry into Global Isswes

Potential Uses In addition to the flexibility offered by the free-standingnature of the modules,GIGI has a number of other characteristicsthat encour- agewidespread use. Modules can be extendedand enhancedwith the BGGS CD-ROM, videodiscs,and posters.Because GIGI's issues- basedapproach integrates several topics (for example,population, economic,political, physical,and cultural geography)in a single module, the modulesare not conduciveto using an approachin which topics are taught separately.On the other hand, GIGI may be usedwith a world regional approachbecause there are modulesfor each of 10 world regions.A year-longworld geographyor global studiescourse will have more than enoughmaterial by using 12 modules.Five to sevenmodules may constitutea one-semester,issues- basedgeography course covering several regions. You can define clustersof modulesfor your own curricular purposes.\7e have identified three clustersfor interdisciplinarystudies within the Britannica Global GeographySystem, each comprising six or sevenGIGI modules.They are Earth's Enuironment and Society,Economic Deuelopment, and Global Political and Cultural Change. BGGS includesa videodiscand poster for eachcluster. These strand pack- agescould well be usedin Socialand EnvironmentalStudies, Earth Science,Global Studies,and Area Studiesclasses. Activities in the modulesalso support math, languagearts, and arts curricula. GIGI encouragesand facilitatesthe developmentof a variety of geographicskills that transferwidely into the natural and socialsci- ences.Among theseare skills of askinggeographic questions and developing and testing geographic generahzations.These require other GIGI skills including examining and making a variety of maps; analyzing photographs; constructing and interpreting graphs and tables of spatial data; and collecting, interpreting, and presenting geographic information. Finally, GIGI promotes a wide variety of linguistic,numeric, oral, creative,and socialskills as well as geographicskills. In particular, GIGI emphasizescooperative learning. \7e believethat one of the gteat strengths of the GIGI modules is that they give students practicein both group and individual problem solving.As students become more famrhar with the global issues,they learn that finding solutionsto world problemsrequires people to work together cooperatively.

References

GeographyEducation Standards Project. 1994. Geography for Life: The National GeographyStandards. Washington, DC: GeographyEducation Standards Proiect. D iuersity and Nationalism

Hill, A. David, and McCormick, Regina.1989. Geography: A ResourceBook for SecondaryScbools. Santa Barbara, CA: ABC-Clio,Inc.

Joint Committeeon GeographicEducation. 1984. Guidelines for Geograpbic Edwcation:Elementary and Secondary S ch ools.'Sfashington, DC: Associationof AmericanGeographers and National Councilfor GeographicEducation. Slater,Frances. 1,993. Learning through Geography. Revised. Indiana, PA: National Councilfor GeographicEducation.

PnEpnnrNGTo TEACHTHrs MoDULE

Diversity and Nationalism How do nations cope with cultural diversity?

The end of the Cold War seemsto have generated"hot spots," a rash of ethnic and national conflicts in the newly independent states of the former Soviet Union. But ethnic conflicts are by no means limited to that region. They are found throughout the world. While high technology in transportation and communications and the global economy make the world more interdependent,cultural diversity ethnicity, and nationalism pull peoples and places apart. There is a tension between thesepowerful centripetal and centrifugal forces. Ethnic differencesmanifest themselvesin massive.armed conflicts in someareas and in socialunrest and individual grievancesat local scalesfrom Sri Lanka to Los Angeles.Ethnic diversity alone does not causeconflicts, but it is oftentimes used to advancepowerful inter- ests.The curriculum needsto include examinations of diversity and nationalism and their effects. In political geography a nation is a large group of people sharing a common cultural identitg but not necessarilyhaving independence and self-rule. But in keeping with common parlance, this module's leading question usesthe term to mean countries. Few countries are inhabited by only one ethnic group. Multiculturalism is the rule rather than the exception. This module is about the challengesthat cultural diversity and nationalismpose for countries. Geography'sfundamental theme of Place is central to this module becausecultural featuresare often what best define the character of a place. And cultural differencesbetween places are important markers of regions (Region being another fundamental theme). This module plays all five fundamental themes,but those of Place and Region dominate. In Lesson 1, studentslearn the concepts of nations, ethnic groups, and stateswith real-world examples.The module's major casestudy xvill Geographic Inquiry into Global Issues

beginswith Lesson2 as studentslocate the new statesof the former Soviet Union and the Commonwealth of Independent States(CIS) and identify the major nations in thesestates. In Lesson3, studentsapply a GeographicInformation System technique to regionalize thesestates. In Lesson4, students interpret data to try to decide which are the most seriousethnic and national conflicts within the former Soviet Union" Lesson 5 engagesstudents in a role-playing simulation to try to resolve three ethnic conflicts in the former SovietUnion. Studentsdebate whether Quebecshould separatefrom Canadain Lesson6.In Lesson7, studentsuse a variety of qualitative and quantitative data to conduct a comparative analy- sis of the status of citizens of African descentin the United Statesand Brazll. Using the BGGS CD-ROM can simplify lessonplanning by making it easyto accessthe resourcesthe systemprovides for eachlesson. It shows exactly which GeopediarMdata and learning activities can be usedin long-rangeand short-term assignments,and which videodisc clips will provide visual reinforcement for each GIGI lesson. The CD-ROM can also show you ways in which a lessonin one module relatesto a lessonin another module. And it indicateswhere to find every referencein GIGI, GeopediarM,the Mini-Atlas maps, and the videodiscsto any key topic-for example, "tsunami" or "Bangladesh."The studentswill also be able to usethe BGGS CD-ROM for further researchand short-term or long-term range assignments.The BGGS multimedia componentsand their usesare explained fully in the tabbed BGGS section in the front of this Teacher'sGuide. The following are general modifications recommendedfor younger students: o Plan for fifteen days becausethe activities will require more teacherexplanation and support. . Provide directions for homework assignmentsand monitor students'understanding and progress. o Prior to assigningwritten activities requiring students to draw conclusions and summarize their findings, ask guiding questionsand developa sampleoutline on the chalkboard.

Ilodule Objectives Understand the conceptsof ethnicity and nationalism and apply them to a range of real ethnic diversity and nationalism issues. Identifg compare, and regionalize the key characteristicsof the former Soviet republics. D iu ersity and Nationalism xrx

o Examine, interpret, and attempt to resolve ethnic and national conflicts in the former Soviet Union. o Examine and debate the French separatistmovement in Quebec,Canada. o Compare and contrast the status of people of African descent in the United States andBraztl.

Number of Days Required to Teach DioersitA and Tr{ationalism Twelveto fourteen50-minute class periods

Suggestions for Teacher Reading Calder,Nigel. 1991.Spaceship Earth. London:Viking. Centerfor ForeignPolicy Development. 1,991. Facing a DisintegratedSouiet Union.Providence: Brown University(Box 1948,Providence, P*I0291,2). Cooper,Mary. L991..Thedeepening Canadian crisis over Quebec.Editorial ResearchReports, April 12. De Blij, H. J., and Muller, PeterO. 1991.Geography: Regions and Concepts,6th edition.New York: John'S7iley. d'Encausse,Helene Carrere. 1.993. The End of the SouietEmpire: The Triumph of the Nations.New York: New RepublicBooks. Diuk, Nadia and Karatnycky,Nadia. 1,990.Tbe Hidden Nations:The People Challengethe SouietUnion. New York: William Morrow and Company. Edwards,Mike. 1993.A brokenempire. National Geographic,l83(3), March: 2-53. (Issueincludes former SovietUnion map supplement.) 1990.Siberia: in from thecold. National Geographic,1,77(3), March: 2-39. (Issueincludes Soviet Union map supplement.) Hardwick, Susan\7. and Holtgrieve,Donald G.1,990.Patterns on Owr Planet: Conceptsand Themesin Geography.New York: Merrill. Hellwig, David J., ed. 1992.African-American Reflections on Brazil'sRacial Paradise.Philadelphia: Temple University Press.

Hill, A. David, and McCormick,Regina. 1989. Geography: A ResowrceBook for SecondarySchools. Santa Barbara, CA: ABC-Clio. Kaplan,Robert D. 1994.The cominganarchy. Atlantic Monthly. February:44-76.

Kaufman,Richard F., and Hardt, JohnP., editorsfor the Joint Committee, Congressof the UnitedStates. 1.993. The FormerSouiet Union in Transition.Armonk, NY: M. E. Sharpe. Marshall,Bruce, editor. 1991.The Real World: Understandingtbe Modern.Woild Throwghthe New Geography.Boston: Houghton Mifflin. xx GeographicInquiry into Global Issues

Moynihan,Daniel Patrick. 1993. Pandaemoniwm: Ethnicity in International Politics.London: Oxford UniversityPress. '$7i11iam. Pfaff, 1993.The Wrath of Nations:Ciuilization and the Furiesof Nationalism.New York: Simon& Schuster. Thompson, M. 1.990.Russia and the SouietUnion: An Historical John 'Sfestview Introdwction Boulder.Co.: Press. What are natioilS, ethnic groups,and statesP

@ Tirne Required Gl .tossary words One 5O-minuteclass period ethnic group natron-state nation self-determination *^terials Needed nationalism sovereignty % nationhood state Mini-Atlas map L

What are nations, ethnic groups, and states?

cl6iary words

Therfriclc abovespeaksof lndia. "nadonhood,' hdian \oveF What ls a nation? eisntr" and Indian "selideteloinadon." T[ese a.e impoilanicon- cepE in poliical seosapir To no* people, the tcrms r,tb, and &npaE you! idea of wlat a nadon i ro lhose tppa&nr in tbi .orrrry h.ve the same Feanins, bur io poltical seosraphels, a ntrspapcr .aicle publbhed h rhe sprins of 1194. arior t . sroup oI peopl. who: ' speak the lansuaBc olthcn.ncesto(

. sharesimila! imponanibelic& orvaluet

D iuer s ity and N ationalism Getting Started B. Divide the classinto "expert" groupsof three studentseach. Ask the groups to read the Have students read the Memo to the Student material following the newspaperarticle to the on page 1 and the overview on pages 2-3 in end of this section.Have each studentin the the Student DataBook prior to beginning the group read one of the three profiles ("Lakota module. Also make sure students are aware Sioux," "Cuban Americans," and "African that there is a Glossary in the back of their Americans")and then teachwhat he or she DataBooks. has learnedto the others in the group. (You may need to review the history of Cuban Americanscoming to the United Statesafter the communistrevolution and the takeoverof Cuba in 1959.) Then, using the definition of Procedures nation that is provided on pages5 and 6, students can decide whether or not the three groups of peoplesshould be called nations. What is a nation? (pages4-8) Have one memberof eachexpert group report A. Have studentsread the newspaperarticle their decisionto the classand give reasonsthat "Clinton to Meet Tribal Leaders"and the text back up that decision.[The term nation can up to the sectionheaded "Lakota Sioux." only be appliedto the LakotaSioux and Then discusswith studentsthe meaningsof the CubanAmericans.] key words nationhood, souereignty,and self- Have studentsread the short text in the determination. Acceptall their definitions following sections,which explains why without judgment,but then say that they will African Americansare consideredan ethnic learnmore about theseideas in this lesson. grouprarher rhan a narion.

2 GeographicInquiry into GlobalIssues What is an ethnicgroup? (page 8) within their groups to speculateon the answers.You may alsowish to haveindividual What is a state?(pages 8-9) studentsgive their answersorally or have them C. Havethe expertgroups complete the lessonby write out their answers.Students can useMini- '1. reading the two remaining sectionsand Atlas map or a world political wall map to answeringQuestions 1-4. Questions2-4 call locatethe peoplesand placesmentioned in the for prior knowledge, but studentscan work questions.

Questions and Answersfor page9

1. Do you think the United Statesis a multiethnic and multinational state?\)fhy or why not? . The United Statesis both a multiethnic and multinational state.Examples of its multiethnicity are provided in the answerto Question 3 and of its multinationalismin the answerto Question2. continued

What is an othni. group?

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Diuersity and Nationalism or canada? 2. \X/hatare examplesof nations within the united states they may say that the French . studentsmay suggestseveral possible examples. For instance, them speakFrench as their first Canadiansof q,iJb.. are a ,rution. A large majority of to separatingthemselves from language.rrr.y'frnu. u large politicul ,noi.*.rrt dedicated nnilirh"-rp."king Canadaand to forming an independent.country' in both the United Statesand Also, studentsmay say that -"r-ry Nuiiue Ar,'eri.ar. tribes Arizona and New Mexico' with canada qualify as nations. For example,the Navaio of to this areafrom the north in the tribal headquartersat \Tindow Rock, Arirorru, migrated other Pueblopeoples' creating 1700s.tn ,o-"."res, they displaced'theZum,Acoma,and Navajo are a nation becausethey consider territorial disputes*rat still exist today. But th9 regardlessof current disputes this land the homeland and burial ground of their ancestors' were the spanish-speaking with other Nutiu" Americans.Anoiher exampleof a nation Mexico and establishedSante Fe in colonistsfr"*'S;;;;J tra""i.o who settleciin New the Mexican-American\Var in 1605. (New M;il; u".n*. part of the United statesafter the land they settledto be their 1845-1g48.)Th.t were a,rriion becausethey considered taken away from them by homeland,arrd thly believedcontrol of their land was unfairly the United States.

statesor canada? 3. \ilhat areexamples of ethnicgroups within the united the follorvinginformation: . Studentsmay givemany examples.You may wish to share as there have beenimmigrant There are as many eth;ic groups in North America "l*Jrt ItalianAmericans and ltalian groups,namelS Polish Americans und Polirh canadians, Statesalso provides a homefor Canadians,t.iri, A-ericans, and so forth' The United to the southwesternl]nited many Mexican Americans.These immigrants have-moved for their families.'Most Stares,seeking better jobs arrda higheritandardof living Americans'whose ancestors Canadiancities have some Chinese Canadians; and Chinese in mining campsand build first movedro rheunited statesin the mid-1800sto work North Americanethnic groups' railroads,represent alargeethnic group. Like.many and over time they have ChineseAmericans do not want to return to their horneland, customsand values' adopted,o*., uut not all, traditionalEuropean-American immigrating t9 united States Another ethnic group are Americar-tJews. They started lhe Lurope, North Africa, and individually and q.ith families,o .r.np. persecutionin the historichomeland and birthplace SouthwestAsia in the mid-1600s.Israel is .orlsidered everywhereare a nation, becausethey kept their of Judaism.some may arguethat Jews Israel make up the nation' valuesand beliefsintact. Technicallyspeaking, those in Jewish

you think of? 4. What other multiethnicor multinationalstates can following information: \flell over . students,answefs will vary. You may wish to sharethe china, India, Indonesia'spain' 100 statesare multiethnicor multinational,including Nigeria-,and South Africa' There France,U'ritJfingdom, Switzerland,Brazrl,Mexico, are only a few statesthat are not are ovef 100 nations in the former soviet union. There ornearlynotmultiethnic,includingDenmark'Iceland'andJapan'

Gec.tgraphicInquiry into Global Issues D. Establisha bulletin board to use for the dura- regional or topical scheme.You may wish to tion of the module, on which studentscan post send for a copy of "The New'World Map" clippings of news stories, pictures of ethnic from U.S.News 6'World Report,l-800-523- and nationalist issues,and other relevant data. 5948. This is an excellent source for locating Have studentsbring in data continuously and contemporary nationalist movementsand eth- help them to organizethe material using some nic conflicts.

Diuersity and Nationalism What are the major nations of the former Soviet l-Inion?

Tirne Required Republics.Y/hen the USSRsplit up in 199L, W Russiabecame a state,the largestmember of Two 5O-minuteclass oeriods the Commonwealth of IndependentStates. To add to this point, you may wish to point out that America is sometimesused incorrectly to Materials Needed mean the United States.Technically, Amenca W is a vast region consistingof North America, Copiesof Activity 1 for eachpair of students CentralAmerica, and SouthAmerica. Students Copiesof Activity 2 for eachpair of should be carefulto use theseterms correctly students(optional) when referringto theseareas. Mini-Atlas map 2

Gl at.,ssar)/Words commonwealth

empire

ethnic group

nationalism

nation-state

republic

socialist What are the major nations of the lbrmer Soviet Union? Soviet

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Getting Started i rhdeisnnd ilrrtrrorv.l . You may wish to clarify for studentsthat the term Russia has often beenused incorrectly in the past to mean the USSR.Since the Soviets took over the Russian Empire in the Communist Revolutionof 1917-L922, the term Russiahas correctly beenused to refer to the republic only, one of the 15 republics belongingto the Union of SovietSocialist

GeographicInquiry into GlobalIssues Direct students' attention to the cartoon in Procedures Figure 1 on page 11. Encouragethem to interpret the cartoon by asking them what point the cartoonistis making. politicalcar- How has the map of the former Soviet [This 'l'|-'14) toon usesthe cow as a symbol of the Soviet Union changed? (pages Union and the butcher as a symbol of the A. Have the studentsread the text that beginsthis republicsto representthe breakup of the lesson,including Figure 2 on page 13. Remind Soviet Union in 1991 into independent them that they can use the Glossaryto help republics.]Have studentslook at the cartoon them define certain terms. Divide the classinto again and ask them the following questions: 'V7hat pairs to study Figure 2. Have them work symbolswere usedin the cartoon?What together to answer Questions 1-2 on page 1.4. did each symbol stand for? What, if anything, Alternatively,ask individual studentsto give was exaggeratedto clarify the cartoonist's their answers orally or to write them on the point of view? [Students may offer several chalkboard. interpretations.A conventionalview is that the cow's side lookslike a map. The expres- sion on the cow's face (eyescrossed) could be interpretedas sayingthat it is confusedas it is being led to the slaughter.l

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T[e Rcruhl]col Ru$ir w$ thc l.fsc*rcptrbli. i. sizc, popula- tn,n,!nd oolitlcrl rcwerorl.llLrtrc.. Ofth. pcoplc livinF in dc Ru$iir republic rod.x 82 pficcntril Ru$ia.s,rhcorigin?l ethnic srour of ilrccny of Moscow h 1991,$riotrsccononi.ptublcn!andafailed.nenpthy th. milt.iy rnd orhcsioovorthrdwSoviet Presidrnr Mikhail C'h,..F"v1J. 1p' ."'rFcFr|p,rr\es^vH U1r.r\enpie. Ceoryia, Larvh. Lnhu.nii, and Rsroni. becinre completeLy hd.pcn- dcntcounFies,whiletheodrerll reFblicsformldth.Common- we.hh orlndepsrddn St.tes lCIS) ii liic 1991. E.ch formerrcpub. lic bec.n.a n.tionatarc frLhd by nsown nlnc.Thc CIS tnoran emplre. but rathcr rn.cononic and nihdry illimce.fihe l1 inde- o!. p0rdo il',.' .. l, I CrJdu ru'rcJ rL"' \ il'du 1.r' Tle v in8 nilnlry $ilhnrt irom Rusia o *opa civiL wrr brserarr!$

How har the map of the former Soviet Union (hanged?

Fisule I symbolias therecentcrrvirs up olrhc fordcr sovtri Union. But tht bnor the ft*timethaitht vas rcdnoryhas chanBed so dra*icrllr ARu$ian{hnicsrouponceinbabitedaldallieritoryatuund Muscovn whichi now theciiy oIMoscos. Laie!dudngthe 1300s and 1400!, tbe weak cnl{ife olMoscow grew tom thG krtory into a najor e,*ern European counFn c.lled Ru$ia. Over rire, Rusi2expanded froo the are! around Moscowin all dnedons, eventually formins. vN empte $rerchins to rhe Pacilic Ocean. Communhr revolurionaries, under th. leadeship o( Lcnin, took ov(theruleof thbempt intheComnuniiRevoluiion,1917- 1922, Durids th. revolution. thc nanc ofi!$t *as chan8ed to ihe Uaioil of So,ia So.idlkt Reptulirr IUSSR), or Jo,i,, U,,o, for

From the end oIVodd Var Il throush 1991, the Soviet Union wasmadeupof lJdiffercntiepublics,somewhatlilerhe50$aidsol theUnned SBtcs (Fisure2on pase 13).

Diuersity and Nationalism Questiotts and Answersfor pageL4

1 Figure2 showsthe SovietlJnion in1990, one yearbefore its breakup.What cluesshow that the 14 non-Russianrepublics wanted their independencefrom the Russian-dominatedcentral government? . There are severalclues in the map key: independencedeclarations and movementsand violentethnic/politica! clashes.

2. Figure2 showsthree areas within the RussianRepublic in which Russiansare in the minotity. Speculatewhat this might mean in the future for the unity of Russia. . Studentsmight speculatethat thesear:eas might createfuture trouble for Russiaby pressingfor independenceor at leastfor greaterautonomy trom the centralgovernm.ent.

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Geographic Inquiry into Global Issues t8 B. Have studentswork in pairs to complete Youmay wish to haveolder students cre- Activity 1. They can use Mini-Atlas map 2 to atetheir own graphrather than using the help them locatethe statesof the former Soviet graphform givenon Activity2. Distribute Union. graphpaper and directthem to develop an accuratevisual representation of the ethniccomoosition data. Let them create What are the maior nations in each of the theirown styleof graph,without seeing new states?(pages 1+15) the modelof the bargraph in the Activity. C. Still working in pairs, have studentsread this lf possible,encourage them to makea sectionincluding Table 1. If you would like to computer-generated graph. Alternately, have studentsdevelop their graphing skills, studentscan put all ethnicaroups that have them use Table 1 to completeActivity 2. makeup 5 percentor more of any state Help studentsunderstand how to tabulate the on the modelbar graphand developa percentagesby working through an example. color-codedkey.

For Further lnquiry To help studentssee how different the ethnic groups of the former SovietUnion are, have them look through recent National Geographicmagazines and other magazinesto find articlesand picturesdescribing and por- traying the different ethnic groups and cultures.Have them make postersfor each state with the picturesand maps they collect.

Iable I Ethn c compor t on ol the fomer Sov et republ c5, 1990 (percentaqe)

,reui,

D iuersity and N ationalism How do the statesof the former Soviet lJnion comp areto each other?

that a rit:ne Required and physical types; they can generahze @ greaivariety of ethnicgroups are found in the Two 5O-minuteclass Periods former SovietUnion. Tell studentsthat this lesson will help them to understandhow much ethnicvariety there is amongthe 15 states. ffi nratct'i:rlsNecdcd Copiesof Activity 3 for all students Mini-Atlas maps3 and 4 Setsof coloredpens for eachgroup of five students Setsof four plasticsheets (B 112x 11 inches) for eachgroup of fivestudents

(f cr.ss.ary Worcls cartographer ethnic group GeographicInformation System (GIS) languagegroup region Horv do thc st:rtcs of the regionalize fbrmer Soviet Union comPare to each other? republic state

Getting Started Ask studentsto study Figure 3 on pages t7-IB, the photos of various peopleswithin the former SovietUnion, and to make a generalization about that vast area based upon those photos. Studentscan explain that the photos show a great variety of dress,activities,

10 GeographicInquiry into GlobalIssues Procedures

What are the regionsof the former Soviet Union?(pages ",9-26) A. Readaloud to the classthe text underthis heading. Help students to understand what geographers mean when they refer to region- an area that displays unity in terms of selected criteria. Also, make sure students know that a generalization is a statement that encompasses a variety of detailed information. A region, then, is a geographic generalization. The con- cept of region is helpful in forming generalizations about the tremendous detail on Earth and the changes that occur from place to place. Emphasize that geographers identify regions-they regionalize-in order to general- izefromalotofdetail.Explainthatregionaliz- ing the detail of the former Soviet Union is the : main activity in this lesson.

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D i uersity and Na t ional ism 11 when they see Studentsmay be confused Activity 3' havestudents speakinglan- B. In orderto complete the percentagesof people coPiesof that per- five' Disiribute state t"tni '-'-'ottthan 100 i"- ;;;;;;? of ;;;;; il each each studentand four shee-ts 9S-percent Activity 3 to cent. In Kyrgyzstan,for erample' pensto eachgroup' Have j5 speak'Russian' tf"tr,.t"ta .olottd to."f.'tat;-y?' n"a pt"trtt "il;;,I"t 3 and 4 available.'Students speakboth lan- maps This is because'o-t p"ople 20-26 in the Student speaktwo will useTable 2 on pages in this example33 percent tl'e fn'*" Soviet.union S"ng.tt ;;;;;'k';o aiula' languages. a technique called a ;"1; ;i"ns with System(GIS)" The C"onr"rif-ti.----? Information may neeo to help younger,students j -t^lrs analYzea You helPs.e':"t:1.1:';ie'i"r",ilrrirn.manageand them through the directions Gls rhrr is. r,u-l'wal[inq" geograpnlc rrrr('rrrrdr':"' needto drawthe variety of -,^ i,jr n.ii"i i 3. Youmay a geograpl,iclocation' tn on the i;i;;"ti;""tha"t has characteristicsand map symbols Activity 3 not onlv as a il;; ttlve problems' chalkboardor overheadtransparency the GIS and to the char- them unoer- inrroa*.., st,,d""t' to model for them and to help states'but it alsorcin- ;.;;; of the variolls standthe data' forcesthe c()ncePt of regiolt'

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GIobal Issues t2 GeogralthicInquiry into .M C. Provide Mini-Atlas map 3 (world religions)for studentsworking on the map of religions. xE Mini-Atlas map 4 (physical features of the western part of the former Soviet Union) should be used by groups when they are decid- ing on their regional boundaries.Tell students #&e ",'"'e^,,,,,","'",..,.'.""",' that physical featuresare often used as criteria with which to define regions; they may use them as an additional criterion if they so choose. D. \7hen groups have finished their final maps, you may wish to have them write the namesof the regions and the stateswithin each on the chalkboard. The classcan then discussthe decisionsthey made in forming their regrons. Stressthat there is no single, correct set of regionsl what is most important is that students have sound reasoningfor the regional decisionsthey make. If you wish, you can have them compare their regions with the list of regions on the following page that are often usedby geographers.

Diuersity and Nationalism 1 3 Rr,croNsoF THEFonusn Sovrpr UNIoN ExtENorNctrrE LnssoN Western Borderlands-B elarus, Ukraine, 1. \7hy do you think Russiansare the sec- and Moldoua ond largestethnic group in many states Ukraine and Belarus are Slavic, Christian, and the largestin Kazakhstan? and have a mixed economy. By virtue of c Many Russiansimmigrated to the location, agriculture, and Christianity, new territories to becomegovernment Moldova is usually included, even though officials, acquire land, and start busi- its ethnicity and culture is different. nesses.Kazakhstan) a very large but Transcaucasus-G eorgja, Armenia, and thinly populated area, was used by the Azerbaiian SovietUnion as a primary site for The CaucasusMountains, agriculture,and nuclearand spaceactivities. proximate location are the few uniting 2. \7hich statesseem to have ethnic and characteristicsof this region. The ethnicity national identitiesseparate from the in eachis distinct and has led to much con- Russianstate that conqueredor acquired flict and violence in the region. Culturally, them? What evidencesupports your con- this is more a region of convenience,than clusions? a geographicalone. . The evidencequoted from Table 2 Central Asia-Turkmenistan, Kazakhstan, on pages 20-26 of the Student Uzbekistan, Taj ikistan, and Kyr gyzstan DataBook. Islam, topographS and similar economies Ukraine "proud of cultural difference are all important unifying factors. from Russia" Baltics-Es tonia, Latuia, and Lithuania Moldoua "Romanian culture and Location on the Baltic Sea,proximate loca- Ianguage" tion, Christianity, generallystrong and Georgia "proud of separateculture mixed industry, dairy farming, and relative and long history" lack of natural resourcesare unifying Armenia "ancient, unique civrliza- factors. tion" Azerbaijan "Turkic, Islamic culture" Kazakhstan "mix of Turks and Mongols" Turkmenistan " strongestregional resistanceto Russianconquest" For Further lnquiry Taiikistan " old culture Persiani \frite an essaycomparing and contrasting the Iranian," "resistedRussian culture" different regionsas a backgroundto explain- Kyrgyzstan "long history of distrust ing a current issue or event in the former of many outsiderulers"l "191,6revolt SovietUnion. againstRussian settlers failed" 3. How might location affect the religion Imagine you are the United Statessecretary of of the different states? state.Write a letter to the presidentexplaining 'Western o stateswere influenced by why the United Statesshould or should not Christian Europe; Asian stateswere send financial assistanceand food aid to the influenced by Islamic SouthwestAsia. independentstates of the former Soviet Union Tell studentsto look at Mini-Atlas map this year. Suggestwhich states,if any, should 3 of world religions before answering. be assistedand why. Hint that neighboring countries may be This lesson may be extended, especiallyfor a clue. older students,with questions for teacher-led 4. What five stateswere the poorest in discussions.You may provide information 1989, andhow do you know? where studentslack prior knowledgeto . On Table 2, Tajikistan, Uzbekistan, answerthe followingquestions. Azerbaiian, Turkmenistan, and

14 GeographicInquiry into GlobalIssues Kyrgyzstan had the lowest average per- prices to benefit the rest of the Soviet centage of Soviet Union per capita Union. income in 1989. 7. What economic and health problems 5. NThy do you think these five are the do Uzbekistan, I(azakhstan, and poorest states?How do their economies Turkmenistan have in common? help explain this? o These states were forced by the Soviet . They have extractive and agricultur- Union to switch from their traditional al, rather than industrial, economies. production of fruits and vegetables to 'Sfhen 6. they were under Soviet and com- cotton. Massive irrigation, pesticide, munist control, why did these five states and fertilizer programs have led to high- consider themselves natural-resources er death rates, water pollution, the dry- colonies? ing up of the Aral Sea,and other serious . The Soviet Union took advantage of health, economic, and environmental their wealth of natural resources, forc- problems. [The Aral Sea problems are ing the republics to sell their minerals, addressed in the Enuironmental oil, and agricultural products at low Pollution module.]

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Diuersity and Nationalism 15 What ethnic and national conflicts Are found in the former Soviet [Jnion'i

@ fi:n e Required Getting Started One 50-minuteclass period Have students interpret the cartoon in Figure 4 on page 28 and addressQuestion 1.

W U^terials Neeclecl None

Gl at.,ssary Wo'cls ethnic group glasnost nation nationalism nationalist perestroika region secessron What ethric and national Soviet conflicts nle fbund in the lormer Soviet Unirn?

",6 GeographicInquiry into GlobalIssues Question and Answerfor page28

1. What point is the cartoonisttrying to make about ethnic conflict in the former SovietUnion? o Sincethe breakup of the SovietUnion and the independenceof former Sovietrepublics, there has beenno strong,central authority to maintain peacewithin or betweenthose republics.As a consequence,armed conflict has flared betweenlong-time ethnic and national rivals within the former SovietUnion.

Proced*sres develop group answersfor Questions2-6. Alert studentsthat they rnay need to refer againto Table2 in Lesson3 to answersome of What is causingethnic conflict? thesequestions. You may wish to have stu- (pages 28-32) put 'Working dents their answersin writing andlor dis- A. in groupsof three,have students read cussthem with the class. this segment,study Figure 5 on page30 and o

Diuersityand Nationalism "17 Questionsand Answers for page31

Basedon Figure 5, which seemto be the most common problemsbetween ethnic groups? . The most common problemsare ethnic diversity,border disputes,and housing disputes.

1 The majority of the peoplewho live in Nagorno-Karabakhare Armenians.\(hy has this createda seriousproblem? o Armeniansand Azerbaijanisare traditional enemies,with territorial and religious differences(Muslims and Christians).

4. Basedon the availabledata, which ethnic conflict do you believecreates the greatestthreat to peaceand stabilityand why? r Nagorno-Karabakhis the longestlasting conflict, with the greaternumber of peoplebeing killed over it. This conflict involvesland, religion, and ethnic issues.

18 Geographic Inquiry into Global Issues What additionaldata would you DoesFigure 5 show a Pattern,or is the conflictrandom? needto answerthis question? pattern'To answerthis question' . Thereis not enoughinformation given to determinea nature,Iocations, and htstortes J:i. areneJ.d about other ethnicconflicts and the i"ll of eachdispute.

mightbe resolvedif all the leadersof 6.- \rhich, if any, of the disputespoftrayed do you think \7hy? rfr. ,r"l.r of tit. former Sovieiunion met to discussthem? them they will deal with this o Answerswill vary. Encouragestudents to speculate,and tell issuein greaterdePth in Lesson5'

Still working in groups of three, have students read the interview with Andranik Migranian on pages 31-32 and develop group -answers writ- for Questions7-9. Answerscan be either ten or oral.

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Diuersityand Nationalism 19 30 Questionsand Answers for Page

of the stateof 7. why do someRussians believe they were betrayedby Boris Yeltsin,president R,rrrl". in 1991'? minorities, . There are some 60 million Russiansliving as minority groupsin 10 states...As not seemto they are worried about their rights being protected_inthe future. Yeltsindid them to considertheir concerni *hen he iupported independencefor the republics'

'Srhat former soviet B. doesMigranian imply that minority Russiansin the newly independent staresmight do? . They might causetrouble by actsof rebellionor secession.

9. \fhat pattern of ethnic conflict doesMigranian foresee? Azerbaijan, . An increasein conflict, not only from traditional rivalries such as Armenia and rights as but also from ethnic Russiansliving in non-Russianstates who believetheir minorities will be unprotected'

GeographicInquiry into Global Issues How cAn ethnic and national conflict be resolvedin the former Soviet Union?

Tirne Required solve some of the challengingproblems relat- W ing to nationality issuesby attending a mock Three S0-minuteclass periods with the Council of Leadersmeeting, setin 1.992.After Activity 4 simulation.If you choosenot to run they learn their roles and prepare their strate- the simulation, studentscan read the material gies,they will try to help their statesor nations and answerQuestions 1-8 in the Student by negotiatingagreements with other statesor DataBook in one 5O-minuteclass period. nations.

W Materials Needed Copiesof Activity 4 for all students(optional) oE Glossary Words bilateral agreement 33 commonwealth empire multilateral agreement {s nationalism

nationalist How can ethnic and republic national conflict be resolved in the former Soviet Union? Soviet state clorsary wordr

Getting Started

What probl€ms did th€ n€w states fac€?

Tell studentsthey are now going to apply the The Conmonweahh orlndependenrSrares (CIS) was rormed in Lrte 1991, by l1 ofthe 15 lormer Soviet republics,Thethree Batic $ates r.d Ceorsia refused to joiD the ClS. In 1994. howevft, Ceorsia information they have worked so hard to learn enrcredrheClS in rerurn lorrecelvinc mili.rya$thncc fion Rusir '{opp.nBa.n.ltr.' by epi',rir'rilonrl.rg'o4 playing lntheorytheClStanorgarizrtionolthell formerlepubhcs. by the roles of diplomats from .oopefatiDgon isues such as the protection ofethDic 'niroa!es. republics of the former Soviet Union. After they read the entire lesson,they will attempt to re Diuersityand Nationalism 21 Procedures state or nation they would like to represent, and try to accommodatetheir preferencesas you divide the classinto the following groups. What problems did the new statesface? (The groups here reflect a class size of 24. In (pages 33-37) adjusting for different class sizes,make sure that Russiahas the largestnumber of stu- What are the major nationalconflicts and dents.) how might they be resolved?(pages 38-43) a. Armenia-three students A. if you arenot runningthe simulation,have b. Azerbaijan-three studenrs studentsread thesetwo sectionsand answer Questions1-3 on page37 and Questions4-B c. Estonia-threestudents on page 43. If you are rtrnning the simulation, d. Russiansliving in Estonia-two you may wish to save time by not requiring students studentsto answer the questionsbut having e. Ukraine-fivestudents them familiarizethemselves with the material f . Russians Ukraine-two in the lesson. students g. Russia-six students(Each Russiancan B. If you are running the role-playsimularion, negotiatewith one other group.) hand out Activity 4 and go over ir quickly with the students.Ask them ro think abour what

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22 Ceographic Inquiry into Global Issues 37 Questions and Answersiot Page

is that 1 than the role of the other new states'and why l. How is Russia,srole in the CIS different a problem? international . Russia,by far the largeststate in the CIS' has most of the military and Russiawill useits diplomatic power of lhe former SovietUnion. The other statesfear that becausethe small stateswant it to be weak' To make fo,"., ug"inrt them. The CiS is weak i, ,rroni*ould mean allowing Russiato exert its power over the other states'

the result of the Which problemsfacing the statesof the former SovietUnion are mainly under a continuing breakup of the SovietfJnion, and which problernswould have occurred SovietUnion? ExPlain. problemsare carried over . Studentscan determinefrom the readingthat the environmental ethnic from the Sovietregime. Also, they.un ,.. that independencehas allowed absenceof Soviet differencesto erup'tinto violenceor to becomepotentially violent in the control.Most politicalproblems are alsoa resultof the freedomthat accompanied is lessobvious independence.For the other problemsmentioned-economic and social-it help studentssee the that they haveor havenot resultedfrom independence.Figure 6 can to answer,but severityof economichardships facing the states.Prior knowledgeis needed economicand encourage,tud.rrt, to ,p..rrl"t". The"SovietUnion was sufferingfrom severe that these socialpiblems, which contributedto the breakup.Nevertheless, it appears problemshave worsened since 1991. continued

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Diuersityand Ndtionalism 23 I

C. Give each student one copy of his or her their stateor nation in such a way that looking group's SecretDocument (provided with the at it will inspire them. It should also have the Activity). They should not let diplomats from name of the stateor nation somewherein bold other groups seethese. You may wish to allow letters. The flag createsa symbol to unify the espionage.If so, studentsmay spy by looking $oup and it can be usedby other diplomatsto at other states'documents (intelligence gather- locate the states or nations with whom thev ing), but they may not take materialsfrom the needto negotiate. teacher. Option: If you wish, have groups design and make flags. The flag should symbolize

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24 GeographicInquiry into Global Issues D. Studentscan study Lesson5 in the Student DataBook (all studentsshould read the first section, but in the secondsection, they only need to read about their particular conflict). Activity 4, and their SecretDocument. These materialsare essentialas groupsset out to for- mulate their three goals and negotiatewith other groups.You may need to help some groupsdevelop realistic goals. A samplelist of goals is included (Key for Actiuity 4). you rrray wish to make thesegoals available to younger students by copying the list and cutting out each country'sgoals and distributingthem to rheappropriate groups. Collectthe setof goalsfrom eachgroup so that you can make written commentson them or simply to check again that their goals are realistic.Keep that set,so you will know what their goalsare during the simulation.

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D iuersityand Nationalism 25 Questions and Answers for page43

rWhat 4. makesthe Armenian-Azerbaljaniconflict different from the orher rwo ethnic conflicts? ' The Armeniansand Azerbaijanisare killing eachother in a war over the I(arabakh territory. The other two conflicts have not resultedin warfare.

5. \7hat is the common elemenrin the Estonianand the crimean conflicts? ' Both conflicts are the result of large numbersof Rr.rssiansliving in non-Russianstates and demandingcertain rights.

6. What is the common elemenrin all three of theseconflics? . All three conflicts are betweendifferent ethnic groups.

continued

E. Beginthe simulationby writing the following on the chalkboard:

4.S FonnerSoviet Union Councilof LeadersMeeting, October,1992, Minsk, Belarus. Run the sirnulationas follows: Strategypreparation: Allow students rime to review with their groups their negotiating positions.Allow no discussionswith the other statesyet. (4-5 minutes) Speeches:Give speechesin the order that groups are listed in ProcedureB. Each spokespersonshould describethe problems facing his or her nation or stateanJ describe possiblesolurions. Tell studentsthat this is their chanceto tell the world abour the orob- lems that facetheir stareor narion and to ask for aid. Stressthat the internationalpress and TV camerasare presenrto broadcasttheir viewsto the resrof the world. (15 minutes) Negotiations :ar..,,:. prepararion: This time is for L:a.at. last-minutestrategy changes based on the reaction to the speeches.No discussionsshould

26 Geographic Inquiry into Global Issues 7. How would you rank the three conflicts in terms of seriousnessand potential for violence? o There is alreadywar over Karabakh; threatsof war have beenmade over the Crimea; the Estoniansituation appearsto have the leastpotential for violence.

8. Which of the three conflictsis most likely to engagestates outside the former SovietUnion? SThy? o The Karabakh war seemsto have the greatestpotential to draw in outsidestates, especially Iran, which would support the Muslim Azerbaijanisagainst the Christian Armenians. Although Muslim Turkey is an ancientenemy of the Armenians,Turkey is likely to show restraint becauseof its membershipin NATO, which is a partnershipof \festern, largely Christian, countries.

take place with other groups yet. Make sure that agreementsare one thing, but actions are the groups keep their three main goals in mind what count. Save the last five minutes of the as they plan. (3 minutes) class for students to write down what actrons Negotiations: Before starting, remind stu- they took. They may have agreed to provide dents to get their agreemenfs in writing and rnilitar:y support or financial aid to another have them signed by a representative frorn country, but if it is not recorded, the actron each country. does not take place. You may wish to pick up One diplomat should stay at the group's the action statementsto read. (5 minutes) location to receive and negotiate with forergn Read action statements and resolve con- diplomats. The other diplomats in the group flicts: If one state attacks another, you may should move about the council room to negoti- announce that the attack has concerned and ate with other diplomats. angered the rest of the world, leading to UN- Students may ask you how the United sponsored and U.S.-enforcedtrade embargoes. States,Turkey, Iran, and other countries would You may need to explain how this will weaken respond to their actions or what involvement the aggressor nation's economy. If Armenia or relationships those other countries have attacked Azerbai jan with conventional with students' nations and states. Play those weapons) consider all one-on-one attacks as roles as best you can, given the information stalemates.The attack would probably end in you have. Try to stay as neutral and as non- a stalemate and more deaths and destruction involved as possible, so the focus is on stu- on both sides. If Russia or Ukraine are dents' decisions and actions, not yours (or the involved, they would defeat the smaller states countries you may speak for.) or nations and would stalemate if they \7arn students when five minutes and two opposed each other. The outcomes of the nego- minutes remain for negotiations. (15 minutes) tiations are not as important as the process of Action statements: Students can write the student critical thinking and the application of name of their state or nation, date, period, and knowledge to the situation. Students will want what specific actions they took that round. to "win," but you want them to think and They must record every action they take. Stress problem solve in order to achievetheir goals.

Diuersity and Nationalism 27 If you wish to do a secondround of nesotia- For Further Inquiry tions, simply follow the above procedures.In any case,be sure to debrief studentsafter the Have studentsconduct a library searchto find simulation.The following are somequesrions out what has happenedsince October 1992 in you canask rhe class to discuss: the statesor nations they representedin the simulation. IThat were your goals and how effective were you in reachingthem? Have studentswrite an essayon how to resolvea particular ethnic and national con- \7hat strategiesand tacticsworked well? flict in the former Soviet Union. Thev Which onesdid not work? Why? should considerrights of ethnic or national minorities, If you had to do it over again, whar how disputeswould be resolved,how agree- changeswould you make?Why? ments would be enforced,and the role of out_ sidemediation or peacekeepingforces. What additional information did you \rVhy need? did you needit? Have studentswrite an essayon whether or not the 15 former republicsof the What were the factors that led to so much Soviet Union would be better off as independent ethnic and narional violenceand conflict in states, or in a stronger, the former SovietUnion? more centr alized Commonwealthof IndependentStates. How do you think ethnic and national conflict could best be handledin the former SovietUnion?

What has happenedro eachof the sratesor nationssince October 1992?

28 Geographic Inquiry into Global lssues How can Canadaresolve French nationalistand separatistconflict?

Tirne Required homelandto returnto. Theirseoaratist move- W mentcreated a civilwar of competinggroups Two 5O-minuteclass periods withinthe same nation.l Othersmay ask about AmericanIndian separatistor nationalmovements. Acquiring W Materials Needed Transparencyof OverheadL

Gl at.,ssar)/ words maritime w nationalist nation-state 44 Parliament referendum

,iq a*qn.,,-*, utra*, secession segregation separatists How can Canada resolve French nationalist sovereignty and separatist conflict?

Glossary words

maritime rce$ion

fationalbt FgEgation

Pariamenl sovereignty Getting Started . Ask students if there ever was a major separatist movement in the United States.Most How is ethnic diversity threatenlng th€ unity will respond by mentioning the Civil'War. Ask of Canada?

5-Fer F.'p."l"gp. 1.r("'ddrF F-r'fl{S\e.e 'ol if the Confederacywas a national movement. &om crnxda.Vly? Doesnrenr likdy rhrt Quebec will seccdcnr dre nearruture? Opinion on rhe isue nnixed in Quebec. In 1980, a (ierendun calling forsovereisnry forQuebsc was defcatcd:60 pc. INo. Although some would argue that the centvoBd asain$ n. ButthoFruncb kparatib, led byrnePari (VA). Quebecoh lkay bc continuc to pie$rhcicase. Re.entdevel Southhad a differentculture from the North, opm.ns offcr a conlusiq picturc. they did not have a separatelanguage or

Diuersity and Nationalism 29 or protecting rights to land, water) natural Procedures resources,fishing access,and religious freedom have been the recent focus of most United States native tribal activists. There have been How is ethnicdiversity threatening the unity no recent, major, broad-based native separatist of Canada?(pages 44-47) movements in the United States. A. Havestudents work in pairsto readthis sec- Ask the students if they know that there is a tion and answer Question 1 on page 47. You national separatist movement in one of the may need to explain that Chicken Little was a countries bordering the United States. Tell folk-tale character who kept repeating "The them this lesson is about the French separatist sky is falling." Make sure students follow the movement in Quebec. chronology of the excerpts.

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Quebec Debates Independent Slatu5 CHANGES rN CANADA MaY Couvrncr QuEB€c ro STAY

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30 Geographiclnquiry into Glttbal Issres Questio., and Answerfor page47

1. Basedupon what you've read thus far, what three questionswould you want answeredbefore you had to vote on this issue? o There is no single,correct set of answers,but encouragestudents to think broadly. Post their questionsand display them for future reference.

How is Quebecdifferent from the rest of on page 50. You may wish to have students Canada?(pages 48-50) give their answers olally or: in writing. B. Srillworl

.4,W

{ f. rni{tr)rdr$.1 Jr'\xd

QUEBEC CHIEF vows To FIGHT FoR CANADA byClydclt l{D'ru.'$

Pdr\ il n\! !r Pruld\ Pr'i O$..in il't !r!r i, ft 'r! ir

O'd!r' rNL\rl d.dnx ilr

Canidti popu atioi and anoui!.r 1rik.f

D iuer sity and N ationalism 31 Questions and Answersfor page50

2. Basedon Figure 11, how would you describethe geographicdistribution of Canada's population? o Most of Canada'spopulation is locatedin the south near the U.S. border.The greatest concentrationis found in southeasternOntario and southernQuebec.

1 Basedon the languagedata in Figure11, how is Quebecunique among all Canadian provinces?

o Quebecis the only province in which more peoplespeak French at home than speak English.

4. \7hich parts of what is now the United Statesand Canadawere claimed by the French by L754?

r Areas claimed by the Frenchwere south and eastQuebec; southern Ontario; the Great Lakesarea of Michigan,Wisconsin, and Illinois;and the MississippiValley to Louisiana.

cantinued

.*sW*l!

Why do Queb€(ers want to separate from

Itli\n r n (tr rhlrrr $, { n, !crrt( ron rr,,rh .,, [! J,\rLnl in, r,.r \(\ !i,L's: df Lr,r, n..J,, il !n, r.r.

Ethnic issues

au.br.ra hilr an

,Pn or ardLl (woo. rtr2, p:qe 5r)

32 GeograpbicInquiry into Global Issues 5. What country took control of what was to becomeeastern Canada after the French and Indian\Var? (The peace treaty was signedin 1763.) r Great Britain controlled this area.

6. How do you think the FrenchQuebecers felt about losing the war and being under control of their foreign rival? . They probably felt bitter and resentful-some feel that way eventoday, just as some southernersin the United Statesstill have feelingsfrom the Civil \Var.

C. ProjectOverhead 1 and ask studentsto usethe of issues and teach them to the group as a scaleto indicatetheir feelingsabout the state- whole. You may wish to have the group ment that Quebec should separatefrom answer Questions 7-9 on page 53 in writing or Canada.Poll studentsby having them raise orally as a preparation for the debate. Have their hands for eachof the four possible the group select three members as its debating responses.Tally the resultson the chalkboard. team. You can calculatethe mean position of the responsesby summingthe points for eachstudent responseand dividing by the number of studentsin the class.You can then recreatethe opinion scaleon the chalkboardand placean X at the mean position of the scale.Have those studentsselecting numbers 1 or 2 (in favor of separation)form one group. Students opposingseparation, numbers 3 and 4, can form another group. Thesetwo groups will prepareto debatethe following issue:Quebec shouldseparate from Canada.

Why do Quebecers want to separate from Canada?(pages 50-53) D. To preparefor the debate,have students favor- ing separationstudy this section.Students in the group opposedto separationcan study the segment,"\7hy should Quebecand Canada remainunited?" on pages54-56. E. If this group is too large for good interaction

rio,f. l] RerulEofa po ark.g p.ople n ea.h prov n..: Doyod and for debatepreparation, divide the group thlrIofyou^olfai a Caird ai l6L, or ai a rcJ]de.1olyour owi provin..? Ba^ il\ow pe(e.tage! olthoiewho into the following three subgroups:(1) ethnic dirn fed I 6r w Lh lren own povn,ce "" ";;., issuesl(2) political issues;and (3) economic issues.Note theseare the three subheadingsin this segment.Each subgroup can study its set

Diuersity and Nationalism 33 Questions and Answersfor page53

7. Do more peopleof Quebecsee themselves as Quebecersor Canadiansfirst? By what percentage?How doesthat percentagecompare to the national average?How might you explain the difference?

. They seethemselves as Quebecersfirst. The percentageof peoplewho seethemselves first as Quebecersis2T percenthigher than the national averageof peoplewhose first identifier is with the provincial governmentinstead of the federalgovernment. French language and culture helps explain much of this difference.

6. In what issuewere Quebecersthe most different from the rest of Canada?Were Quebecer attitlldes much different from the Canadianaverage on the other two issues? o "\(/e should eat, drink, and be merry, for tomorrow we may die." This light-hearted,live- for-the-momentattitude towards life was sharedby 71 percentcompared to the national averageof 40 percent.On the other two issues,Quebecer attitudes were not much different from the national average.

continued

-str S-:&

52 t),,!,t- r,.u, -\,1 tt,t r", 53

O!.1.. .onid.^

rron oppoa or. r,otro, audrc. .nr Ncr,r!rrr' (P,trraL.r..Dr I d )

Car.dlan5 were.rk€drk€d itlhe!fure! aqreed wtrw ea.h ot ther ilatenrent neruft tom 5ee.ted p oviovin.es arerhown

l;i;:": ;;i i ti

Political issues

34 GeographicInquiry into Global Issues Why should Quebec and Canada remain torial issues;and (3) economicissues. Note united? (pages 5+56) that theseare the three subheadingsin this seg- F. Studentsopposed to separationcan be respon- ment. Each subgroupcan study its set of issues sible for this section, which provides argu- and teach them to the group as a whole. You ments against separation.If this group is too may wish to have the group answer Questions large for good interaction and for debate 1,0-1,2on page 56 in writing or orally as a preparation, divide the group into the follow- preparation for the debate. Have the group ing three subgroups:(1) ethnic issuesl(2) terri- selectthree membersas its debatingteam.

W .."*n,"*,"".o"",u*" or-",ry,,a"r4-rr. ffi,* why rhould Quebe< and Canada remaln unlted? ManyCadadidm wolld bcladdened tos..Canada splt up, Paul vr6on. rn eco.omi' r. McGill Uilvd(q in Moni's . Qu.be..t Ethnlclssues The prosp.ct of m, couitry! brcaking up k dhm.ying , , . The hardysouband bld ipii6whoerpored and settled Canada The Calsdh! hs rlken ! vdriety ofacriotu to recog- Soqnn.nr .nd, In the mddeolthela$(entury bollta federal Pilllam.nlln p!ilofCa.ada. niE and acceptFrcnch cutuleand hnsuag! s a . rm.ll, rude lo99in9 town suld be dkmatd .t the pb$ec! Th. fedehl cinadirn sovernmentmade both Enslhh and F@!ch too (coopef 1991, page 213). oflicial ldnBurgcr. Sidcc makids Frcnch th. sole, ofiiciil hnsu.se ofQueb( and In 1992, the Canrdiangovernmcntploposd r fcdsalcon$tu' banninghglhh on busine$ sigm in 1977, over300,000 Enslbh- tional ch.ns. to idcitify Qucb.c d a "dbiinct cuhurc." Canrdian! lpeaking bavenigrdted m oth{provinces in Canada, Qu.becer vored a8r.n{rhr ch,ng. by (4.2 p.(.nr ro 44.8 p.'c.1r. Mo'c qB. Thcy&sentedihe langulge cha.Belnd often toolthetl,rgeand nificant, tbough, h that Queb{ vot.d no by a margin o155,4 pclc.nr smdl businssswithfien. 'o 42.4 p.ftnr. ftrrr68+ts '\rr mon Qu.bed.ar rFor i The 1977 lawlequted allnewinnieEnsto Queb*!oenrcll in &vo! otspEdon, fcd dochcd to Canada, "a counFy thd, afrd Frcnch{peakins schook, rcs.rdl.s ofdrn hnsuase or cukule, & a all, they hdped crcate, d.velop. and fin.ncc" (Aubin 1992, p.g. 52), resuL ofth. 1977 l.ws, miny Enslth{p.rkins schook have closed, Son. ofth. remainins Enslbh{p.rkins citizens.re.f!.id thry will be dhcrininated again* if thcy becone an.vcn smaller minorny Terrltoilallsrues I.1993, the UnnedNation! tsunad Risht! Connn@ ruhd that Frcnch-only 3igns in Quebe sere inconnid wth th!U.ive$al Declarriion ol Human Rish* I C, tktinn S.ieil.e Maiibt 1993l. Sone C.nadi.ns worry rhailhc four maritimc provinces (Newfoundhnd, Nov. Scoti., Ncw lrunswick. and Princ. Edw.rd blaod) woul d sufie! con ontdly due !o b.i ng g. ographically s.pa" E&dflomthcresof canada,if Quebcs6ded.frcyalsethd rhe Faritime cconomy nisht decune dram.tic.llr lik. the economy Lble t ResulBofa poLl on theway Canadiansee€ach other of PakLkn did when Pakbkn dividcd to bccon. Prkbtan rnd Banglad.sh lcoop.r 1991). Univesiq df Tordnto !ir6r/ rroie$or D$bond Moaon srsues, "h t a nijreadins ol hntory ro *liile dar countts ale blo up easilyorvithoutaFemendousrbkott gic.onfliciU.niFn1991,

c.nadahasneeoti.t dlandclaimswnhhnodh.rncnians, Nari ve Am.ricah soups su ch as the Moha wk, Cre., a nd In un Lving inioithonQu.brbrv.sfthdlandclaim!wthcanada.Th.area of noitb.m Qu.b.c has only 2 percent of th. provinc.t population, but n b rid in non ore and in bydro.letuic power poteniial lhyd 1991).TbcseSroup! brvetbrcatenedto sdde&on Qucbecir Qlebe. .ffidA tor r,ardr. nry r€Le rFr Queb. L or r elri ded to the land setled by rhe French aloos rhe St. raw.ence &ve! shores befole 1763 (Fisurc 12 onpa8e49) (Jinie.n 1991),

Diuersityand Nationalism 35 Questiorrsand Answersfor page56

10.Doesthe poll reported in Table 3 support separation?\rhy or why not? same, . No. A majority of Quebecersand other Canadianssee each other as essentiallythe with small differences.

of 1,1,.\(hy might FrenchQuebecers think it is important to keepthe northern three-quarters Quebec,if it is only sparselypopulated? . It has iron depositsand hydroelectricpowel from damming rivers.

12. \rhat are the strongestarguments against the separationof Quebecfrom canada? . The group opposedto separationwill needto answerthis questionas it preparesfor the debate.

G. Conduct a debate based on the following issue: Quebec should separate from Canada. Put the three-student teams on opposing sides, and structure and time the debate as you see fit. \ilhen the debate has ended, you may wish to tally the students again, as in Procedure C on page 33 in this Teacher'sGuide, and compare the two results. Important: When this module was completed in May 1994, Canada had not yet resolved the dilemma of Quebec nationalism. In 1994, Parti Quebecois promised to put the question directly to Quebecersin a referendum in 1995. The first time the referendum was raised was 1980, when it was voted down 60 percent to 40 percent. Try to have students update the module to include developments after May 1994.

36 GeographicInquiry into GlobalIssues For Further Inquiry City, explaining their vote. Again, stressthat they use their best writing style and use specif- Have studentswrite an editorial for Maclean's, ic geographicfacts, names, dates, and eventsto Canada'sweekly news magazine,in which support their position. they argue for or against Quebec'sindepen- dence.Stress that they use their best writing Have students searchthe library for material style and use specificgeographic facts, names, on the proposed 1995 rcferendumto consider dates,and eventsto support their position. Quebecseparation. Have studentscompare and contrast the You may wish to ask older studentsto separatistmovement to separatist write the editorialfrom the other point of Quebec movementsin the former SovietUnion. Except view of their originalposition, to force for the 1970 murder of a cabinet min- them to look at both sidesof the issue. Quebec ister by a radical French-speakingseparatist organization,the movement has been nonvio- You may wish to askyounger studentsto lent, like the Baltic states'independence move- write an outlineand the firstparagraph of ment. The English-speaking-dominatedfederal an editorial. governmenthas generallytried to compromise Have studentsimagine they are French-speak- and make concessionsto the French-speaking ing Quebecersgetting ready to vote on the minority of Canada. (This has angeredsome 1995 Quebecreferendum on separation.If English-speakingCanadians.) In contrast, in they favor separation,have them write a letter the former SovietUnion, Russianlanguage and to an English-speakingcousin in Toronto, culture was forced on the other republicsor explaining why. If they oppose it, have them nations. Studentsmay suggestother compar- write to a French-speakingcousin in Quebec isonsand contrasts.

Diuersityand Nationalism 37 T

u{o:r

How has racial equality progressedin Brazil and the United States?

@ firne Required Gl atossary Words Two SO-minuteclass periods emancipation ethnic group Vuterials Needed integration ffi nationalism None segregation

cas,prLhq,,srbcb&rL*a W

. Blacks dethehqatnon-Eulopeandhnicsloup! h borh counnid,

. Blacks w{. forcibly brcucht f'on ve$ Atica ro wolk as daveson pl.ntatiors, In fad,aboutninctincsasmany Aflicans wcre bloushi into Dt.ril rh.n into thc Unn.d States ($ca'ns 1989). How has racial equality . Bothcountuics havclmall Narivc Am.ilcrnIndianninofti.s, ' leril ard de Unted Sst! are thc No la€e$ counnics i. thc progressedin Brazil and the Vsern Henbphere. . BorhcounFtsaedoninaEd by gloups of Eulopeanolisin.

United StatesP . BothcounFtsh.veconlioned"dsplyensench.dracial inequaliry" in ihe twentietb c.ntuy (Andrws 1992).

closrary words -. :L ffi M Www M

What challenge to ethnlc dive$lty have both Brarll and thc Unlted States f.ced? W@ * You have cxaoioed erhnic diversitv and narionabn in lhe forier "'"'"""'"'"""' sovie!Union and in canada, I! rhe bltfc6e $udy io thn find ks ! :*:l;:J;:*:::""T'",""", son. you will conpare the iie.tmeniofelhnic groups i! B!.zil and in th€ Unted siates. Because borh of th€se counnies h.yc larse minoriq Flgure 15 Population percentagesbyethnic group of Bhzil andthe populadonsdcscendedfiomAfric.(Fisre15onp.ee58).nbuse- Unibd statq 1890 and 1980, tul io recosnize ceftain impodanr sinilarties betweer these cou!-

38 GeographicInquiry into Global Issues Getting Started Procedures Ask studentsif, since studying ethnic and What challengeto ethnic diversityhave national conflict in the former Soviet Union and Canada, they have new perspectiveson both Braziland the United Statesfaced? how ethnic groups are treated in the United (pages 57-58) States.Is there a great deal of organized,ethnic violencein the United States,as in some states Why has Brazil been considered a racial of the former Soviet Union? Are there strong democracy?(pages 59-60) separatistmovements, like those formed by A. Have studentsstudy thesetwo sectionsand FrenchQuebecers or the Baltic countries? answerQuestions 1-3 on page60. Students may answerthese questions orally or in writing.

or",t-rt"r-ro. @ C.aEtOhh hqairy kto CloM tud

why hai Brazll been conrldered a raclal buin.$ .re iet black, and lher. are homa and comrod In BEzil lo. wl llng lo M*" (Nelilig 1990, page r5), democraay? [:nyone]

Bhzilhsloigbancoosido.dby!on.scholastob.amodcl Robe(Abbott,own.rof thel.adingblackn.wlpapdihthc for f.n tretocnt ofdhnt and natiodal grouF, Many considcr Unjt.dStates,iheChicagoD,/o,l,r, vjlit.d Brazil in 1923 and lound Bhzil to bd. ochl dcn@!c, It has oftcn bccn h.ld up to tbc Untr.d s6tes as an .x.dple ot wh{ thc Unncd Skt$ should spl. to (Edlwis 1990). . . . Ab$ute $clal hamony prcvalled. ChlldGn of al colou playing Tabh 4 bdow summilias thc difftrent Fmtment offorhd . ,. could be rcen logether R.ci.l int€m.trbgewa not ju* .ccepted, it wai encourig4 iderl be n9 r petr(t pol tL Aftha. daleaftdrhd fomd emrncipation in both Blazil.ndthe "he .d *at€ thorcughly homogen€ur in blood." Cllzen5 ree Unt.d SbEs, Th. ffst ddc for cach counky t rhe year of.nancip.. "&dlianr," not'N€gro6" or "wht v (Belwig 1990, paqe 4r. tion,Noethrtdavdy.!dcdhErinlrdzilthan jtdidinrheUnned

Abbot a.d hb wif. wei! rcfusd lodsins ii.xp.nsive hoi.h sev- eol tin6, hos.ve4 while wbltai in tbcif Boup wcr. given rooms, A. described rhos dperbnce, d! being lnusual. Anoths bhck joundir fiod Pifrlbursb, Georse Schuyle., vited Brazll Sbhs frcm t bl.4 conpadson offtatment ln and the lnlted Blazil in 1948 aod 1949, H€ reponedthat eman

Schuyldakorcportcd,howcver. thatwhitesdid.oth.t bl.cks, butwhit$oftcn pti.ddem andwftc r.luctantto asociatewnh then rsequ,h" (Hellwig 1990,paB.49).

Diuersity and Nationalism 39 Questions and Answersfor page60

1.What were the major differencesbetween the lives of the freed slavesin Brazil and thosein the United States,from emancipationto the 1950s? r Former African slavesin Brazil had much more freedomand gainedmore political and socialrights than those in the United States.

2. \7hy do you think African Americansin the early twentieth century believedthat Brazil was a racialparadise? r Prominent African American journalistsreported conditions of racial harmony and greater opportunitiesfor African Brazilians.

3. Vhat evidencedid the black journalistsgive thatBrazil was not a racial paradise? . Abbott and his wife were refusedlodging severaltimes becausethey were black; some whites pitied blacks and refusedto associatewith them as equals.

How do the United Statesand Brazil compare,since 1970, in the statusand treatment of citizensof African descent? (pages 6'l-66) B. Formgroups of threeto four studentsto work

togetherfor the remainderof the lesson.Tell How do the United Statcs and Brazil compare, sin.e 197O, in the rtatus and traatment of them their first task is to developa group citiuenJ of African .lescent? \1i) ,.,rr 5R,ll.,l!1,,, r,!! i'.rril,.n hr,' I lt)io,!rtrl r(,L hypothesisfor the section-titlequestion. They i! ri r' \,i it ri, lN.,r lru!.,rf .ir. rl\ htrr tr, [r.]rl rr.i, ,i r L r{,n\n c\ Nl\. Ir, r,, Ir.,L.,f\ i lrnr{i Ll rJ u i | \,L ri. rir'. LIL]$!i, Lrr l\ !H,!:,,.J I',,n \r,tr.\ r\ "lrr can write out their hypothesis in two parts: ( ,\!' ,!r\. r^.[!,,rrrrlt N'i rflv.n r!]r!(Jn ,{, Jtr('iril1,". , L[!\]sf il \ytr n,i qrrf^( I r' {,, I fr $.r. rrJ.r r.[.rrc( h.L'r f\,] .,r, I J,(sr) tr The first part will answer the question and the .,iJ.rilishtr !.r\\, r,! L9j1l.' tr l,LL\ r rr.i il n, nr tri nr$ N* rtrrl.r\!l I h. ( iril h[[r inJ second part will explain the answer. Have l.,,urir oilr!r I r\ rr\.r re6r mf r r.rit .u{ f iir..\ tr (! r\r\rL, In(f lr,irii\[,IL,r!)Mrlil!,ur !1o. ,,,fl i,(l them post their hypothesesaround the room. sr.rn\. lJ l(R tr(\ ld\r'f *f r,'.rfn J.r - .Ir,J Dr i f-f, , \L (rni '[\, dLrrrr. rnll \o.rr)ni ]. f(r( ff ( l(! il.I Jtr {r rf , pdtrnl.ll!.irirro,LJtr r.rJr.!r,r.r(hLr )\ ltTr)tirr,rr.,trt .n.r, o[{.rL! ri b1.,.[.r(\.il].unur r$ rrtrlh l$\ I ! , L n., ! C. Groups can proceed to test their hypotheses Lrn) rlrdrs\\ L9rl. \r[.n .nJ oa J.t] rrch f r n r{, rrJon.rrJ I n Ii,\.dr! !, r' ron:lLNhr\r(htr.!.iln\ inirlnriSirrf\lror.di,.,rr against the data in the remainder of the lesson. fif.Jn)ltrwrL,\ tr! L9tlr?lD.rJ1trr'1r.fr(JolL nr.nfr.,,,,,L .iln) rr.J r) I nJ ntrn.trrL Jntr 'rnir trtr ili.f.1r [.rorn.r I D

Yor.rmay wish to have them use a cooperative 1 n t,{ rtr\k r, trDnv.r rA iltr\ ![rAr or I n] nrnrhr. lrnl h{t.rs(n\ trm r.,rt \!, r{v.\ ry r\.nnrr( rt \r'. trlsch ,)ll.r.ri,!trr(\ 6 s.fl L.rr!\5 7,ililFt\61.5J rr'''\,dl learning strategy to cover the data: Each stu- or'* r,i rxrlvrLr rf. J.rLr,\! dent would examine one or two figures and tables on pages 62-65 and teach their findings to other members of the group. Students can write answers to Questions 4-9 on page 66 or present their answers orally at the end of the lesson.

40 GeographicInquiry into Global Issues D. You may wish to have students make pie charts and bar and line graphs to illustrate &2. Tables5-7 on pages63-64. Have students include these illustrations with their written answersor use them to enhancetheir end-of- lessonoral presentations. W o-"*,"^*o-.o^*,u*^ E. End the lessonby having groups rewrite their hypothesesbased on their completestudy of the data. You may chooseto have groups go to their original, posted hypothesesand tell the classhow and why they have changedthem, or have each student write out their original and final hypothesesand explain why they changed Flgur. 16 (ompl"lior o' hqt rchool in Erazil and tre Ulred States. them.

Smzl 1937 r9s0

Diuersity and Nationalism 4"1 Questions and Answersfor page66

4. \fhat conclusioncan you draw from Figure 16 about comparativehigh school education opportunities for blacksin Brazil and in the United States? . The rate is much higher in the United States-very closeto the rate for whites in the United Statesin 1987.

5. How doesFigure L7 correlatewith Figure 16?\7hat conclusioncan you draw from Figure 17 about comparativecollege education opportunities for blacksin Braziland the United States? . Both figuresshow increasesover time in both high schooland collegegraduation rates for both countriesand for eachrace. Rates for blacksand whites are higher in the United Statesthan in Brazil,leading to the conclusionthat thereare more educational opportunitiesin the United States.Finally, blackshave more opportunitiesin the United Statesthan in Brazil.

6. \7hich country hasthe most integratedhousing? How do you know? . Brazlli the mean of the segregationindex in Table 5 is lower in Brazil (47) than in the United States(78). continued

ffi$; d*sffi

flrrc rn i..nx, for..r!vl]l.r.ompanal r. f .on. ttr wh L.r, fo th. iiln. w.il rrn'nr.d, 193/

I i l!9r., ! rL.i,n\,,,,f ,{r N.,f[ | i/ [.]. i !rLdrn,,,Jf ,L

:doi .9silor r rhe !riad of ,4 qo!e,r.r, Mrnrs d nile F'n J b unbd iilas p.esdeni .trbie! or .nft rkkr up lor hundrcd\ o (Hu tr 543 rade,i dcpul.j ind scnilrr Fmiil b lnited !il- rlvrr.d.N *L d.tarl dtr drr'!ilg pt(onJ drludo conq-!. sc numbsd bhd! i ,inion 10,000 me dtput{ drd aderfti, iltr rtrdrbe, or b[rk \ ix qr f.rr, - nr a 'n.n a,o00 ilhn pJ r es, b a.l i,.ry.r.np vryr:ra(!urdtrta 93/, p:ge 70)

42 GeographicInquiry into Global Isswes 7. In what areasdo African Americansstatistically have better opportunities than African Brazilians? . African Americanshave better education, professional career opportunities, pay, and political participationthan African Brazilians.

8. data in Figures16-18 and Tables5-7 support the idea of Brazilas a racialparadise? P" th: Explain. r Answerswill vary in degree,but studentsshould concludethat statisticallyblacks in the United Statesare better off than thosein Brazil since 1970. Changesin the U.S. laws have increasedopportunities for African Americans.Opportunities for African Braziljans appearto have laggedbehind. These data tend to refute the idea ofBrazil as a racial paradise.

9. Is there enough data to developa reasonable,intelligent hypothesis? If not, what additional datawould you need? r Studentsmay possiblythink there is too much data, but more information about interracialmarriages and opinion polls of public attitudestoward blackswould be very useful.Students can brainstorm other ideas.

For Further Inquiry that of blacks in Brazil or to the ideal of equal opportunity? Is it appropriate to compare the Have studentsdiscuss and write essayson the treatment of blacks in the United Statesto the following: Is it more appropriateto compare idealof equaloutcomes with whites? the treatment of blacks in the United Statesto

Diuersity and Nationalism 43 ExtensionActivities and Resources

L. Related GIGI Modules o Five modulescontain casestudies in some of the sameregions that are examinedin this module. EnuironmentalPollution also has the former SovietUnion as its major casestudy. In that module, studentsexamine the causesand consequencesof the drying up of the Aral Sea.The Brazllian Amazon is the focus of the major casestudy in the Deuelopment module. And studiestouching on Canada are found in Hunger, Political Change, and Regional Integration. . For further study of issuesrelated to ethnic diversity and nationalism, seeHunger (the ethnic differencesinvolved in the civil war in Sudan),Building New Nations (ethnicity as a major sourceof instability in Nigeria and South Africa, and the statusof the Kurdish nation), and ReligiousConflict (diversity and nationalism in India, Kashmir, and Northern Ireland). Ethnic differencesare also an issuein Urban Growth, wherein students evaluatethe effectsof the rapid growth of the Hispanic population in the United States.Human Rights considersethnic issuesin Cuba and the United States.

2. Britannica Global Geography System(BGGS) BGGS providesmyriad extensionactivities to enhanceeach GIGI module. For a completedescription of the BGGS CD-ROM and videodiscsand how they work with the GIGI print modules,please read the BGGS Overview in the tabbed sectionat the beginningof this Teacher'sGuide.

3. Related Videos . EBEC offers thesevideos about the issuesand regionsexplored in this module: "Soviet Union: Peoplesand Cultures"l "soviet Union: Large and DiverseLand"l "Canadiens:Their Cities"; and "Brazil and the Northern Countries." For more information, or to place an order, call toll-free, 1-800-s54-9862.

45 46 Geographic Inqwiry into Global Isswes

o Other relatedvideos include: "Coming Apart" (Inside Gorbacbeu'sSouiet Union series,Coronet/MTl Film and Video); "The Strugglefor Russia" (Frontline series,PBS); "Soviet Union, Russia:After the USSR"; and "The Rise and Fall of the SovietlJnion" (National Geographic).

4. Additional Activities . Acquire maps from various news magazinesto use and display 'World in class.You might call U.S. News and Report at 1-800- 'World 523-5948 to seeif they have updated The New Map: 1994. Your local university or public library may have updated 'World copies of Atlas of Political Flashpoints, Evan W. Anderson, Facts on File or Atlas of \XlorldAffairs, Andrew Boyd, RoutledgePublishing. o Flave students searchthe library for data on different native separatistmovements in Canada and on the agreementthat will make most of the northern and easternsection of the Northwest Territoriesa native nation-state,to be called Nunavut. It would be primarily Inuit, with the capital at FrobisherBay. SeeGIGI'S Political Changemodule for a lesson on Nunavut. o Encouragestudents to compare Canadiannative separatist movementswith native demandsand separatistmovements in the United States. . Studentscould gain assistancefrom your school'sFrench teacheror someoneelse conversant in Frenchto write the Quebecgovernment for postersand information on Quebec. Ask if he or shehas further information on or personalexperi- encewith Quebec. . As an alternativeassessment in Lesson5, usethe activity developed by The Center for ForeignPolicy Development,Brown University. In this activity, studentswill perform the following tasks: a. Clarify and analyzetheir beliefs about the actions the United Statesshould take towards the former Soviet Union by completing a short "BeliefsSurvey." b. Read three alternative United Statespolicies towards the former SovietUnion. c. Selectone policy. d. Answer a set of short essayquestions to support their choice (Centerfor ForeignPolicy Development1.991., pages19-24,37,39). I

DiuersitY and Nationalism 47

5. Outside ExPerts or other human rights RePresentativesof AmnestYInternational to the classabout regionsof organizattons can be invited to ,p.uk etf,nic and national conflict'

6' other:t;il:::t"re understand many materialsavairabre to herpstudents whymanyNativeA-t'itu"'stillseektheirlosthomelands' of the Conflicts one of the verybest is C-ol,tl,lon,A Simulation BetweenNatiueAmericansandtheTJ'S'Gouernment'by Interact.Studentspluyth._,oleofsixPlainslndianstribesand $20'00'Order ,.pr.r."otives of iht'U"ittd Statesgovernment' fro* S;;J StudiesSchool Service' t-800-421-4246' .AtlasoftheNorthAmericanlndian,Carl\Waldman,1985, text about providesexcellent maps and athought-pr.ovoking America' N"tiu.-e-ericans of North and Central .NatiuesandStrangers:Blacks,Indiansandlmmigrantsin. 1990'is one'of the A*;;;;:;;itoti'a ui"t"tttin' et al'' Americanethnic f"* booksthat examinesmost grouPS";;'i;btechronologicallY' .TheStateofNatiueAmerica:Genocide,Colonizationand a seriesof articles n6lliin-",Annette Jui*tt' ed'' 19'92'is the currentstatus I *ri,ii" ,"ortly by nativeauthors, describing actionstaken to .f ioin. United Statesand and naturalresources acquire";;i;;;;r.land,^water' fishing' religious' rights. oLernerPublicationsCo.(1-800-328-4929)publishe-saseriesof r.pntli.t calledThen individualbooks on the ior*., Soviet and'Now:Thesouietinionr'ha'r'arefulfofqualitygglol'gho- Dept' D32'241' ..s;;;h; u"J tot written for grade-s! -!?' pitti Aut' North, Minneapolis''(1-800-42I-4246)MN 55101' carriesa vari- . Socialstudies School c"iutog .ry of materials'includin-g-the following: "tfU This is the book series a. fnr"1"a Now: Tie SouietlJnion. describedabove. b.[;;;;andNeighboringCowntries,withaninexpenstve Russia;and the political wall map, iiiCtto"ging F.aceof wall map' New Commonwealth,an inexpensivelaminated with8"xllL12"teptoduciblepoliticalblacklinemap' oRussiaandthelndependentStates'Igg3,seriesofarticlesfrom Congre s sional QuarterlY' S,Narnes ctivitrz I o o. page I

GIGI Where Are the Statesof the Former Soviet Diaersity and Nationalism Union Located? Lesson2

Directions:On the blank map on page2 of this Activity label the 15 independentstates of the former SovietUnion. UseMini-Atlas map2 to help locatethese new countries.You will be addingto this map later in the module,so it shouldbe labeledneatly. You may needto placethe namesof the smalleststates outside of their territory and usearrows to locatethem. Also labelon your map the BalticSea, Black Sea, Caspian Sea, and Arctic Ocean.

Title the map "Statesof the Former SovietUnion." The following list may help you with the more difficult pronunciations:

Belarus(bell-uh-ROOSE) Ukraine(yoo-KRANE) Moldova(mol-DOH-vuh) Armenia(are-MEEN-ee-a) Azerbaija n (a-zer-bye-JAN) Turkmenistan (TU RK-men-i-stan) Kazakhstan(ka-ZAK-stan) Uzbekistan(ooz-BEK-i-stan) Tajikistan(ta-J IK-i-stan) Kyrgyzstan (keer-geez-STAH N)

Theseformer republics all becameindependent tn t991.and the spellingof some of their nameschanged. You may seethem spelledseveral different ways in various materials. tivityl .oo page2 GICI Diuersityand Nationalism Lesson2 tivityl ooo k"y GICI Where Are the Statesof the FormerSoviet Dioersityand l{ationalisnt Union Located? Lesson2

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CIGI EthnicComposition of the Statesof the Diaersity and N otionalism FormerSoviet Union Lesson2

Directions:Using the data in Table 1 on page 15 of your StudentDataBook, create abar graph from the blank graph below. The bar graph will show the major ethnic groups of the 15 republicsof the former SovietUnion. Plot the percentageof Russiansfound in each state and then the total percentageof all the other nationalitiesfound in each state.Round off the percentagesfrom those given in Table 1. Moldova has been done for you. After you have completed the bar graph, answer the questions on page2 of this Activity.

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n others W RussianW Native ctlwity 2 o.. page 2 CIGI Dioersi,ty and N ationalism Lesson2

1,. How many of the 15 stateswere named after their largestethnic group? List the one(s) not named after the largest ethnic group. Speculateabout the reasonswhy not.

2. Which state has the highest percentageof its native nationality?

3. How many differentethnic groups are listedon Table 1? Which ethnicgroup does everystate have? Why doesevery state include this ethnicgroup?

4. If you were visiting the caprtal city of any of these states,would you expect to seedif- ferent types of people and hear a variety of languages?Why or why not?

5. Is there enough information in Table 1 to know which of the ethnic groups are nations? 'Was the former Soviet Union a multinational state? Is each of the 15 new statesof the former Soviet Union a multinational state?

lfhat general conclusion can you make about ethnic groups within the former SovietUnion? ctiwity 2 o.. page I key GIGI EthnicComposition of the Statesof the Diaersityand Nationalism FormerSoviet Union Lesson2

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n others ffi RussianI Native ctiwity 2 o.o page 2key GICI Diuersity and Nationalism Lesson2

1,. How many of the L5 stateswere named after their largest ethnic group ? List the one(s ) not named after the largestethnic group. Speculateabout the reasonswhy not. l-Allbut one were named after their larqestethnic qroup; Kazakhstan; When Kazakhstanwas named,the Kazakhswere the larqestethnic qroup, but manL Russiansmoved there after it wasconquered as part of the RussianEmpire.l

2. I7hich statehas the highestpercentage of its nativenationality? fArmenial

3. How manydifferent ethnic groups are listed on Table1? Which ethnicgroup does everystate have? \Why does every state include this ethnicgroup? [27; Russian;Russians conquered and occupiedeach of the 14 non-Russian territoriesover time.l

4. If you were visiting the caprtal city of any of these states,would you expect to seedif- ferent types of people and hear a variety of languages?rX/hy or why not? lYes.There seem to be a varietvof ethnic oroups and/or nationalitiesin each state.l

5. Is there enough information in Table 1 to know which of the ethnic groups are nations? \ffas the former SovietUnion a multinational state? Is each of the 15 new statesof the former SovietUnion a multinational state? [No. there is not enouqh information to determinewhether the ethnic oroups meetthe criteriaof beinqnations. Manv of theseethnic qroups are nations, that is, thev havetheir own separatelanquaqe, beliefs, historv, qoals, and desireto livein the homelandof theirancestors, but the tabledoesn't provide this information; Yes.Review with studentsthe definitionof a multinationalstate if necessarv: Yes.because each state has its indiqenousnation. Russians. and otherethnic qroups and nations.Some of the otherethnic qroups mav alsobe nations.l

6. What generalconclusion can you make about ethnicgroups within the former Soviet Union? lThereare many ethnic qroups in the formerSoviet Union.l GICI ctiwity 3 ..o page I Dioersityand Nationalism Lesson3 How Can the Former Soviet Union Be Regionalized?

In this Activity, you will use a technique called a Geographic Information System (GIS) to regionalizethe former SovietUnion. This meansyou will use a variety of information about the 1,4non-Russian states to help you categorizethem into four distinct regions basedon three characteristics-religion, language,and economy.

Directions: 1.. For this Activity your group consistsof five mapmakers,called cartographers.One of you can be the cartographerfor a religionsmap, two of you can make a languages map, and two of you can be in chargeof the economiesmap. The data you will need are in Table 2 on pages20-26 in your StudentDataBook. The first step is to trace the state boundariesfrom the basemap on page 3 of this Activity onto your three plastic overlays,using black pens.These overlays will be usedto make the three maps of religions, languages,and economies. Reli,gi,onsma,p: Table 2 lists the major religions for each state.Christianity and Islam are the two major religionspracticed in thesestates. The table lists severaltypes of Christianit5 including Catholicism,Russian and Georgian Orthodox, and Lutheranism.But to keep the map simple,map only Islam and Christianity.Use a crescent(quarter-moon) as the symbol for Islam and a Christian cross to symbolize Christianity. Be sure you make a key for your map that explainsthe symbols. Languagesmap: Table 2 lists the two most common languagesspoken in each state and the percentagesof the population that speakthose languages. In parenthesesfollowing each languageis the language group to which it belongs.A languagegroup containsnumerous related, but distinct languages.For example,Polish, Czech,Russian, and Ukrainian are included in the Slaviclanguage group. You will map the languagegroup of the most commonly spoken languagein each state.For example,in Belarus,7L percent of the population speakBelarussian, the most common languagespo- ken there. SinceBelarussian belongs to the Slavicgroup, you should map Belarusas Slavic.Use different symbolsfor each of the eight language groups you map. Make your symbolsusing combinationsof colors, dots, and lines. Be sure you make a key for your map that explainsthese symbols. Economiesmap: Table 2 lists important characteristics,natural resources, and products. Use this information to locate the major type of economic activity in eachstate: agriculture (cropsand livestock),extraction (metals, oil, and other minerals),or manufacturing (chemicals,machinery, or other industry). In somecases, it may be difficult to decidewhich is the major type of economic activity. Create special symbols for each of these types of economiesand place the appropriate symbol within each state.Be sure you make a key for your map that explains these symbols. tivity 3 o o. page 2 GICI Diuersityand Nationalism Lesson3

2. After you have made the three maps on your plastic sheets,your next task is to decide how to make four regions out of the 1.4states. To do this, carefully overlay the three maps and place a fourth clear plastic sheeton top of them. Look for common charac- teristicsin adjoining states.Remember the definition of a region: an aret that displays unity in terms of selectedcharacteristics.In this case,you are creatingfour regions basedon three selectedcharacteristics: religion, language,and economy.Your data will not match perfectlS but use your best judgment to make your four regions.On the fourth plastic sheet,draw in the boundaries of your four regions. To simplify this activity, no information has been given for Russia, so make that largest state your fifth region. FinallS put a key on your map that liststhe statesin each of your regionsand gives eachregion a name that suggestsits location. The fourth plastic overlag with its key, will be your group's final map. Give it a title and put the namesof the cartographers on it. ctiwity3 ooo page3 GICI Dioersityand Nationalism Lesson3 GIGI ooo tivity 4 page I Dioersity and Nationalism Lesson5 FormerSoviet Union Councilof LeadersSimulation

In this activity, you will participate in a role-playing simulation to try to resolve three ethnic and national conflicts in the former Soviet Union in the early 1990s. You will play the role of a diplomat representingone of the statesor nations of the former Soviet Union. After learning your role with the other diplomats from your state or nation, you will set your goals and plan the strategyyou will follow ar a meeting of the Council of Leaders.You will then negotiatewith other diplomats to resolveprob- lems facing your stateor nation.

Directions:

1.. Introduce yourself to the other diplomats from your stateor nation.

2. To preparefor negotiationsat the Council of Leaders,review the material in the StudentDataBook that explainsyour stateor nation's history and its problems. You only need to read the part on the particular conflict in which you find yourself.Then read the secretdocument for your stateor nation. which will be provided to you.

3. Decide in your group what you think are the three main goals facing your narion or state in its relationswith other former republics.Try to achieveall three of your goals through diplomacy and discussion.The nation or starethat reaches the most goals will be consideredthe most successfuldiplomats and leaders. How you meet your goals is up to you. List your three goals below:

4. Selectone person from your group to be your spokesperson.That person will make a one- to two-minute speechto the Council of Leaders.This speechis important becauseit givesyou a chanceto persuadeother leadersto assistyou. Help your spokespersondecide what to say and the way to say it. Remember that there may be some things you do not wanr to say publicly.

5. The following are the procedures for the Council of Leadersmeeting: speech:Use the speechto describethe problems facing your nation or state,educate the world about your unique situation, try to gain sym- pathy for your position, make appealsfor aid, andlor suggestsolutions. (1 to 2 minutes) 'o Negotiations preparation: Thrs is your chance to discusslast-minute strategychanges based on the speeches.Do not discussstrategy with other groups.Keep your three main goals in mind as you plan. (3 minutes) tiwity4 ooo page2 CICI Dioersityand Nationalism Lesson5

Negotiations: Keep one diplomat at your capital to receive and negotiate with foreign diplomats. Your other diplomats will move about the council room to negotiatewith other diplomats. Rememberyour goals and get agreementsor treaties in writing and signed by representatives of all statesor nations. (15 minutes) Action statements:Write the name of your stateor nation, date, period, and what specificaction you have taken. You may make and receive promises, but the only ones that count are the action statementsthat you write down. To follow through on an agreementor treaty, you must act on it by writing it as an action statement.Examples of actions you may take include the following:

nonaggressionor peaceagreements resolutionsof boundary disputes o land trades . trade agreements /o o threats of war military assistance financial assistance military alliances o guaranteesof protection for minority ethnic groups . military attacks . sendingtroops to borders

6. At the end of the simulation, be ready to discussthe following: o Did you meet your goals? . How effective was your strategy? . How do you think the national and ethnic conflict in the former Sovietrepublics can be resolved? tivity4 ooo page3 GIGI Dioersityand Nationalism Lesson5

Secret Document For Armenian EyesOnly!

You are the representativesfrom Armenia at the Council of Leaders. Establishedin 303 B.c.,Armenia was the first nation to make Christianity its statereligion. Part of your country was added to the RussianEmpire in 1B2B after Russiadefeated Persia (present-day Iran). Russiawanted to increaseits territory and international status and take over your country's copper, lead, and other mineral resources.At that time, the majority of ethnic Armenians lived in Turkey.

From 1915 to 1922, Turkey killed over 1.5 million Armenians living in Turkey becauseof religious, ethnic, and political differences.Turkey was afratd that the large number of Armenians in easternTurkey would createa large, independent state if the Turks were defeated by the Allies in \forld \War I.

\Whenyour Armenian ancestorsopenly celebratedearly Turkish defeats,the Turks startedwidespread massacres and deportationsof Armenian civilians.The Russianarmy was defeatedearly in'World \Var I and was unable to protect your ancestorsfrom the Turks. The Turkish governmentstill deniesthat the 1.5 million massmurders ever took place.It remains one of the least-knownmodern examplesof genocide.Genocide is a large-scalemurder of membersof a particular ethnic group.

This Armenian genocidewas a national disasterthat led to your country's fierce desirefor political, religious,and cultural independence.Armenia is sur- rounded on all sidesby Muslim states,except Christian Georgiato the north. Almost an island of Christianit5 your stateis very concernedabout its national securityand threatsfrom its Muslim neighbors.

Over 90 percentof the population is Armenian, making your statethe most ethnicallypure in the Commonwealth of IndependentStates. Even in the darkest days of the Turkish slaughter and Soviet communist rule, Armenia maintained a strong senseof national identity through church, language,and culture.

A more immediateconcern is the freeingof Nagorno-Karabakh. Commonly called Karabakh, it is totally enclosedinside neighboring Muslim Azerbaljan. Fierce fighting for the region between Armenia and Azerbaijan has lasted since 1988. ctivity 4 o. o page 4

Di ue r sit y ond. tt ott o rout f, ), Lesson5

Secret Document For Azerbaijani EyesOnly!

You are the representativesfrom Azerbarjan at the Council of Leaders. Yours is a relatively young, Turkic, and Islamic country with a tangled history of many tribes, ethnic groups, invasions,and conquests.The RussianEmpire took northern Azerbaijanfrom Persia(present-day Iran) in 181,3for accessto trade routes betweenthe Black and Caspianseas.

Oil was discoveredat a later date and your country becamethe largest oil- producing republic of the SovietUnion-the "Texas" of the SovietUnion. Eventually, natural gas, iron ore, and other metals were discovered. Lzerbaijan becamea natural resourcescolony for the SovietUnion. Its resourceswere mined andlor refined and sent to the other republics, with little of the profit returning to your people.

Unfortunately,your stateis running out of natural resourcesand your weak economy will have to dependmore on agricultural products.

You seeterritory as your main claim to national legitimacy and dignity. As a result, you have engagedin a bitter war with Armenia over Nagorno-Karabakh. Commonly called Karabakh, it is totally enclosedinside your state.You are determined to keep Karabakh as part of Azerbarjan,but recent military defeats have led to many changesin the political leadershipof your state,creating some instability and confusion. ctiwit-y-- .l ... page 5 CIGI Diuersityand ll ationalism Lesson5

Secret Document For Estonian EyesOnly!

You are the representativesfrom Estonia at the Council of Leaders.Estonia was an independentdemocracy from 191,8to 1940, with historic ties to'Western Europe. Your country was conqueredand taken over by the SovietUnion in 1.940for the trade routes to the Baltic Seaand to profit from your more advancedeconomy. During the 1940s,about one-tenthof Estonia'spopulation was sent to Siberianslave-labor camps as punishmentfor their opposition to Sovietrule and other beliefs.

Of the 15 former Sovietrepublics, Estonia had the most efficient and modern economy.In 1940, its standardof living was as high as Finland's.However, when Estonia gained its independencefrom the SovietUnion rn 1991, Finland's standard of living was seventimes higher than your country's.

Under Sovietcontrol, Estonia'sbest farm land was strip-mined for shaleoil, polluting its rivers and streams.Your country's first winter of independencewas very hard, with cold apartmentsand many fuel and food shortages.Russia cut its traditional suppliesof heating oil and food to your country that winter.

You blame the inefficient, centrally controlled communist system for your many economicproblems. You believeyou would have had a very strong economy like that of Finland, and as your country had before 1,940,if the Sovietshad not taken over.

You were the first republic to declareindependence from the SovietUnion, in 1988. However, your government'sopposition to Sovietcontrol has always been moderateand nonviolent. Estonia and the two other Baltic states(Latvia and Lithuania) chosenot to join the Commonwealth of IndependentStates in 1991.

You are very concernedabout the ethnic Russiancivilians and troops still living or stationedin Estonia. ctir.ityJ ooo page6 CICI Diaersityand Nationalism Lesson5

Secret Document For the Eyesof RussiansLiving in Estonia Only!

You are the representativesof Russiansliving in Estonia at the Council of Leaders.Estonia was an independentdemocracy from 191,8to 1940, with historic 'Western ties to Europe. The Soviet Union conquered Estonia in 1940 for the trade routes to the Baltic Seaand to profit from its advancedeconomy. During the 1940s, about one-tenthof Estonia'spopulation was sent to Siberianslave-labor camps as punishmentfor their opposition to Sovietrule.

In1,940, the Estonianstandard of living was as high as Finland'sand had the most efficient and modern economy of the 15 Soviet republics. By 1991., after 51. yearsof Russiancontrol, Estonia'sstandard of living was only one-seventhof Finland's.Under Russiancontrol, Estonia'sbest farm land was strip mined for shale oil, polluting its rivers and streams.This economicstagnation led to a greatbitterness of the Estoniansto Russianrule.

On the other hand, the RussianRepublic suppliedEstonia with oil, natural gas, gold, and other valuableminerals and built many factories,hospitals, apartments, and roads. You believeEstonians have not appreciatedthe contributions made by Russiafor their benefit.They also do not understandthat people living in the RussianRepublic sufferedworse economicconditions than those in Estonia.Unlike most other empiresin historg the SovietUnion provided many resourcesfor its republics.

Estonia was the first republic to declareindependence from the SovietUnion, in 1988. Their opposition to Russiancontrol was moderateand nonviolent. After the failed coup of SovietPremier Mikhail Gorbachevand the breakup of the Soviet Union in 1991.,Estonia gained its independencefrom Russiancontrol.

Russiacut off the traditional suppliesof heating oil and food from Russiato Estonia the first year of independence.That winter was very hard, with cold apartments and many fuel and food shortages.Your family and other Russianfamilies suf- fered, too. The Estoniansblame the inefficient,centrally controlled communist system for their many economicproblems. They believethey would have had a very strong economy,like Finland had, if the SovietUnion had not taken over. Estonia and the two other Baltic states(Latvia and Lithuania) chosenot to join the Commonwealth of IndependentStates in 1991.

You do not want to move to Russiabecause the economy there is terrible. Unemploymentand inflation are high and there is little or no housing available.The economy in Estoniais strongerand your family has been establishedhere for 50 years. You have a good relationship with some Estonians, but others refuse to serve you in their stores or even to talk to you. As a matter of pride, they refuse to speak Russianto you, although about one-third of them speakRussian. Schools and government businessare conducted only in Estonian. ctiwity4 ooo pageT GIGI Dioersityand Nati,onalism Lesson5

Secret Document For RussianEyes Only!

You are the representativesfrom Russia at the Council of Leaders.The RussianRepublic has beenthe historical, political, military, and cultural center of the RussianEmpire and the SovietUnion. The 1917-1922 Russian Revolution led to the establishmentof communism in the Russian Empire, which becamethe SovietUnion.

Under the Soviets,the statebuilt a modern, industrializedeconomy from a backwards, agricultural society.The Soviet Union defeatedNazi Germany in World'War II. (The SovietUnion did most of the fighting againstGermany losing 20 million people,compared to 330,000 American dead in both Europe 'World and the Pacific.) The Soviet Union becamea military superpower after 'War II, and expanded the Soviet Empire into Central Europe.

The SovietUnion eventuallyprovided housing and jobs for almost all citizens.The Sovietswere the first to succeedin putting a satelliteand an astronaut into space,and it made many other scientificand medical advances.

Moscow becamethe undisputedcenter of the SovietUnion. Russianlanguage and history was taught in all non-Russianschools. Most of the SovietUnion's political, militarS and scientificleaders were ethnic Russians.However, during the Communist era, Russiannationalism and pride was discouraged,replaced by pride in communism and the SovietUnion as a whole. Local, non-Russian culture was often encouragedand recognizedin the republics.One reasonfor this was that the former republicscomplained about being controlled and dominated by Russiansfrom Moscow.

The non-Russianrepublics also complainedabout losing most of their natural resourcesto the RussianRepublic. Communist Russianleaders in Moscow pointed out that most of those natural resourceswere distributed throughout the Sovietrepublics through the centralizedeconomic system. The RussianRepublic provided murry ,rutl'rrulresources that were also distributed to non-Russian republics.The central governmentbuilt huge factories,collective farms, roads, canals,railroads, ports, hospitals,and schoolsin all the republics.

After the attempted economic reforms of PresidentsGorbachev and Yeltsin in the late 1980s and early 1990s,unemployment, prices, alcoholism, crime, inflation, and housing shortagesincreased dramattcally in all the republics.

After 1,991,,Iongsuppressed Russian nationalism increasedas writers, painters, filmmakers, and political leadersexpressed pride in the history music, tiwit>l 4 . o. page 8 GICI Diuersi,ty and Nationalism Lesson5 literature, art, and traditions of Russia. Much of this was a reaction to the complaints against the many flaws of the Soviet communist system by the non-Russianrepublics and to the loss of empire after 1,991,.

The Russianstate contains 31 independentethnic regionscovering more than 53 percentof Russianterritory. The people in the 31 independentethnic regions make up only 17 percentof the population of Russia.\fith the two exceptions that follow, most of theseregions have shown a lack of interestin national independence.

Russia refused to recognize the independenceof two regions who demanded rt after 1991: Chechenya,consisting of about 1,000,000 predominantly Sunni Muslims; and Tatarstan,an oil-rich region of former Mongol conquerorsof Russia.

Russiabelieves it has a responsibilityto protect the 25 million Russiansin the former Sovietrepublics. The use of military force to protect Russianswould, howeveq be a last resort, following diplomacy and political negotiations.

The Russian army has on occasionbeen askedby the CIS to serveas a peacekeepingforce. TheseCIS leaderswere often former communist leadersand ethnic Russianstrying to stay in power. Russiabelieves it cannot let national conflicts flare up into large-scalecivil wars in the former republics.

Extreme Russiannationalists claim Russiashould reestablishcontrol over the former republics to stop ethnic and national conflict, to regain the prestige of controlling an empire, and to again have accessto the natural resourcesof the former republics. tiwity4 ooo pageg CIGI Diuersityand Nationalism Lesson5

SecretDocument For Ukrainian EyesOnly!

You are the representativesfrom Ukraine at the Council of Leaders.Ukraine was conquered by Russia during the seventeenthand eighteenth centuries for its excellentfarmland, accessto trade routes and the Black Sea,and as land for expandingnumbers of Russiansettlers. Your people resentedRussian and Soviet rule and were enthusiasticabout your independencein 1991.

The historical Ukrainian bitternessand often hatred toward Russiahas led you to be suspiciousand wary about Russia'sattempts to lead and possibly dominate the Commonwealth of IndependentStates. You believeit is best to have separaterelations with each state,rather than be tied to multiple CIS relations that Russiaattempts to control.

Your country is larger than any other state in Europe, except Russia. Many observerspredict that Ukraine is the statewith the most economicpotential, thanks to its natural resources,industrS farmland, and skilled people.

However, the parliament is made up of conservativeformer Communist party members.As a result, Ukraine, unlike Russia,has initiated very few economic 'Western reforms. businesseshave not investedin the Ukrainian economy as much as had beenhoped. The Ukrainian economy is strugglingand has not yet lived up to expectations.

You are very concernedthat the ethnic Russianmajority in the Crimea will break away and reunite with Russia. You are determined to keep the Crimea, but you and othersworry about the threats of a war with Russia.

Russianwas the official languageof Ukraine under Russianand Sovietrule, but you believeit is appropriateto make Ukrainian the official languagenow that you areafi independentnation-state. You believethe ethnic Russians'com- plaint about Ukrainian becomingthe official languageis just an excusefor them to try to rejoin Russia.

You would no more give up the Crimea than the United Stateswould let California leave the United States.You insist that the Crimea is an internal Ukrainian problem and not an issuefor talks with Russia. ctiwity4 ooo pagelO GICI Diaersity and ll ationalism Lesson5

Secret Document For the Eyesof RussiansLiving in Ukraine Only!

You are the representativesof Russiansliving in Ukraine at the Council of Leaders.Ukraine was conqueredby Russiaduring the seventeenthand eighteenthcenturies for its excellentfarmland, accessto trade routes and the Black Sea,and as land for expandingnumbers of your Russianancestors. The Ukrainians resentedRussian and Sovietrule and were enthusiasticabout their independencein 1991.

The historical Ukrainian bitternessand often hatred toward Russiahas led them to be suspiciousand wary about Russia'sattempts to lead and possibly dominate the Commonwealth of IndependentStates. They believeit is best to have separaterelations with other states,rather than be tied to multiple CIS relations that Russiaattempts to control.

Ukraine is larger than any other statein Europe, exceptRussia. Many observerspredicted that Ukraine was the statewith the most economicpotential; it has significantnatural resources,industry, farmland, and skilled people.

The parliament is made up of conservative,former Communist party members.As a result, Ukraine, unlike Russia,has initiated very few economic 'Western reforms. businesseshave not investedin the Ukrainian economy as much as had beenhoped. Ukraine'seconomy is strugglingand has not yet lived up to expectations.

Ukrainians are very concernedthat Russiansin the Crimea will break away and reunite with Russia.They are determinedto keep the Crimea.

An unfair share of natural resourcesand profits go from the Crimea to the Ukrainian central government in l(iev and not enough of the profits come back to the Crimea. Long-serving ethnic Russian officers in the Ukrainian military have beenasked or forced to resign by Ukrainian military officials.

Russianwas the official languageof Ukraine under Russianand Sovietrule. tivity4 oo. pagelkey CICI Diaersityand Nationalism FormerSoviet Union Councilof LeadersSimulation Lesson5

The following are samplegoals for the statesof the former SovietUnion. Goals with an asteriskshould be included in students'lists of three goals.

Armenia o Secureborders for an Armenian homeland." . Defeat Azerbatjanand reunify Nagorno-Karabakh with the rest of Armenia."' o Maintain large Russianor United Nations peacekeepingforce in Karabakh. . Receivemilitary and financial support from Russiaand the'West. o Keep Turkey and Iran out of the war.

Azerbaijan Defeat Armenia to keep I(arabakh."

a Keep Russianpeacekeepers or other troops out of l(arabakh. a Continue trade with Russia. Developtrade alliancesto boost the economy.

Estonia o Keep Russiantroops out of Estonia."' . Developtrade agreementwith Russiafor purchaseof natural gas and oil-" . Develop a Russiannonaggression pact. o PersuadeRussian communist officials and families to move back to Russia. . Receivea Russianapology for Estonianskilled in siberia. . Receivea Russian apology and a commitment to pay for pollution.

Russiansin Estonia Stay in Estonia."

a Receivefull citizenshiprights in Estonia."

a Keep Russianmilitary assistanceor alliancewith Russians Estonia.

a End ForestBrothers attacks on Russiantroops.

a Receivecommitment from northeastEstonia to secedeand join Russia. ctivit5/4 ooo page2key GIGI Diuersity and N ationalism Lesson5

Keepthe Crimea."' Preventwar betweenUkraine and Russia." Develop a trade agreementwith Russia for continued supply of low-cost oil and natural gas necessaryfor industry and domesticuse.'r' Keep a weak CIS, not one led by Russia. Strengthenthe economy. a Develop nonaggressionand trade agreementswith Russia. O Receivecommitment from Russiansin Ukraine to acceptand learn Ukrainian languageand culture.

Russiansin Ukraine Persuadethe Crimea to rejoin Russia." a Preventwar betweenRussia and Ukraine." a Keep Russianlanguage and culture. o Keep profits from the Crimean economy and natural resources. o Develop military and trade allianceswith Russia.

Russia o Lead a strengthened,more centralizedCIS.* o Protect ethnic Russiansin the former republics." O PersuadeUkraine to give up nuclearweapons and Black Seafleet that both you and Ukraine claim." o Preventdestabilizing civil wars betweenethnic groups and nations in the former republics." Prevent loss of territory. Recognizeand make public Russianachievements. Maintain Russiantroops in the former republicsas peacekeepersto protect ethnic Russians. verhead I ooo CIGI Diuersityand Nationalism What ls YourOpinion? Lesson6

Directions: Read the following statement,and then circlethe number above the choice that best reflects your opinion on this matter.

Quebec should separate from Canada.

Agree Agree Disagree Disagree strongly somewhat somewhat strongly verhead I o. o GIGI Dioersityand Nationalism What ls your Opinion? Lesson6

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@ebee should separate from Ganlda.

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LustpuotleNPuv tQtsnntq eX Geographic Inquiry into Global Isswes {,

Diversity and Nationalism

Eow do nationscope with cultural diversityP

. How doesethnic diversitychallenge you? . How doesit challengeyour region and your country? . Are the various parts of the world coming closertogether or are they being pulled apart by cultural diversity?What is causingthese changes? . How can you help bring peoplesof diverseethnicities together?

The SovietUnion was the world's last great empire, before its governmentcollapsed in 1.99t.It also was the largestmultinational itate in the world. Noq ethnic differencesare tearing apart some of the newly independent statesof the former Soviet Union. You will examinethese conflicts and try to resolvethem in this module. eql eselelsPellun Pu€ ilz€rfl:u] eql sI leql)N ' eldo;d ttti'rt a^I]€ler ruersop uErIrJV to 1o A los SuroPul Poellnslll alercdas eql sI t"J^ daqr teqr Pooqrlalrl l-:: "(rtunor ' Surleads-qsuerc op dq16 E urro1 ot tu'l!\ 'iiltpf""c srlllJuof eq eseqru€3 ^\oq PuE l€uolleupu€ ipe^loser seoPAI{IN ' r't!no5 JaurJoJeqr f,rur{tesnolJes ,n'q t'o"'n isuot8al eqIJlseP u€f, /v\oH ' sf,IlslJalJeJeq) de4 eqr ol Pssnoq seceld 'o iPIro/Y\ or dleq rust snotle'r ur slrllJuor ureldxe eqr to sl'red uef, 1v\oH ' ,rtlqrt.jo sldaruor oql -leuolleu Pue dttsla't'tP noA suollsanjD alnpouuslql u! replsuo) lllfvl

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What are natiors, ethnic groups,and statesP

Glossary Words ethnicgrouP nation nationalism nationhood nation-state self-determination sovereignty state

What is a nation? Compare your idea of what a nation is to those apparent in this newspaper article published in the spring of 1994' sonlEAJo sJOIIeqlueUodlul JEIIIUISaJeqs @ 0 sJotsaJuerlaql Jo a8en8uel erll leeds @ :oq^\ eldoed;o dno.r8 e s uotlt2u 's.reqderSoa8 (8ulue3lu eAeL[f,Qwnot e lecrlrlod or lnq alues aI{] .eldoed 'dqdeJ8oa8 pue uo\ttu surret aql lsotu oI lElrtrlod ur stdef -uoJ lueuodtut a.reeseql (('uolJeulluJeleP-Jlas,,uEIpuI pue ,.(d]u8le -Jelos,, uelpul ,,'pooquotleu,, UEIPUIJo sleeds aloqe alllue erll

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rellcrulw {x Aq sugovfl-I'rvflrul Jsstr l or NoJNr-rJ s ws tlouo tlp LI p ua fil s'La,uq ".'q'1'GeographicInqwiry into Globallsswes . sharea common historY t have common goalsfor the future .wanttoliveindependentlyinthehomelandoftheirancestors control) over that but may ,to, tt"ut sovereignty(independent territorY.

and love of one'sown Nationalism, which refersto pride in g effectsometimes enables nation, is a very powerful force. its unifyin deedsin its name' But' peopleto achieve.o.,'ugtotts and.honorable disregardoth- it ui* Gptatedly has causedpeople to unfortunately, (Pfaff o'-Ji"tgu'i or common morality" ers' claim to irrrti.., "u'on' 1.993,Page 24). ThreegroupsofpeopleintheUnitedStatesareprofiledonpage African Americans'Are 7-LakotaSioux, CuUanAmericans' and they all nations?

LakotaSioux familY.

LakotaSioux

ManyLakotaSioux,wholiveinSouthDakotaandseveralbor- of their ancestors'These d.r;;;;";; speakL'aiota,the language , lives in ani- n .r,riuersalspirii."irt, in nature that ;;;;[;;G. inut 'uef,Iroluv uef,I{V ue Suleq ur ePIJdPue dllun dola,tap sdleq qlFl.la'arn]1nc uEJIJOIuVueJIryV aloruord sueflroluv uellryV 'salets potlufl erll ut sueolroluv uell.r;V Jo seÎI aql SuIôJduI '(e1doa4 uoddns peroloJ Jo tualuerue^Pv oqr roJ uollelrossv leuorrelq)df,VVN ogr pue enSeel uuqrn el{l se qrns'sdnor8 lecrrrlod uef,IJeruv ueJIryV'looqls uI Pue slue.redrlor{l tuort luetu 'rf '8u1y 6le161tlt3 -eloru srqSrg IIÎJ orlt pue ror{rnT uluery eql A.ra,ru1syo a8elrraq uoturuof, JIeI{ttnoqe Sururealdn mor8 sueolJeruv 'EJrroruv uEJrryv !1ro5 uI arnllnJ luEulluop srlr Jo Pue srau^\o aAEIS 'qsrpug 'Ef,IroIuV eqr Jo a8en8uel aql leads dtql luog uI salels oq ol ErIryV rsa16ut sdno.r8lerntlnf, pue eBenBuBIJo dletle,r ePI^\ e uo.ry rq8noJq oJa,âoI{1!\ sJolseoue aAEI{ suef,IJeuv ueJI{V,tuuytg sue)!Jetllvue)lrlv

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AfricanAmerican family celebrating Kwanzaa'

What is an ethnic aroup? AfricanAmericansdonotfitthedefinitionofanationthatis the languageof their given on page 6 becausethey do not all speak part' want to live in African un.Erro" and they io t'ot' for the.m-ost slightly different term-ethnic Africa. Rather than the term nation, a An ethnic group is a group-m"V Ut for African Americans' "tta languageand have a com- large group'oi ptople who speakthe same a degreeof unity and cohesive- mon history"uriJ..rtture thai provides nessfor the grouP'

What is a state? Countryisacommonwordthatisoftenusedtomeanthesame geography.Political geographers thing ^s ration.But not in political the samething. The united usethe ,.r-, cowntry anditate,o tri.un all states.A statehas an Stares,c"";;;;M.ii.o, and china are d territory and_an inde- i.,ter'atiorr;11;';;.;" tzed.,pr ecisely-bounde recognizedby other pendent,sovereign govefnment thni is formally states.(Asyouknow,somecountries'forexample'theUnitedStates' country as states.) also refer tiJiuiriorrs within their own 'drolt.rral aql SututturelePul serrot lsBAslr{} 1o Lqdersoa8 ru,ou ln;lanod oulluExe aq ol uerro.rdaAEq usIIEuOIlEu pue 'bts're',rlPJluqra /Y\oq aql uI'166I ur dn4earq sll solels or.rtStq 11rrvrnod'uossal xeu lllun oql auo SEIAuolun reIAoSeql Ieuoneultlnur lsaS.relscPIJo.&r Jo

.Saxp$I%uo'xpu'llnwJolPUe)ruqxaxqnu't.peIIE-JeJ"Osar{I.elBls tqr,ttqrt^ 8ut't'q suolluu ro-sdnor8 f,Iuqla orotu eqr Jo selJepunoq 'lJe1u1 el{r JeAo Jo o/!\l a^eq PIJO,/\\al{t uI salEls Jo luer'red 06 'paulEile ruoP 'uotttul;op 'PIJo^aerll u-lsel€ls-uolleu ^\eJ eJ€ eregl -las IBapIuE sI 1I 'sreqdersoa8 [q sawxs-uoxxou rrtrrt' ,tgi or Surproccy lecrtl1od Poll€] ete uolleu aiSutse ot s8uolaq uorlelndod artlua osoqlv\setelS

wsrlpuoripNpuo Kxr'nmq @ r

1o GeographicInquiry into Global Issues I

_l ltti |iil, I ? l tu I I i What are the major nations of the former Soviet Union?

Objectives GlossaryWords commonwealth nation-state In this lesson,you will empire rePublic . Locate the 15 new states of the former Soviet ethnicgroup socialist Union. nationalism Soviet . Identify the major nations in eachstate. . Understand the history of the namesof the states.

A view of the Kremlin in Moscow. agr '(g1 a8eduo 7 arn8t4)serer5 parlun se'u' 'srtlgnder lua're1;lpsI Jo dn eperu salEls0s aql alll lEq/\\euo^s to re'/A' tqt *olrlo', uolufl leIAoS aqt'I'66I q8norqr II PIrolN Jo Puo

.(ussn/ xs.,lo?osplttos Jo uorun ro: uoxun pxltos ro snlqnd,aa 'zz6l 'uo1rn1oêr3I{1 Surlnq ot paSueqcse^ arssna'o elu€u iqr oqt elnr 0rl] JaAo -LI6l,uorlnlo,taU ]slunuruoS eqr ut e;tdtue slql Jo lslunuûo3 qool :i*r1 jo drqs.rep€alaqt repun'ser.leuotlnloêr e Sunuro; dllentua'ta 'uearo rItItEd eql ot Surqrle:rlsaJtdtua lse^ €ISsnu 'suorlra.rtp ulâof,soJN e Eereeqt uroJJpapuedxe IIE PunoJ olul 'arur].relo 'EIssnU uuedolnE uJelsEOJoleru B pt11"''drlunoc 6s00tl atels-dtto oql Pu€ d.rotrrral srqt urorJ ,iar3 ôrsotr\l Jo IPe'â drl] ogl 'ÂôusI qllq'â {'rorsnyq s00€I aql Surlnp letef.'âorsotrd;o E aruo dnolS rlul{le uelssnu V p;;t"'l.rorr.r.,al IIPus Pallq€qul 'dllerrrse:rP os Pa8ueqr 'uolun eql sI slql ]nfl seq .fuottr.rollse^ slql reqr aulll ]srlt ]ou eqr sozlloquds 1 a;n8rg taIAoSJaruro; ol{l to dn 8ut'tleo luareJ ipo6ueqt a{t seq 'noH uolun lolnos raruroJ oql Jo deu|

'7661 'putno[ uo]uowpi sa(e14r!lorlpn :alrnos

uooilel 1 e'ln6;1 'uolun lal^os laullo+ aq] ]noqe le)llllocl

Klrs'omq It tusxltluotizN Pua ffix .,: lnqwirvinto Global [sswes ry$P,3 Geographic

TheRepublicofRussiawasthelargestrepublicinsize'popula- bf the peoplelitil-g tion, and politltul poweror influenct' 1l11: Russianrepublictoduy,82percentareRussians,theorlglnaletnnlc group of the citY of Moscow' In1'ggl,seriouseconomicproblemsandafailedattemptby PresidentMikhail the military andothersto overthrow Soviet SovietUnion,s empire. Gorbachevled, in part' to the breakupof the completelyindepen- c.orgiu,i ^iui^,Lithuania,and Estoniabecame formedthe common- d.nt .o,rrrtries,while the oiher 11 republics Eachformer repub- wealth States(CIS) il late1.991. licbecameanation-statecalledbyitsownname.TheClSisnotan"ii"a.p."dent allianceof the 1.1inde- empire,but ratheru,' ..o,,o*ic and military in returnfor receiv- p.na.,,. ,.utes.In I994,Georgiajoined the CIS war by separatist irrg*ilit"ry-urrirru.r.. fiom Rnssiato stopa civil nationalistgroupS'

the Child'" EthnicRussian children celebrate the "Day of al '+*ilj 0 g nf 5 "ffiq,Ta""'; m -?1 fiJ **'m-r

J f o u\ Ll e+ ( # s. o t+ ql=5,F' r4-"r - , F' : tr? J ffii'; * \o n \o ru',! ii.,+, =

CN --t *i, z 11 d?c,r.r., ? i n /ti ( C (i :* (,'' t-l a InI @

,l \ t /t ? 'tt' 0 ).,) I Tr o ,' ? i''- ? I ) I .l I (r, I \- .!" ,' 1- xLltl%L\mI <>o9;1 t T;>r ) dqo- ao 4;n 1- i q I lqao-: I 1,,.,\.,)H r+d ..1 aQitq I to=Fi I m P'-d;

oo-i I Sr ; E'- I iC t.!., lE e : s (o, lqg lod I '' :l lr: @ I lo la = l I 1"9 I \f, F.,l lL* q' t; I rFs t: 1" I I rf -_c? t: -a ) I )., - .,1ii '-.- i- :-' - .7 7' ; /-y ,\ ''t Fr\ -l. ./-u

lustlzuollzN Puv f'lrsnnrq 14 GeographicInquiry into Globdl lssues

I, Figure 2 shows the SovietUnion in 1,990,one year befor:e its breakup. \fhat cluesshow that the 14 non-Russian republicswanted their independencefrom the Russian- dominated central government? 2. Figure 2 shows three areaswithin the RussianRepublic in *hi.h Russiansare in the minority. Speculatewhat this might mean in the future for the unity of Russia'

l',

Therc are over 100 differentnatior-rs in the 15 statcsof the fornrer SovictUnion. Many of the nationsafc vcry sm:rll,however' Table 1 orl page 1'5shows inly tl-remajt>r ethrlic gr()ups or tllti

,"- pr t .& {ao - ;.f ).-,141:

UkrainianFolk Ensemble in traditionalcostumes' 0

-tr '[66 I uneqlapupn:a]rnos

6'L IedlelerP) 0'z uetJe6lnS qsrMaI LL uPlzeqlqv 6'E lller 0'7 uellasso 0'v qleze) s'€ vne6e) €'€ z'v relel B'ZL uelssnu L'9 rueIreqlazy uerssnu B'0t uelssnu Z'VL uPlulellrl v'l ueluatuJV l'89 loqzn 6't9 ue^oplolA 0'6 uer6loag uels!{eqzn €^oplol l 8'89 u;6roa1

9'0 qsllod s'L uPrssnleloS qs!lod Llsluull 9'0 ue^oplolA t'l z'l uerssnJelaS 8'0 uelssnJelaS 9'8 uplssnu 9'L ueruleJln €'t L{sl^^aI L'08 uetuPnql.!l s'z uelssnu L'LZ uelssnu E!uenql!'l 6',lz ueluolsl 9'El ueluleJln t'v9 p!uolsl eu!Er{n 9'Z qsllod t'z uelulPlln uplssnlelaB qstrtaI 6'Z LlIeze) I'V v'L uelssnu ueluleJln 9'8 raqzn 8'ZE v'z uPlAle'l qs!lod 9'ZL uelssnu t'ts Z'V P!^lel L uplssnu v'89 uotullnf 6'L uelssnJelag uEls!ualu{JnI v'61 l'L Jelel snJeleg L'7 Jelel 9',7 ueluleJln ueluol.llJv v'01 uelssnu €'0t laqzn 6'l uPlssnu uelssnu 6'ZZ raqzn 0'27 6'l zAOt[51 ruefteqlazy 8'BS lller t'on L'BI uelsl{!lpl uelszIbrIy ue!;eqlozy

pln) Z'L L{se^nql} L'Z JP}EI t'L uelssnu I'Z ueruleJln L'9 uelulellr'l t'z q)ezB) rue{teqlazy 9't Jelpl 0'9€ 9'9 ueruatuJV g',28 uelssnu 8'0t uelssnu t'68 e!ssnu uelsqrleze)l e!ueuJv

(e6eluarrad) 'srr;qndel )luq]l elqer 066L lal^osloLUJo+ aql ]o uol]lsodulo) I s.I MStltz uotltl N p ua ['1rsn rLtq graphiclnquiry into Global Issues ffi@ffi How do the statesof the former Soviet Union compare to eachother?

GlossaryWords cartograPher ethnicgrouP CeographicInformation System(GlS) languagegrouP region regionalize republic state

The Samarkandmarket, Uzbekistan. 'er6loa3(:) 'Bruaullv(P) PuB sauofs g arn611 ,uefreqlazy(q) 'aurelln (e) ut a]ll ulol]

,.!:.r!. ,a' ;iF::" -- -; -&rtx.*.- :r-. -s-,,.*

IastleuolxzNPuo{'lrsnmq e& GeographicInqwiry into Global lssues @

Figure3 Scenesfrom life in (e) Kazakhstan,(f) Uzbekistan, (g) Kyrgyzstan,and (h) CentralAsia. 'uosselslqr adocsaqr Puo'(aq Jo 'sdno;8 'suot8ar eg plnô31I ]Brll sr legl tnq IBreAesolul ue>lorq i"tto' Sulre'roc'a8re1os f,Iuqte tuaJalJIPdueru os qlllv\ eurll II 'alq€t ere €Issnu uo el€p oN sI euole eters lEI{i orlt uI pepr'n'o'ld uotteruroJul aqr ruort SIc e Surdo 'g7 eiledr.ro7 ,11?1iq ptplnotd srlyuolun laIAoSreruro; -leêp ol paroâp iq ttr^ uossel sql Jo lsor ol uossel slql uI EIEPeq} ar{r se}€}s.rrrrr.tg-,, ou VI egl ozll€uolSar Jo ,51g uele lng'stualqord rrgdelS osnupf nod pazuetndruof,€ lnoqllâ uoll:tuloJul slunotue -oe8 .reqtoeuirrlos p'ueSutnpuotsar uI posn Io n^t ts-:-t^:)'eztleu o t8a; a8nq eqr qrr^, ho, or slern druo' "i1't "-t{daql " a8eueu nod dlaq nod uaqm azf,leuenoduotleru'o1t'' t'qd"l3oa3 uec(s1e )."a,sds uorleluror:1il:ffJ::;?J J:iff.il:ffi J,,,, 'uoraer olw raqtaSot ulorJ si uo18erreql e Jo tos rel{lou€ Peleredas 'ulloqq31au rloql qll^\ selllr,Ilrils prt"ota ,q'dr* daqios pue'satels 'd1re1nut5 sale}saql eulos uretJeJaÊq uorun lerôs Jar.uroJoI{1Jo Jo '..ror3a, seJnleeJauros s€q :nod ul irf"l, raqlo eqf qtr/v\uoururof, uI isetets uI oAIInof, alels aq1 tr lnq Suuoqq8rat 'ti *ot; rueraJtlP-sl ' s1 d;l 'r1i"rrp dueru oot rq por,''asa;dsrualqord aqr e^los Pu€ Pu€ls s'raqderSoag -repun ot ropro ut_-L)rp"oj8ar daql:suot8a; {puelt sernlee; 'eoe1dol aceld *oii aql pue tllreg uo lerlsdqd "att'I{r tt11t'iYts^*'Jt dleq ol suot8er pr.r, r'r",lrnq duetu aqr to slIErePtqi 'uo'.lt"l"i'ua8 e st uot8a; y >lulql ol peeu e1doa4 rrqde;8oe8 Jo 'sdervruleuef, ut dltun sdeldstP ''u'ou4 ue st uot&a; e deu lo 'sf,rJsuaReJeq) uleuef seJugswql EorE 'suot8e.r olul sEeJEJellerus Sutztu nod sy Pallel seaJeJO;JEI lela'n'as 'seruoreJtlq rolosslp ot Surzlle -eLrcdq srqt op daql P"" solllrelllils - rl1uiaa q uar;o sraqd erB oa8'drrxal druo' U*:rf uot8a.r ;;;i;,.Tt;1r." aseql ,letrc Sulsnluor pue learS P aPnllul sel€ls -ore PuEl€rnllnJ 1o 'sat€ts dn ua4orq sE^\uolufl lolôs aql'166r ruepuedJpt" 91 orti '€Issnu a1ur1dle't ^\eul u1 'srr1qnd", ,rrrring-uou tI eql lnoq€ PUB aqr rq8noql selels 'riq.,arl, tse3rul stl se etu€seql sE^\uorun lolôs '066I uaq'âaluls erl] uI aldoad lsotr\tr uI lf,Blul IIIIs seâ1I pellun 0I{l ,8.rq e ,uorun terôs JaIuroJol{t Jôscrlqndal 9I IEuorl€urllr,* alqel rluqla aql uossa-Iul SI a8ud uo I ;o uortrsodtuor Pe^loqs Z auolunla!ôs routro} a{l }o suo!6ar oql eJe leqfvl

q wsxlpuotlltN Puo {'xrs,ou :! : {P; GeographicInqwiry into Global Issues

Table 2 Selectedcharacteristics of the non-Russianstates

Armenia Azerbaiian

culture; lmportant Ancient,unique civiliza- Turkic,lslamic two areas; characteristics tion; World'soldest Dividedinto Christiannation; Famous Wasonce most imPor- astraders; 1,500,000 tant oil-producingrePub- killedby Turks, lic, now runningout of 1915-1922;Worried oil;Violent land disPute abouttraditional enemies with Armeniastarted in Turkeyand Azerbaijan; 1988;Long history of Smalleststate of CIS invasionsand conquests

Languages-PercentageArmenian(Slavic)-92 Azeri(Turkic)-98 speaking(1989) Russian(Slavic)-47 Russian-34

Majorreligions ChristianitY lslam

million EstimatedPoPulation 3.6million 7.2 (1ee3)

other Valuablenatural Copper,aluminum, lead, lron ore and and natural resources zinc,and other metals metals;oil gasalmost gone

grapes,silk, Most important Crapes,fruits, sheeP, Cotton, products products wine,chemicals, refinedoil aluminum (smallamounts)

IncomecomPared 71 61 to average Person in SovietUnion (percentage1989) continued I

panutluo) (6961 abelua:.rad) uolun lal^os u! uosrada6elane o1 paleduo: atuo)ul uMoulun 001

SJP] 'Xlautq:eut-ule1'sse16 slrnPo'ld 'raded's1e:tuaq:'Poo1 luepodtullsolA s]lnpord ^JIPC

laqull] sa)lnosal '1tos ollllal lelnlBu alqPnlPn alPqslro 6utt-u:e; (Eoe t) 0 uollllul uoglelndodPalBLulls:l uolllltrl9'L €'0L

,(1ruettrsttq3 xopotllJOuelssnu i suo16;1a.r.roleYrl ulsrueJaqlnl Lusr)rloqleJ 6u11eads gg-(rtne15)uerssnU (eget) t€-(lr^els) uelssnu g7-(:tne15)uelssnrPlaB e6elua:.tad-sa6en6ue1 96-(rluurj) uPluolsl

0v6L-8L6 L u! ppoM u! pall!) ,(:e::ouuaPluaPuadaPu I ll reM qunoi-auo lluautulanobleJlua) uoltelndod 'uotsoldxalueld {q pallorluor{rlsnPut ;o 19961 :emodleallnu 1r(qoutaqS ]ua:lad96 lraq6tqsautl ul paleulLupluolpuel uanas6utnt1 ]o PJePuels 'Pue1ut1 lsauutl puelull '0661^q 1o1ua:.rad 67 ul alels-uolleu se6utnt1 +o Prepuels uJapoul '976 lanaN aues L ul 1886L ]uopuadaPul 'luaLuaAotue:uaPuad 11saro;pllq]-auo',{ll!H jSl) ,{1rl IsullA s)lls!lapelBq) -aput]sllJ j{uouora ula ,o 1e1rde: lspuelurei]uallalxl luePodul -poul pue ]ual)u+a]sol^

eluolsf snrelag

n q MStlp uo tlz N Putt ['7rs'ta Isswes 22 Geographic Inqwiry into Global

Georgia Kazakhstan 00

largeas Western 80 percentmountains; As lmportant Cotton problems ;;:;";;"t, isolated; Europe; characteristics Uzbekistan; Proudof separateculture like Most unJ tong history;Historic Desert/semidesert; work in natural- battlegroundbetween citizens factories;Mix Turksand lranians; resources Turksand Mongols; H"r"ify industrialized, of bought resources speciaiizedfarming; USSR low prices;Soviet irrigu,"Omountain at center valleys space

(Caucasic)-98 Kazakh(Turkic)-97 Languages-Percentage Ceorgian (Slavic)-33 Russian(Slavic)-60 speaking(1989) Russian

CeorgianOrthodox lslam Maior religions ChristianitY

million 5.5million 17.2 EstimatedPoPulation (1ee3) Coal,oil, naturalgas, natural lron ore,coal Valuable iron ore,copper resources natural Tea,citrus fruits, wine, Processed Most imPortant chemical steel,machinerY resources, products fertilizer,grain

91 IncomecomPared 85 to averagePerson in SovietUnion (percentage 1989) continued

o panutluo) (eeOt a6e1ua:'rad) uolun lal^os u! uos;ad aberanBo] pa;eduo> auo)ul E9 uMoulun

sallnosal s1:npo'rd nne:'sletlalelu sllnpoJd lelnleu 'looM luepodtullso[A burPpnqauols {lteP'alnltulnl'laqurl '1to'1eor sa)lnosar 0 seblelnleu lslnleu alqenlPA auoN'1ooM'Luntueln'{ln:laY1 (Eaot) Paletu!]s:l uollllul9'y uoglelndod uollllul9'z 'ro!eY1 ulelsl suo161;a'r LUSluelaLllnl uej:s1u (eeOt) 6ur4eads uerssnU ss-(rrne15) 9'9-(:rne15) zAbrA) a6eluarlad-sa6en6ue1 ue!^]el g6-(rr1.rnf 96-(rllleB)

uorbtlal uelaqlnl :006 L iq6norq sueLulaD ur ueullaD ]uallad 0S $laqzn jluaLua^oLu 066 L u! uorlelndo6 )!uq]1. lsute6ea)ualol^ a:uaPuadaPul)llle€ alnl lsulelunoLu]uaflao snollnef 1soY1lant1e gg 1paile}slalilas uelssnU -ln) uP!^]Pl daal o11uet ]lo^al9 L6L :PuPl -:odr.ur&a4 1gY6L-61"6t lsutebe slalilasuelssnu ut {le::ouaP lsaqlool s)lts!lapuleq) aPtslnoAueu ;o 1:rlqndar lslalnl luaPuadaPul buol lueYodtul tsnllslpio &o1stq pazllelllsnpul]solA

uelsz{6'r{1 el^lel

n nr tusxltt uoult N Puo Klts Q (D GeographicInqwirv into Global Issues

Partof Romaniauntil lmportant LargeemPire in 13th-1 6th centuries; 1940;Romanian culture characteristics farm- Industrialized;Want and language;Best independencebadlY; ing climate;Intense ExtremelYdePendent on farming;Orthodox outsidesources of energY ChristianitYcloser to (naturalgas); Russianculture than Most lndependentdemocracY Romanianculture; in 1919-1940; High Per- densepoPulation cent nativeLithuanians

Romanian(Romanic)- Languages-Percentage Lithuanian (Baltic)-98 92 speaking(1989) Russian(Slavic)-38 Russian(Slavic)-54

OrthodoxChristianitY Majorreligions Catholicism

4.4 million EstimatedPoPulation 3.8million (1ee3)

Fertilefarming soil Valuablenatural None resources

Wine,fruit, tobacco, MostimPortant DairyProducts, machine grain,vegetables products tools,amber

87 IncomecomPared Unknown to averagePerson in SovietUnion 1989) (percentage continued 0)

panutluo) (6961 a6erua:'rad) uolun lol^os u! uoslad abe;aneol paleduor atuo)ul v9 z9

saflnosal 'sladler s1:npo'rd lPlnleu mel looM'sb4'salep'uo]1ol '11ts'loonrr'uo11o3 lueyodtullsolA 'sladler 'slelautuuPue llo se6 '1to'1eo: 'JaMod sa)rnosa'j lelnleu c) .raddo:'P1oO'lutz'Pea1 lelnleu alqPnlen 'seO '1t6 rrtltalaotP{q Jo} slanlu 's1e1auu lelnleu (teet) :l uolllltuI'S uoglelndodPaletulls uollilr'u0't 'ro[eY1 Luelsl suo16r1a'r tuplsl (OeOt)Gupleads g7-(rne15) uerssng g7-(:rne15)uerssn; g6-(uerue:l) I!!PI a6elua:.rad-sa6en6uu-1 66-(rrlLnf uaur4nl

saqlllllpeulou'(11eur6ttg llsanbuo:uelssnU sulelunonlJlLlled jo o] afuelslsalleuor6ar s{a11enur anrlaldoad ;o 1sabuo:l5luelstlaqzq ruarrads8 lalelsuSSn alll sualqold uottolt 1soY11aln11n: Mol saflnosal snot6tlal lsaltld ]e iuetuell ussn :Sll uetssnUPalslsa1 lernleu1q6noq aln]lnrplo se6 1to /uelslad ut sltsodaP Pue :Stf ut 1sa:tnosal 1:rlqnda.r]sarood 1sa6te1Puolas lluled s)llsuapeleq) :saseo lsaq6rqsulelunolA lelnlEUul qflu lueYodtul g6 lsurplunot-u]ua)lad 06 qltM]lasaP 1ua:tad

ue1sg4[e1 uels!uatullnI

L)N ua ['1tst trt t q tust lttu L)t t P GeographicInqwiry into GlobalIssues $$3

Ukraine Uzbekistan

largestcot- Secondlargest and rich- World's third lmportant producer;Forced to est stateof CIS;Slavic, ton characteristics insteadof but proud of cultural grow cotton bYfor- differencefrom Russia; traditionalfoods water Excellentfarmland; mer USSR;Serious health Supplied60 Percentof pollution, Prob- fertilizers, formerUSSR coal and lemsfrom Pes- ruining iron ore; Largerthan ticides;lrrigation bought any EuroPeancountry, AralSea; USSR at low exceptRussia resources Prices

(Slavic)-81 Uzkbek(Turkic)-98 Languages-Percentage Ukrainian (Slavic)-56 Russian(Slavic)-24 speaking(1989) Russian

lslam Major religions Catholicism, RussianOrthodox ChristianitY

21.7million EstimatedPoPulation 51.9million (1ee3)

soil,iron Naturalgas, oil, gold Valuablenatural Fertilefarming naturalgas resources ore,coal,

Cotton,cloth, natural Most imPortant Steel,food Products, gas,oil, gold products chemicals,machinerY

56 IncomecomPared 87 to average Person in SovietUnion (percentage 1989) er-Cullandand Deievsky1989; National Bureau1 993; NewYork Times 1991 ; PopulationReference ceographicSociety 1 SS0; ainder 1gg1; Thompson1990. 'aurPJInul JatrJJel

lslleuolleu lar^os ulslleuolleu uorssafes uolleu uorbal lsouselb e)roJlsered dnorb lruqlo spJo,l,l r{russo;9

iuorun tal^os reuroJ eql q punoJ ete slcllJuoc l€uor]€u PUBcruq]e ]€q/!\

.r.|rG-r

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SomEHow,r KEEP wAlTrNGFoR. SoVtET TANKSTo Rolt r.r Al'lD STOP US...

Figure4 why wouldethnic conflicts flare up afterthe breakupof the formerSoviet Union?

Source:Christion Science Monitor 1992.

What is causing ethnic conflict? More than 200 ethnicgroups with 112 drflerentlanguages live in the 15 statesof the former sovietunion. The strong, ceitrilized Sovietgovernment generally was ableto keeptensions between ethnic groupsunder tight control during the period of communist rule. from 1922to 1.991. During the 1917-1922 communistRevolution, Lenin promised independencefor the major nations.But after the revolution,he establishedstrong central power out of the capitalcitg Moscow,and '^aqleqloJ lleqM^ luaplsardlal^os

'penuIluof, 'selels scrlqnda; leIAoS slf,IIJuoJf,Iugto eql lnq ruapuedapul eu€f,eq 'trttislxa se^\ uolufl l0IAoS rerrrroJ.q1 Jo sreadS L n\E-Pe^losslP 'dilenruenE;(og tto e.ln8rgpue e?ed eyt'1661 roqruoraq ur tg"a 9 97 'loqlo qree tsute8e uo y ern8rg; irrguo*c pr*t" ttr autll*sat sotulleluos 'poreg soIrleAIJlluqre plO peJelneuuu sdno;8 Jltslleuoll€ttPY" pex€ler are/v\ 'qri,rrrtt peure8 stuaruololu ocuapuadapulJIUI{le pu€ 'e8ueqc pue ssauuado sdnor8 JIuI{le JOAosloJluos loIJlS slluouoso za4to'1tu"d AeqJeqJoC sonqod pue xsousoySPelEÎlIuI ;o ,,,rp,rrr4'relôsuoq.'âi,:il;Jri#;:#;fiIelIPer TJ;6:tr"o 'a;nle;alt1'ernllnr'a8en8uel uEIssnU uourruoJaql sEd.rolslg pue sroPeellalôs asaql petourord teqi derlode'uotxotltssnd PerroJua 'sueruter1n eql 'iryqrn .ro'suet8roaS se ueql Jer{ler-uolun lalôs dttll se sallosueqr. or aldoed eql poluelv\ Jo suozltlr-slellos Jo IuF{l (uIIElS 'suollf,ultsrp d'rt ot penulluof, Osorllueql lrrrotr",t eseJeol to 'srapeel luaf,ar oJoly'd r{sJerlssel ere^\ satrrlod lraqt q8noqtle lelôs dueyq 'sa'r1od itq pttooao oqêslsllEuoll€uâral\ esorll;o ul 'eldoad 0I roôpallll P.eqrorrel Jo PelP "o!1ji- 'parncaxo 'gteep "31t1_'1Y'tS6IuolleJlueJ uIIETSarurl egl dg Jo ol pJAJels.'sdureo .suolSri eren 'alels lolôs eqr _uof,ol tuas ,rqio ot eôtu ol pslJOJ to 'aldoad 'sdno;8 IUsII€uoI}€u se suol]IIIN JIUI{leJo soluraue PaPuEJq Jo ':ossaf,fns oq'â'uIIelS s(uluoTselr\ 1I eql grIA\ Ieep o] JoJJelPasn 'loJluoJ af,JOto1 uollePllullul Pu€ aJJOJPosn lueuluJe -,t.o31u.rluaceql.e8uel{Jslq}PO}SISaJsdnorSJIuI{leSV.SOI]IIEuor}€u ereledes;oslaq,ueu'sEueqlJeI.{]€JS]SIunuIIuoJS€seAIaSusI{] JolulqrorsdnorSJluqlePaluEÂaH.SuoIlEusrllJeAoloJluof,]JIJIS

,&a Lustlguott,NPur[lrsnrtr{] Issues 30 GeograpbicInqwiry into Global CIl '_g\=z i2 ):) 'fr )Ll :>, \.- i(n -i'Et 2trilIJ

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t.at -l ;6 | b;- | L 3e,q I qI I;hb3= :;.i (- ;!E5hl I c Yqz\=tr -xY* | L !reiV-- _Y' I -U€ E': .!tre g ib; .:o:-u; *Pi;E3* q) y = 6s*! :UYCO (- o.: -.:/'c -.ts- c o P -c- l?.= :-'- >:PEFooFoq E:B?---pE (- a gienbil ,(i c'* A ;;>- +i;;;^ ," Y ='yr ,=;!- = ! Y X c o;' qt {o::-6:9- ;.- c .= E =iZ tlco)a 5s: E i sEE> - - n+ P G '5i:ni a'\ ? 2i' - i ! 14.9.e ,9 o;9 o o o.Y =oq: :BPEA! Pt * eq PF -a '=!@ - o 5 r qX o =oN f,6qg 1g&9p.oa .Y:< (- =:' - I C I L O! .v lo>r c la: " brq, a- e e ) Y(u OO -si P o ';ffo o@ I.LJ EE:EB E: o 'l+c*'Y*Y o -* o i: "F !! 9:= o i,^!.1 L e I ' .v: k= 6cD o iLRr ! 6oH ffi o E:i sseE /^|tc-u '-. ) 'safuanbasuo) 0 arq p]r !p ar d' n p n- : il:i'::'JT3:]lt1'i^'lifi un, : ; i:1':ilill asoql"' Aluo ]oN olur urnl -1?!:'"asajo, .slrllluo)io spurl lol n | -uo) raqlo ;o Jo u-o[nqtazy otlassg-ofitoa9aL4l pqi''o'q"' 'l'l#i- ol puoo,awrv uaa^^laq "'tlJuo Jrt :"r':':":"r:::", * {raqdrrad aq]+o 1"11qnat''unll'Lu-""'1 s}rrl}uor)ruq}a ]nq uorunlal^os,raLuro+ 'il;;;;"' t'nli"' plno' {1uolou in'u'roa sr'ualqordaqt aut u! 'r",t'"o*u]''iluo*nu 1o -ralurasaqr .,t.ti*";oinn l':l:i; o"i^":,",."yi".,i]:ITli::S:'"'nXltlj+isr araLlr snora6uePPue '1'111uorJo]ol e are- aprsuru"n'-",,'';ffi "ui;p''ui '1661uI 'qlr€eseu sldrarxa ^&allrelul ue tuori "tn^^1YI parlsllqnd Lull-ltlll^\ tt"lrlsul sll tE pa>lro^\Pue ptt" Ilruolt€ul:l-t;i;; ' rprltllod '{r-uapcr;"oiot'o'1 lt;': :1*i:; :''n;l*'ii:l:;l;' srru'rs1o 'JJllJ'AA"i'i's 'luJulul( Julll JLll iV 1e:rrrltld q}pt rlna!^la}u!uV uetue'16!tN{lue'jpuv

i^q15 eruot{i :1.]:T#';i*'TJfil tfftfi aqt ""':'lJ" ;; * ,.{ur 't{rlg,4N )ip +ot:siHJi.':Hsuels l" -r' ,u,,i ;;;t";jr#rip5o'+rruJ'r *l,ti::liqj- 1oJ i\],T;il}t >lulq] no,( op pa'Ae'rlrtlu iuortsanb,,rorrsJrlb Blep lcuoulPPe ]BqDN pJeu no( plno'ra' 's srql JaA\suEo] € ^\oqsI arn8rlsaoc lrllluor t" iuropu€r "fit "!jt"a ;dq"u Pue aql sal€aJJoAaIIaq acead01t€olql tsateor8 't ,$rpqurspue elq€ile^€eql uo Pasefl nod op ]rllluol',*t t'*^""np liuelqo;d i{4€q€r€)l ar€ '€ € par€eJtrslti] s€ti'(ti1)N'tYleuIrv aql snorras aldoad tqr jo lttroleru -ouro8€N ui e^Il ol1'^a srualqo:d rluqla uearv\lag 'z isdnor8 e:n8rg uo pos€{ aq ol ruaasqllt{AN'9 uoururof,lsour ar{}

t anr tlt2uoxllt ua {lrs Q t€ tus N P GeographicInquiry into Global Isswes $

For example,it is very hard to predictthe behaviorof 12 mil lion Russiansin Ukraine.In the caseof the secessionof Ukraine and completeindependence, the fate of fthe Russian-populated] easternUkraine and Crimeais unclear.The sameis now true in Moldova.The Russianpopulation in the Dniesterrepublic [a break-away Russian region of Moldova] recently attacked [President]Yeltsin on SovietTV, saying that he betrayedthem and he betrayed60 millionRussians living outside Russia [by support- ing independencefor eachformer Soviet republicl. lf there ore no central institutions, then who ploys the role of guardian of national minorities? Russiahas alreadyfinished the negotiationswith the three Balticrepublics and recognizedtheir independence.Russia must startnegotiations and signagreements with 12 other republics.lf thereare significantminorities or autonomiesinside the republic, their rightsmust be guaranteedby Russiaand the republicwith whom Russiawill sign the treaty (ChristionScience Monitor 1991, page6). aql se t{cn: '^tltt].uo Sutleradooc 'sertt:outtu rluqla to uollrolold 'droaqr ,t" sl eqr u1 ,srrlqndarreruroJ II eqt to uolt€zlu"8to SII c. I 're'tn' e Surddolsut 'sdnolS lslleuolleu ]stturedasdq lIAIf urnlor ul oq] pero]uo ef,uetr,r." fifiryru Sur.rra:arro; SII Erssn' ruorJ pu€ selels 'V66IuI 'SIf aqt uro[ ol PesnJerer8;oaD er8.roa3la.Le,tnoq eq] f,q'1661arc1 eerqrerlJ:;;a"at;;lno,s j:*'ot sI io II rlrtpfl l{rl€a'^AuoururoJ eqr pri,t.I'r"^1513j iorersluapuadapul Jo "! aql plp sutelqord lPtl'Vt eotel salels ,vrau

'sl)luuol IEUOIIEU olels puE lluqls aAIOsoJ dlaq or sl'e,l tsa8Sns ot larAos ercp f,1ddvPUE lardralul rrgqndel 'uolun IaIAOSJATUJOJ lslleuolleu oql uI stq8u 'btloutur aql aulurBxg urslleuolleu Jo alor 'uolun aql ]uauuael6e lPlalellllnul IOIAOSJaIrrJo' ulqlllv\ stJllluof, IEuoll€u artdua a PuE f,Iuqla PuelsroPun qlleaMuoLUUlof uI 1pm,nod'uossal stqt luauaa.rbelelalellq sa^lltolqo spro,vt{russo;9

rourroJotfi uI iuorun lol^os pa^Ioser oq lc{Juoc l€uol}€u u€c aoH Pu€ clutFe

q wsxlpuotxl\I ['1ts'tanr €€ Puu Issues 34 . GeographicInquiry into Global

economicdevelopment,defense,immigration'environmentalproblems,and border disPutes' @C state'It holds the Russiais the largist and most powerful new Sovietarmy and has main- majority of the *.u"po,t' from th.ejormer Sovietrepublics' Russia tained the strong.rr'*ili,ury of the former responsibilitiesof the for- also has taken oi rt . rights and "r.;;;;; United Statesto reduce mer SovietUnion. ii wiih the ".goriured responsibilityfor $74 bil- nuclear arms throughorit the CIS, accepted permanentseat on the lion in debt, and to-otttttt po*eri"l Soviet SecurityCouncil at the United Nations'

Russiansoldiers training.

it believedthat, for the Russiatook on this responsibilitybecause a powerful political and commonwearth to be effeitive, it needed and agreements'Most ;il*ty organizattor,,oenforce CIS policies want to risk their newly of the former ..p";ii; however,did not Instead'they startedto won indep.nd.n.. byiependingo.n Russia' specific'bilatetal ^gree- behavelike indepe#.r,, iru,., ind made mentsamongthemselves.Theyignored-ostofthemultinational CIS agreements. e

saurll(1V)"llln']un@ ']eaLUSpua 9 arn611 slrlqndar}alnos lalulol il 1ear6e paau ll aleul o1{auor'u }o leap I

eq o] sPeau sr JI Pe^loser uoll 'oaatordor 3uto3 tuarudofi:l^i*tuofa uaa'r'rlageP€rl pue uralqo'a n*" t'Iq'"'d";]:1o5'"-'o1 eql ol .PPE r€tit puy '"'qi u'p*q rlr'uolro:o -B]:odsu'-ujo u/!\opl"iq' earn8lr) 'erssnxrqpr*#J:'qlp Je'"o1:Ji'uo'i's"{l'^('l:l'q '(lep e>1eu Buraernocslp"*,I;,;:u:#ju#j#,,*#',*:r:';:'iTiili'y##HPu€ IFTIIIIP sL ll]l:li;itiJi'"; i-"]"I ;;l;;*i;[il'""'iJ:,T#S,ffi-l.oldrueun qltr '#':,1,!'"::l.i'11l''ilJlliT We6r' Jt p"i t"'o:'1:" "tt' 'lerrrrlod'lercos'rtruouocautlt,:-uJl .";lt::1jirr€slp i€rlllioo palerrossv)srorguo: l"** ;"" rlruouore sserd 'o1'1t1jJ"ql 'ltdtrl^]11"sep pare1g13 ,qr';tlo"tt'it" o"",? p p-1. n:h'*l Jl; J:' tr "' 'v66r'sr"", IIro\ 1::fu ^Ll**:*:fi

lusxrtuotx\Npuo Klts"tanr'c1 s€ , ',p - GeographicInquiry into Global Isswes

. .socialand politicalproblems abound. For example,crime, alcoholism,and abortionrates have climbed. Adult -ori.r, of the cIS averagesix abortionseach, because they lack family-planningassis- tance.In fact, life expectancyhas droppedsharplg utrdir, 19t3, deathsin Russiaexceeded births, indicating a populationcrisis (Specter1994). The averagenumber of birihsp.i *o-un plummeted from2.1"2 in 1988to 1.55in 1992(Haub 1,994). on theptrtical side.,there are experimentswith democraticpolitical form-s,but many of the formercommunist leaders are still in control.claiming to no longer believein communism,they havedeclared themselves"patriotic nationalists. About 1.5 million formerSoviet/Russian troops are still stationed in the formersoviet republics. Many leadersof the new sraresare aftaid the remainingRussian troops will interferewith the new state governmentsand will supportthe interestsof the Russianminorities in thosestates. Several national independence movements have turnedviolent. The proposedcommonwealth of IndependentStates, peacekeepingforce was neverfunded or organized.Russia has the only large,well-organized, trained, and equippedmilitary in the cIS. As a result,it hasserved as peacekeeper in seueralinterethnic conflicts.In April of 1994,Russian president Boris yeltsin approved the Russianmilitary's plans to establishabout 30 permaneni6asesin neighboringformer soviet republics. But it wai inevitablethat the formerrepublics would opposethe plan (cooperman 1994). The environmentalproblems in the formei sovietUnion are amongthe worst in the world. Accordingto oneobserver, ,.No other

Industrialsmokestacks and hillsof coalslaq in Ukraine. { I

o,AA]LIfII{'^ ' }lnsoJ er{l aJ€ IBJousS }O 't islIIelqord pue Jlur{rg uorun IaIAOSJOurJoJ ,qr ,rr slJIItuoJ IPuoIl€u 'urtldxg auorunlelôs Sumrrtluor aêq sualqo'idqlI{IA pue'uotun e" rapun ParJnf,fo P{no1v\ ar, uolun yo dnluarq tgl llnsar--eqlllututu ;;;;s'rqt lo tlrltl71s',7 raurroJlqt igr 8urcelsuralqord tolôs 1b "r"r' 'salels^\eu Jel{loeq} gruolqoldE lcql sr dqm pue .I aql uI alor s(sISsnUsI /v\oH to alor arll uEgl rttttljtp SI:)

'uossel eql ot{l Jo tuauSaslxou ttlEls uPISsnu uI s]lluuof rluqla eserpJo aerql lli-i5 nl' -ttl*:"t ol sosluloJddluado PISSnU -uou uI 8ur,Lr1sueISSnU fluqla trato;d 'a'rtdua elnlllsuof 'elers^r., ,lrrn] .r, ,,,l"o"rtu,a8re1 -liYl^tN etll sluaurureô8aqr unr PUP telôs ,,*;;; 'q' 1o s:rlqndar io suEISsnIasoq] Jo luer ol uolufl r.,io5''5*rol eql roj Poirolr\ Iorluor 'sa}€ts aAIIsuelssnx uoIIIItu s:Z -"rad-{rxlS ^r'u 'qt 8u-ourepittrr":s 'Peulerlsar '1uY-'-"otll 1:red;aqtouv teqr treJ qr,^-"r1 rualqo;d io 'elroi "q, ta'ltod leql lnoqll'N d'sea rou sl *rr1nt-'oi'rnu:a't'a'uoq leJluas 'stea;ql 'seÎluaful f,IruouoreJo PslIuII pue "" -tJtÊi:,il:t-ilosreurot aqJ, ldal i""uut"no8 la-l1os Surrrrolle.tq 1r,qc t" *"1"t'otieu 'setuts,Âeueql*o'1t'*puadapuruAAoJIOI{}Isesolun8aqoAeL{sall'satltleuolleu 'lrrsra''rrpllut{}e luolllJJnsIIIrs sI a;aqt -rJouIuJaqr PuE 'arueP reql nn1 egl errdsaq dlrroleru uo paseqere selels^ttt'tqi seq llllJuol lluqle -uadepur,""' -'1qo;d.Surnutluof e ueaq 'zozy u1-r'$ef pue'>1cu1g '1e1dega{€l Jo EeSaql'seas PuP Stlllt{ are suIo} '1e:y aqr Aurpnpur lelPAAJo selpoq,iS':L{::-Y suetsdsuotleStrJr pauueld d1'loo4 -sdsraten olut 8ut.'rrolJalse'Â pue rale'^&eql sr{unoJ-earqr 'parn11odsI uolufl i-t1n9sraulroJ eql Jo Jo reurroJaqi Jo 'elESsr .tnqi:aqatq seurll st uolYn lslloq rnoqv "nti'5"po;d setuu 1o luerrad 0€ seltll ur uoltnllod ltu 1et;ts'-tpt4 11e €0I pue es€3slPIo eler aq} -rureruorpuu sre{ro1r\tureJ Jo n1]l"1it- }u€tul SeS€aJ]uISJaZIlllJO]IPJIuIeq]PuEsaPl]Ils"dioa'SnpelloJluofun.a^tSreleÂ'rte'pue1 -seuIer{I'\ZAetdlpuar'rg"p"' 1'nqqtag) "aldoedpi: uoItezIIIAIrletrlsnpur tearS sll peuoslod3uo1 os pue d11e:rreuari'tio'

[ilsnmq LE LustlzuotllNPua 38 Geographic lnquiry imo Global Issues and how what are the maior national conflicts ll I might theY be resolved? ThefuturestabilityoftheClsmaywellrestontheresolutionof threemajorissuesofethnicityandnationalism:TheArmenian- Lzerbatjaniconflict,RussiansinEstonia,andtheCrimeaandRussia' You will now examinethese major conflicts'

The Armenian-Azerbaiianiconflict

ThewarbetweenArmeniaandAzerbaijanforcontrolofthe in over 4'000 peoplebeing killed Nagorno-I(nruUnf.il,.gi'tl ttt"f'ed throughtheearlyl'gg}s.Thisisconsidered'themostintenseconflict republics.Some observers fear betweennations oi th. former Soviet of the cIS and eventuallycause the war could threatenthe stability resp-ectiveb9l{t::' to choose Turkey or lran, who resideon their which lies entirely sides.The popul";i;" of Nugo"to-I(arabakh' (Figure7 below)' within Azerbaiian,is 75 perJentArmenian

TRA SCAUCASIA 00

RUSSIA lz'-,1 GEORGIA

ARMENIA .nllfu., ,I,,\.1 \\ AZERBAIJAN '/81kil " ]erevanl_,.__) oo'---- Agdam kert {

HICHEVAN AIJAN) CASPIAN

100mi SEA

160km

IRAN 5P' sritannica,Inc

Figure 7 Map of Armeniaand Azerbaiian' pue{a>1rn11o deyl g arn613 'zz6L-sl6L porrad aq] ul suerueLurvaql 0 I rul'elruuetuE e,P@dols^cul't66lO

AJedord I€ql lle Pelecs!]uoc 'eruelodosel PUe ellAS ul ul s)1lnleq] Ul €cualeluoc ruauureôoqslllnl eq] Le6L 6L6L ul raql]n] eql ol sduec uosud PalP 000'o0t acead slred polll) *;t" oql e pue sueluoulv uollllu e laô " t "??';i ;*,",i3,tix = uoDeOeteP'Aq ueluaulv bH,8;i Arepunoq s)rnI oql pue 916L uoaMloS "IJ',TJ:", Paurep l-l zz6L 'olels elr^q ot pall o0o'08 puavnu 7.w :,eluauJV laleolS, l-l reag lJeilqel Vt /z ol reM sueluaurV 669'69 OZ6L luepuedapul e6rel e dn ]as I Alolcl^ palllV ue asn plnoM tl6nolqlacueAPe qsl)jln-L plroM ur slgsng p€âllaq s)lnl aq-L ":t3,t:li, il8f;n ;:?i3' t1ff i:Hilv rulr suetueulv aq] lelll u) oo jlf, .- il 09? : g'3g,vi;,.: l"#*;ft ,{fa#""i r-. _. r- i lu 00€ I paraprnusueruaurv rt-x 0 -ll'dv vI 0oo'o09reô 9L6LiequoôN (tlsrluS) brr,.' vluAs J \ 'P' ,/-)snud q\-. q,\-A ?\ '\"%"'loo,^ oddsrv-' -l

lnsoN ( 'r'rll zrJoel i. t.., \)

vtuvclnS eos \relB z76t-9t6t /-, c,e urutu,vlHr oNyAlrynl

'seIIIEuBIlsIrtlJ 're'tn seoP,(e4:n1 esnecaq ,ueado:nEuJetsorN str raSueot tue,lA]ou 'uoIS aêlleqsrelrasqo lso.u lnfl Jr{r rno .,Grsor u""^ Ia>pn1 let{l Jo d;e'r st fer{} s-::]::: -sar88euelue[IJv lnoqe PouJefuof 1I PeuJe'AA i ;.i'd sa'ina1 g) y "I""Tlv-uI elg'rouln^{:..1:':'" tI sar'ul::*:::l uou'I 'uelts;;tt;qrJv";;H;;;;;l lrr;oat-tt da1in1 :e'u' 3uo1 e rnq'etuau,y -ost;l]qo ttude;goa3 r,s.Btua-iyl'oadns l:oddns l€roru'pl1:]11e'loru epr'rord'{1uo "la;ri ",ur-iy uralserN1li::5::"::#t::-Y ol rrraqredtu.{se.re sa}els ueado:nE l:,"^t^t-'""i: porrunaq1 ..{u"re srr urer} or surd111 j J" 'eruaru:ty r.e.:I:Y:Y:ij,:"'"Ttal{l 'etssna ,nq Jo rolralord leuorlrperl r'tq;;;'lpii, uoIufI 'raqlo uutll rar.ller qrea lq31;ol uefreq:azy tarlos aql tsure8eIaqer 'uo18a; uIIelS eluos elsernefsuu{ pu€ eluerury peit'e^ lulql 'uelueulrv aqr eql uI lsIIJuol rluqla 1o d:rorsrq3uo1 lu1tn'ouy uelteq;azy se,Âuorrelndod srr qSnogr uarc'2761ur luac.rads6 '816I ul .41"15 ralruardlalôs pue S06I ot qlequrey a.teB ;aso[ 'perlutl pue sueluerurv snotStla: q{eqErE)I ra.to tq8nof it"lt'q' ezY 'dloltl;al la'l'o atndslp € sl rl?^\ eql p.r" ,i.rql, plo dq ptltt-t' ir rn9 d11eru;o;qleqere)I lrcetui uetieq:rary*oq'aruipuadePul roJ Pelo1 'eluerulv or q>legeJE;-ou;o8e1qlulslA sueluaulv 1o r-redauoJaq

wsll2uollp^I pw {'lts'La'uq 6E '30_ GeographicInquiry into Global Issues

Military controlof Karabakhhas gone back and forth between the two warringstates. Both sidesare evenly matched.in military cycleof fighting,cease-fires, po*.r,'".rd *frich cluld leadto an indefinite ,nor. fighting.Both Armeniaand Azerbarianare tired of the war and the rerrrltingteath, injury and destruction.Armenia supports forcesto stop the fighting fropo*lr for iniernationaipeacekeeping arrdmediate a peace.Lzerbirian has opposed those proposals'

Russiansin Estonia

33 There are 600,000 ethnic Russiansliving in Estonia,about percent_ percentof the total population. NortheasternEstonia is 95 to work i..rsrian. Most of thi Russiansmoved to Estonia after 1940 or to take as communist government,economic, or military officials new consti- advantageof b-etterliving conditions in Estonia.Estonia's Russians tution's itrict citizenshiprequirements prevent the ethnic and land iro* ,,rnting for politiial offi.., voting, or owning homes they have occupiedfor severalgenerations' iborrr 23,0b0 Russiantroops are stationedin Estonia.Some group, the Russian troops have been attacked by a radical Estonian not estab- ForestBrothirs, but no one has beenkilled yet. Russia.has are few lished a timetable for removing their soldiersbecause there in Russiafor them. Becauseof the eco- iobs and little or no housing and the ;-i. hardshipsfacing them and their familiesin Russia the Russiansoldiers do not want t Gn.r standardof living in Estonia, to leaveEstonia.

Viru Street,Tallinn, Estonia. 'eJIdlue

aqr ilEd se auIeDIn alnJ ol sJol€rlslurupE terlos ralel Pu€ u€IssnU Jo ol euIEDlfI o1€Issnu tuor] Pe^ou dretrpu ptt, irt.tqof,-s€ elras '"rri.11 pue 'earutr3 sql uol]eln suelssnU uto[a'rol luEA'\daqr Jo dn a>lelu-suelssn)Irluqla'(79 a?ed -dod uoqlr LLts'7tr.1;;; rttttta 09 eql dq aul€:rln ol Perretsu€rl uo gi- tt"aigl vS6I ul uolyn leIAoS euIEJ{1;o uor8al EOIUIJJer{I se^\ rr pr,rr, 1o ue'd s€^\ "rtffi Plssnupue eerulJ)aqr

'srllqndaX)11leg aq1lo de61 5 arn6;1

'elssnUruorl drtsnPurpu€ Suneaqroy 'tsed pti'q"tta sEI{ aql u1 se8 Io sll Jo IIe lsolule "Iuofsf lernleu Pu€ dretrlur e 'pelSutulle) ol pue .srorplosu€rssnu oooloqr qlr.truolSar llrl€fl erll ol ssef,leslu€'lN €Issnu aperl roy 1,r.o1e{Ztt"gtgi ees

LustlouottrPNPuo []rstanrq (D GeographicInqwiry inro GlobalIsswes

Figure1O Thecrimea is located at the northend of the Blacksea.

and ukrainians generallyresent ethnic Russians living in Ukraine, the RussiansfeJl perseiutedby Ukrainian nationalists.Since indepen- J.rr.., Russian-languageTV and radio-programshave been changed to ukrainian langu'ageonlS as haveofficial governmentdocuments. Ukraine givesvery f-it.d'powers of self-ruleto the Crimea'Ukraine the would co"nsiderexpandingihor. powersand rights,to_prevent the Crimeanseparatio'n from"Ukraine. Ukraine hasstrongly opposed pull out secessionof the Crimeafrom Ukraine and hasthreatened to of the cIS and possiblygo to war with Russiaover the issue. The ethnicRussian organization in the crimea trying to separate from the ukraine is calledthe RepublicMovement of crimea (RMC). The RMC hasrecbived financial aid and encouragement in iro* Ii rrria, includingthe promiseof troops to protectRussians the Crimea,if ,r...rr"iy. Russianextremist nationalists, including 0

l:fr1"ir111,1ij:ffit sale 's a3 e'ua "',, i{i1*"';"""$fiT:: JoJlertuotodPue ssausnolles eef,ualol^ ÂoH '1, slf,tlluof, eaJqlor{}>lu€J no^ plno.â Jo stuJol uI aslJIIluo3'9 uoululor er{} sI I€IIIN oseqrto ooJrl]IIe luelualo (sl)IlJuol u€eurIr) 's uoruruof, arll st rerl'/N oqr pu€ uBluolsf otll uI luauela olv\l Joqlo Otll uIoJJ esprlJuol Jluqlo 'v oql sa{utu }e971N ruaraJllp lllguol rueheqrizy-uuluaurv t1' 1 asuao 'Jauueuleltl-sseulsnq E ul saluJJel;lPaletloSau PUe lueprserd EISSnu]Pql PelElsulslle Lil aAIIPlnoqs ,ur"'1n'ptte :iig 'r,rr"r1n t"t1"LI Jo uolllnJlseP uerssng -o'1 'uoA"t^ io leloura; t8t"i11-:ii:::j: sansslrlnlJ eqr pue rrr1l EaSIrelfl leIAoS 1"n"u aulerrfl's;ea'{ }uerar uI .rn ,rrs" ol ,1qn are^NElssnu Pue Jip:lt 'snollsEslpaq plnol sceISSnu oI 'uollJnpo"rdlernllnJllEE uro-r1.,(urouoJa ueIuIEJIn ari] ale;edas p"n PesEenur pue p"r","5p '166r leusnpu, -l:]t"u"t'tuarudold,ulunt'n'iitn"1n aql ut acuapued qlr.u 'autprp ,r, .,J,q seq '(uiouo" -apurJfuIS'r.rrpurcltp;alutd;a'ruaoqeAEqsalurouofaolrraH'L's:uad :o;rautredapBJlruer.rod.ul]SouISCeuIPJ{fIuaeqseqEISSnu.SuosaJ ePISeaSduBtuqlrm.dlneaqIPJnlEulua"rSlouot8a;eSIlI.eesI]EIflEaUIJJ aqJ- Surpe;tluul:odut uE ueeq sPI{ aql uo spEoJSsoJJ uetssng 'EIssnU uollurglunorpar'roddns'uolrelndod qllÂ a3:re1pue dtrroleue seqosle r{rlq'â'auterlO "tiT:g-tti:]:1T"" EeurIrSeI{] ut dlt:oleru aql esnEreq EaurIrJ ruepuaoapt"t'n ioi'pelo^ a]uoPt"o"pu! tqi rqt-topttl V66I IIrdV eurerln 1o frrpqers PuB ]Jtl poolq tqt qit^ po{eos" tl P-1"IBlrouieturul ur suonf,elE,,'r,r"rrrt'U Jo 'erssng esnefeq ol peuJnlal 3q lsnul eulu efuls uEISsnXt'5'q t"q lI 'dru;e aq} sJaqruaursuros EaurrJJ aI{} }Etl} uI*lelJ pue }uauu;a'to8 Jo

flts n m q EV tustlpuotlo\I Puo 44 Geographic Inqwiry into Global Issues

How cAn Canada resolve French nationalist and separatistconflict?

Objectives GlossaryWords

In this lesson,you will maritime secession r Interpret data and nationalist segregation argumentsfor and against nation-state separatists the separation of Quebec Parliament sovereignty from Canada. referendum . Justify your support or opposition for Quebec becoming an independent natlon-state.

How is ethnic diversity threatening the unity of Canada?

The French-speakingportion of Canadais threateningsecession from Canada.Why? Does it seemlikely that Quebecwill secedein the near future? Opinion on the issueis mixed in Quebec.In 1980, a referendumcalling for sovereigntyfor Quebecwas defeated:60 percent voted againstit. But the French separatists,led by the parti Quebecois(kay-be-K\fA), continue to presstheir case.Recent developments offer a confusing picture. '(yY ol re8ee ueoq s€q [sroceqen[ e8ed tueserd 'rtr eqi rePeell n€ezlr€d tr 0 '266I surng) ecuepuedepulJoJ luoc rir€d ;o ' ' ' '{EoJqeql JeUe sesulAord?ut -rcd gy pu€ €PeuEJ qlLÂIeoP ^3" ile'â 'lrlds : -1eads-qsr18ugeulu eql segslAoq ieYl ?urldeccuro; luecred 9t qll^\ '{l ' ' ' 'epeu€J JoJ oq} uI uleo', -uele eJe,âsreceqen| leql pe1(oqs puu ..{cou n ut"q s€q oculloJd ?ur>1ueds-tlsuaJd JJqtuJJaCur 11ody''' ..'alelsu8ta:e o1 selrl n€ozlJ€4senbcel -Aos uo unpuoJoJeJE JoJ eqt leq] ,(es €,, Surtuoceq u'âop 'ttO ror'rr 'pug ls€a s.l€eJluotrAlJo slclJlslp eurlpuaplZOOtl 97 ue slos -unl eql ol leJJls lluÂulo{ Y a Y --* Itnl mu1ceqen$ Y :'{'to1 Pessud raqenf eruePuadaP:l -slq sll ut e;nlcunf IEcIIIJJ3 soqJ€oJo Jo lA s:qreald Jq sv-luJrluu -t L -du ceqan| se e8eut oIqeJJ€ uu aqt

srung'g uqo1,{q guvdgs sfl r6N(tflsl{ os,rvg sH oJgflsnO Nlcrfluslos V

'(OZ-g ; sabed'0661 qnzran) 'lanaUeq} ^}!llqlssod :t1st1ea't sa)lnosssautsnq {uer-u o1 6urprorfe qlualj Mau e ,o lua^pe ;;;; r usrleredassaleur sselr ssaursnq ( '{uuouo:a pa{e1da^eLl qluall aq} pue nqr ' aq} u! alol leluaLUe qsr;6u3aqi X|1e:11:lt!H raqan6 ur ssepssaursnq aq] uaaqaneq 'alPqapq)aan aql +ouraluo) JoletuaLll 'q)ualj u! sa]lnras:r1qnd ;o sraruapuadapul faqan[ 1o1ea'rq1 aql :ano z(llurradsa-raqanf lr"ir1to pue'6ur1ooq:s'a6enOue1-q"t'1 ul 'o'inlndod ]9 ]uallad OZ u1 1ua:lad 08 pue epPuPJ ^aql {rio6rq uado o} {l1uarat dn aleuuotlM-slaleads-q:ua:1 pleMo] palseq 'epeuef ,,o"n '''1nnbu'1'qa1ep16a1 :t :llif,,lT?li: ul papunolsenn {llunor aLl}aruls burMarq iprr"rqOr"Lllpue lgSL '--' 'apnltlle pbo'op'L raqan[ ]all 6ur{es ,,qr'rrrJdpp ;oo 'su'tpeue3 arpMou ,lsaM aq] i.lilpnrrO ur,{qlerradsa [6u11eads-] ' ' ' o1- aq} sel] qsr16u3,{ue61 ,,'}tpde'{-rJuno: aq} leal" 1e11ua1od 'epeue) ulqllM{latlos }fullslpe se oslp]t lPa+sJa^lasqo aLuos ln8 '[OOO pallalatro pal}r}eraq }snur ,"'qrtO pazrubolar i] g7 aunf{q 'ro,inlllsuo) aq] lapun laqan[ 6utrq q)lLl^^'ptolle aq1 s,uolleu 'lB6L e pau6rs {11euryo} pasluloJd ul }uaulpuaLueleuol}n}l}suol eMe]]O {11rlelrdel sa:urnordg; s,epnuefJo slapealalaqM 1o 'p'to:ly alel q)aan aql aq] leau alel uosal n Jai+npaurpu slea+paMaual seq ]eq] 'alpredas11rm raqan[ burleads-q)ualj]eql pasodorde lnoqe s/11zssnJ uoltnlllsuolue'pnrn3 aql o] uolllppe fu]uno: aq1" :outnnollaqpJpaLl aql lle s,]eqM ,,'dn"6ut1ealq-sl pue a^llest alll!1 ualllt]] aq uef aq alaqM Ppeue1ut 6urnr;

snlelsluapuadapul saleqac )aqano

q MsxlttuotiltN Pua [4s'Lam Issues 46 GeographicInquiry into Global 0lI CrIANGES IN CANADA MIY CoxvrNct QuEnEc To SraY by Clyde H. Farnsworth in economic conclitions, not onlY oronto, Feb. 23-HaltinglY butlalsol in English-speaking and with manY barriers Yet to Quebec appearsto Canada.. . . surmount,Canada are on Also on PeoPle'sminds Predic- be moving toward a consensus that should Canada break uP' changes that would tions constitutional might eventually geographi- some of the pieces keep Quebec, the largest States' of be swallowedup by the United aiO the secondmost populous least one on which manY "uffy l0 provinces'within the At Point the nation's is that theY do not ion' Canadiansagree I 25-year-oldconfederat United States] are want to be part of fthe HelPing the Process along (Farnsworth1992a, Page A3)' widely puUtitn"a scenariosshowing worsen that a breakupwould severely

eccoRD's DBTEAT F{PanrENs QUNNEC SEPARATISTS by ClYdeH. Farnsworth

Hubert, a working-class shoPPtng ontreal, Oct. 2B---TheYcele- slreetin norlhernMontreal' attitudcs brated with Passion on night as "no" ballots weremixed. MondaY a 37-year-old an Patricia-LouiseJette, in a referendumoverwhelmed cast on her way to lunch'- said intendedto cement ties secretary agreemenl supportedindependence and the rest o-t she strongly b!t*"en Quebec "it is the wily we call respecl ' ' it's back to worr because Canada.But now ' others.respecl. as lt ourselvesancl thus have at Parti Quebecoisheadquarters or too." She likened the posttton camPaign to make this us g"ur* uP- a today as "a kind of natlon' ' ' ' Qu"U". in Canada provincean independent that "segrega- there segregation,"and noted But betore that would haPPen tion is alwaYsa sourceof f-ear'" two big hooPs 1o jump are stilt Chouinard,75' a retired have to wtn But Louis through:The PartYwould said he operatorof heavy machinery' po*"i againin a provincialelection uneasy about indePendence of would *u* unA u niajoriry Quebecers "createmany unpre- in a ref- becauseit would have to vote for independence the rest or dictable Problems with erendum.. . . the econ- ts a Canada" and might weaken Inside party headquartersthere omy. and confidence about the certaintY worries were also cited quebec as an indePendent Economi" vision lf l9-year-old student rue St' by Cathy Bach' a country. But outside on CI I

aansslsryl uo elo^ nod plnorvrsuonsanb oi pEIII nod oJoJOqpoJo,lasue lu€'{a .I aotql ruga tel snqrpeoJ slcno'( req't'r uodn pasefl

sr ,(lu?tere,tossJolol epensredol o^eq slsrleredaseql t€ql sen?ru[eff]. 1p,ro. . . 'eJnlnJ '(91e8ud'9661 s,ecut,totdoql JoAorue( lxeu eql peol ^ gy o1 luecred slsrleredeslsute?e 1q3t1 IIL qtro,usuruC)luec;ed ' ' ' 'JN ' ' ' ,!red eql uosuqof leqt sueoulleqJ 19 ,{q slereql'I oqt Surpeel ' ' ' 'JeeA 'f1ru6 eql Jo Jepuelletcut'tord pe/y\oqs ouo luoJal lsotu eqJ lu.reqr-I 'JIAI s€ JoAoue1e1 lsnf s€q uosuqol lxeu suollcolo lutcut,tord s,ceqen| 'uJnl I 'sqluoul,\\eJ e loJ lsPJllP JoJ ec€J oql uI eBPe eqt stoceqen| 'JN s,lt 'ocuelt.loqulI33 s,nEozlJ€d e,r.r81p s11o4 s.uosuqof lelu€C rlJ€d pue ' ' ' qlt,tAesec eltsoddo -ltllodJo eseJlensnun uP ul .,'ssoJcns "^Aou 'owc 'JeqloJq re8uno,{ slq se'ln.os eql el8tu III,\\ I eql eletu lou 'pr"s eql epuur puu ceqen$ Jo JeIueJde se'v\ 1[tr ,(eq;,, eq ,,'esuc 'Jec 'caqon '.'(lrredso-rd eqt JoqlcJ slH-9 I l.ue^Bq f,"qJ,, o1 '{e>1

quoA\sur?d'g ep,(13,(q vovNYJ UOd rHCrC oJ SAAOAdsrHJ Jsssno

'qlr.r '(6Y e8ed JeAo;ulql eql lsnl eq PIes etueu 'qZ66I rIUo,^ASUJ€d).(llu JoJ pu€ ecuo eloq,^ Pelue,l.r 'eleJ plp oq^\ uoll€ls pelilos enssl slql lue'/Y\I lnq srq e,rl8 lou cvIJ 'PIes e uo Jell€c -edes ol ceqen$ 1ue,^Al,uop 1,, orpeJ uo ,ry\oqs{Ie] v 'ples uoIS eqs,.'sqol re8 ol Jepmqeq ill/A eq ..'se,rgJno qlIA uo te8 Pue 3q ,{t-uouorJeqJ.. -rJop B elslu u€c e,l.r os '&u8tere'tos tr puu poo8 lou 11r,l.r 'lJ/\\SUe 'e?e11o3eIPSe-1 1B errusollqcr€ Jo uo .oUto sa,( ue lJ8 s-lJl..

Msxl2uotlpN pua f'Lrs'tanrq LV \ 48 . Geographic Inquiry into Global Issues

How is Quebec different from the rest of Canada?

CANADA o"'"un'' ,rr;'n 9:f

National Capital ;iL O e, t 4., i-r'- Province/Territory oc';' Capital

NORTHWEST NtYellowknife o J't-,e

rRITISH t, TLUMBIA io, v(1 .l OUEBEC lo 5traAla^

'tU'J ," ,BI "r,nffi o Alh,,",o*n

LTSCOTI Atla ntic Ocean

O1994,Encyclopedia Britannica, Inc

Figure 11 Canada'spopulation and languagesspoken.

Frenchsign outside Montreal'scity hall, ^."; Quebec. m ', e ffi t ; F 5 m I d M OU =.n <2 \ hJ rn z fz Xq )Zw o r+ QO a a - a ;,'.." z )l j' - tl I -+ f @ /9 v \ * =;

(D @ 3 =. J o

=' rrr r=t- Il-l l ttttl a)_ t li li | | li i j I li rr:Jt -w \ li oro-u -..14 lq' il!qHl-- v- A ',1. Z 6 d6o4Tr m! ril B a -"1, m f r-'1*-l = ;r.l i--=; TI i \ )ir, ol 3:: i !l'i :l:- ,,> \ 311E ,p\( o\ .b.-{ (^J !?;; ;;;i1 >i,r,i a=. z n U [(

7i- .'1 m ''in '' ,t', >(n-n -l dm ,i'. r lfltrL 9 a= 1z s q zv =7^ t'r'' tt, = _

T /2>. !m \r' t:rg,.4l -f - .t> '\.

'li ' rz o-r 1 1A b *ilo a r:\ "-*l A 'li" \-J r.,.,! m (i \,- il lil=i "e" J:,< .4.-. -""i (-)

pua f'ysnuq 6V tustlttuotloN 50 Geographic Inqwiry into Glctbal lsswes 0l

how wbuld describethe Basedon Figure11, 'CanadalsYou geographicdistribution of population? 3. Basedon the languagedata in Figure11, how is Quebec uniqueamong all Canadianprovinces? 4. Which parts of what is now the UnitedStates and Canada were claimed by the French bv 1"754? 5. What country took control of what was to become easternCanada after the Frenchand Indian \Var? (The peaceffeaty was signed in1'763.) 6. How do you think the FrenchQuebecers felt aboutlosing the war and beingunder control of their foreignrival?

Why do Quebecers want to separate from Canada? Reasonswhy Quebecerswant to separatefrom canada can be divided into three setsof issues:ethnic, political, and economic.

Ethnicissues

Quebecershave an imageof themselvesas more fun-loving, sexier,more open-minded, modern and more European[than the restof Canadal(Wood 1992, page 53).

French Quebecersbelieve they have a distinct, unique Frenchcul- ture and languagethat makesthem different from the rest of mostly English-speakingCanada. They are proud of their Frenchheritage .nlt.rre and want leaderswith French backgroundto determine "r.J and direct the destinyof Quebec. 't66 '.Dtnos | alaatrs

'a)ur^orduMo rraq] tllrM ]srll p:l{luap! rinoqssreS ear^utnord.u*o oqM asoLl]1o itOlfu"rlad '1s'tt;uetpeup3 e se;lasrnoA }o lu!q} rno{ }uoplsaln in .ro ;o aldoed6ur1se 11od e }o sllnsou no{ o6 '"ru'n-i-l'nt u'

epeueCu1 eberanY

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IClMsunlB^^aN t( eqolruelA i elqulnloJ qsllllB euaqlv

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f'ltsn ruq ts lusxlt)uotloN Pua q?: GeographicInquiry into Global Isswes

BritishColumbia

Newfoundland

o Ontario o 't o o- Ouebec

Saskatchewan

Average in Canada

Percentageagreeing with the statement WfuffiWomenwith young childrenshould stay at home. I MaintainingCanada's tradition of Christianvalues is very importantto me, [---l We shouldeat, drink, and be merry,for tomorrow we may die.

Figure 14 Canadianswere asked if they agreedwith eachof these statements.Results from selectedprovinces are shown.

Source:Steele 1 994.

Politicalissues

In 1.977,Quebec passed a law making Frenchthe sole,official languageof the province for schools,street signs, and government documents.Quebec also bannedEnglish from business-advertising signs.The CanadianSupreme Court overturnedthe banning of English from advertisementsigns. French Quebecerswere angry with this interference in their internal, cultural affairs by English-speaking Canadians.The law was later allowed to stand. French-speakingCanadians have a lower birth rate than English- speakingCanadians. Most immigrants to Canada are English speaking or move to English-speakingprovinces and learn English. In 1.840,about half of all Canadiansspoke French. In 1990, about one quarter of Canadiansspoke French. Rather than becomea smaller 0

urortlaqonc) i€p€u€3 '6 aqr Jo' slueun8re lsa8uoJtseql aJ€ ler{'N Jo uorleJ€das aql uo a8e:aneu€IPeueJ aI{} tuoJt isenssl o,\N Jarllo ]o lsor ruorotJrpqlnur sepnlIDE'rereqan[-a;ar6 '€PeueJ '8 oJoA\anssl leqr\ uI aqt ruoJt luoJaJtIP1,o* tql srereqen$ nod easueroJllPaqr ureldxo u t tt^tI r'-r-:--q3 r ur /!\oH i aBeIa"ru 1t uo tt 1 1.t dg :i::: suelp'ue3 i,t-:i5*: ro saoP'{aoH iJ:3etuac'rad l€I{^N lrs:l; .L r€q} ,,--\ -^ aldoed^.J^r; orour ^r.rrrr oon., ;;;Ib tii*1tt*eql oascaqan[ 1o

etrdec 'fieet.radoo3) ur rseq8rqqlueelxls aql sl€-Luorul Plro'Â-eqi 0 ;xi1*#"""",1"'l:l:il'J,'TTJJJ#31:l:'il'x'";":1"1'#:lsJelJesqo eruos Suolts sl d*ouo" s,raqan[ eAeIIOq ol q8rlo.r, :ieet -radoo3)ceqanf padlaq€Êq suoISIroP a'q]lE sarut'to;dSurluads-qs113-uE ;o asuedxa rrurouof,auplPeuPJrel{loaêlleqsracaqanfaulos'raqan(;ol}ua'Â'rueuluraô' 3rll ao'oq'ot'rerug ;:5; r*o lerepal Jo 'il;;;;; Z eql luac'raddraulN or ]uaÂsqol perelar-allqourolne ÂOu ooo'szr Jo '9961ur 'EpeuEJuI sr€r's'n ptl"qoi IPaPe pau8rsEpPUEJ

sanss!)ltuouo)f

'PpeuP) aM reall sl ll '('p'u sto:aqan6 rpe6) iaarberanau lllM leql suollPu oM|uolleJapal aLll pue laqan6 ,rnqf.il auo asoddo puu slsaJalulleuolleu sll ^tuouolne runLulxeLuspueulap ulqllM :eqan[ aq] se ]uaulelped s]l slaplsuor +o alelonpe aler-utltbal 's096Id1:ea eqr a:urs caqanf urdued Isrreuorluu qruerc ","Y Z1'rTj;. )'i:li5ti};I;,t".^ '3ur1eeds Llr'rofeu eq plno^\ leql e]Pls s;aleads qluarC teqt qluarC dueu'epeue3 ut dltrouttu -uorrgu are.rBdas, i.rJ^ sraraqan6 q'ut'{

m q €s wsxlzuotlvN Pua flrs'La : !a: GeographicInqwiry into Global Issues Why should Quebec and Canada remain united?

Ethnicissues

The Canadiangovernment has taken a variety of actionsto recog- nrze and accept French culture and language as a part of Canada. The federal Canadiangovernment made both English and French official languages. Sincemaking Frenchthe sole,official languageof Quebecand banning English on businesssigns in1.977, over 300,000 English- speakingQuebecers have migrated to other provincesin Canada. They resentedthe languagechange and often took their large and small businesseswith them. The 1,977Iaw required all new immigrants to Quebecto enroll in French-speakingschools, regardless of their languageor culture. As a result of the 1,977Iaws, many English-speakingschools have closed. Someof the remaining English-speakingcitizens ate afrardthey will be discriminatedagainst if they becomean evensmaller minority (Allen 1992). In 1.993,the United Nations Human Rights Committee ruled that French-onlysigns in Quebecwere in conflict with the Universal Declaration of Human Rights (Christian ScienceMonitor 1993).

Table 3 Resultsof a poll on the way Canadianssee each other

Percentageresponding

How Quebecers compare themselves wlth other Canadians Asgenerally the same 57 As generallydifferent 40

How other Canadians compare themselves with Quebecers As generallythe same 71 As generallydifferent 28

Source'.Allen 1992. c (

soroi{s 'fieetue8ruef) (6y a1vduo ZI ern8rg)tgLI aro1eq dq aql ol aruor.â,l'ti suole qruard aqr PelilesPu€l Pell reAIX "qi :aqenf -rlua ,, ,rq"'tfr t"'ql 'taqf'epe"t'l dluo "-ts'" T,tjl::Pt"tJsaql 'fieet ulorJepalo' or p""'i"rrtll rÊtlsdnolS yrcaqanf I{rIr sI rt rn9 ramodrlrlraleorPdY ttl,Ptn tj:::]i p{.tii 1"ri,r"ioa s11ii119 urai{lrouJo 'uorrelndods,arut.tord eqi 1oiuec;ao z dluo azr'eqr:qenf urer{}rouuI eer€srll 'Epeu€3qllâ surlell puel Prl]les 'e"a;3'1''u'egoy{ aq} su q:ns sdnor8uef,Iroruv aÎleN arr1n11,rrirl p.rn seq 'suaz'rr.rrrqrro,,si, qrt^ suIIEIrPu€l par'uo8au "o.ill?tru

snopuaruorle ]noqtltn';o dltsea , (.lrlguor ct8e.rlJo f:T L66lue8rue[) ot d'rotsrq Sutpearslure sI ]I" dn urot oJEsalJlunoc ]Eril eAeIIaq ;o JosseJord'fuolslt{ oluoJol lo '{lts;altun .sanfi.leuotJotrN ptlourseC . i eet.radoo3) qsaPelSueg e sl e atu o f, a q' r p t; Pu e u l l d P' ]1':l : :l-'jl :d,r:: :l* tj l,iij,: #t {* .qt ; J11it1l B rIrE ru e r P eu r I ef l'{il'" ",f;; t :::: i.:T,']:':1;:l reqr an3.r udr.{r' p-aP rr e s tt q "O,l. " ry:,:?1i],,i'J1"T:tlJ;:rl ,;""1'^i;;il;#"t5;i'qori"p"r11n?iT::^"11::ti::,lJ:?fiff i5i ;]i^?[,,ffi;i';i;i;!'!qt:N-:i?:t:::*;#yJ:;J*'") d'r'ro'tn'sueIPPu€) eruos 0 I :r;;;h -tt o1 .ql leqt "*ri,r"* sanss!lellollJJaI

faql'11e pue-'do1a'rep'alea::padlaq .(7g a8eci'Z66IulqnV) (eruEuIJ 'uotle:edas o1 1o JOAPJ rat;u 'teql drtunor v,,'epvuea PaI{J€}]eIaal uresoqlua,ra's;acaq""olsotuteqlstsaSsnsslql'lualrady'7yot '(q ou caqan[ ler{l sl'r{!noqt'}ueltllu ruar.iad ut8rerue Pelo^ t'gS Jo [qa6ueqr aql tsure8ePa]o^ -Brse,oyJ 'rtrrrrl"f vv o'trualad z'v; e seiagen6 d;rrueprot a8ueqr l€uoll suerpeue3 ,.'rrrtllr-r-,13utlslp,, uetpeu'J eql'z66L ur -nrrrsuof,l€rapa' i p.toooid'iuauu'ra't'o' '(g;7 abed'1661radool) oo1 'lleurs un'ro}6ur66ol apnl e 'lradsold aql le pa{er'usrpaq plnoM 'pue '{rn}ual alpplLuaq} ul e ]l!nq }sPlaq} }o ur ]uaLUp!pPcllelapa+ '{pteqaql p.It'pt,l'laxa oqMrs]lrldsplgq p-u:tli:t eppue3patnas aql ' ' ' '6ur{pulslpsl dn 6urlealqs'Arlunor {u ;o 1:adsold Ij i :8ur.nno11o;aql uI Paronb 'uosl€DN ,1eartuory ]l? lslurouofa ue sr ,raqan$ ur dlts.ra.ttunIII:)]IA[ I suelP€u€l dueytr li epeue3 aasor p""pp"'tq pplo^ tl 1ne4'dn rrlds s9 ulstlzuotllN Pua fiilsnruq 56 Geographic Inquiry into Global Issues

Economicissues

The Royal Bank of Canada'sL992 analysisof the economlc impact of Quebecleaving Canadapredicted that without Quebec,the urrirug. Canadianfamily's income would be $10,140 lower at the turn of the century than if the country stayedunited. Also, unemployment would climb by 720,000 from its current level of 1.5 million (McMurdy and Daly 1.992). Quebechas benefitedfrom the Canadiangovernment and economy. In 1989, for example,Quebec collected $2.5 billion more from the federalgovernment than it paid in taxesto the federalgovernment (Mason and Holstein 1990).

10.Doesthe poll reported Table3 supportseparation? Why or why not? 11. \fhy might FrenchQuebecers think it is importantto keepthe northernthree-quarters of Quebec'if it is only sparselypopulated? L2.'What arethe strongestarguments against the separation of Quebecfrom Canada? oi,ln' -unof, 3soql uee.AAleqsorlrJElrlurs lueuodut utel.racazruSolal -esn '(8S e8uduo'91'aindig; erIrJV tuorJ PePuof,seP suortelndod sI tl 'salels sseql tlloq esnelafl pallun oqr dlrrouttu a8tel e,Leqsalrlunol Jo 'uos sdnorb f,Iurlle lueruleerl oLIlaredruoc 1pmnod tr! p"" [zerfl,r, Jo 'ePeuvJ -sal srqr ur dpnrs oselJelrq eql uI uI Pue uolufl leIAoS leurJ aAPqno JOruJoJol{t uI luslleuol}Bu Pue dtrs;a'ttp lluqte PauIIuEXa aparel salels pallun _eqlpue llzerg qloq a^eq7l!sra^!p tluqla ol aouallPl'ltleqfvl

Iernllnf,Itlnw rIoI{} urqll.i\aSUEIIIZeJg uPf,I{V pue suEf,IJoLuVu€JIJIV io uorle6et6as stuauleJuE^pB eql at€nlE^a ursrleuolleu 'salPls Pollun uorler6alut aql uI Puelzerq uI luof,soP uelrrJv;o aldoad snlels dnor6)ruqla to aql lseJtuoJPuE a.reduro3 uotledtrueuua (uossalslqr uI llrrrLnod sproll,l {resso;g soA!ltolqo

isal€rsPellun eql pu€ llzetfl uI PesserSord ft11enbeIBIc€r set{zlroH

T9 LusxlzuoxllNpuv Klrsnntq - 5S GeographicInqwiry into Globallsswes

. Blacks afe the largestnon-European ethnic groups in both countries. . Blackswere forcibly brought from'west Africa to work as slaveson plantations.In fact, about nine times as many Africans'nir.re brought into Braztl than into the United States (Stearns1989). o Both countrieshave small Native American Indian minorities. . Braztland the United Statesare the two largestcountries in the 'Western HemisPhere' . Both countriesare dominated by groups of Europeanorigin. o Both countrieshave confronted "deeply entrenchedracial inequality''inthetwentiethcentury(Andrews1992).

1980 BrazilEthnic PoPulation,1890 BrazilEthnic PoPulation'

1980 U.S.Ethnic PoPulation, 1890 U.S.Ethnic PoPulation,

ffi l' .' .l Europeandescent I Rtti"an and mixedAfrican descent

I O,h"r (Asians,Native American Indians)

Figure 15 PopulationpercentagesbyethnicgroupofBrazilandthe UnitedStates, 1890 and 1980.

Source:Andrews 1992. L

'{}ar:os {uey1 'Jolo)lo alel uo paspq pue 'sflltlod ul sJapealaq} }o ou ele alaql llzel8ul/' suorlfuttslplellos ro sa:rpnlaldlerrer

:radeds,uaulrvlqe'padd'y(eloseuu114)lnBd'tS t"^ rolor rot esIPE orl] uI Z06I slgl uI peqlrrsop Jo-tfotd I€IrolIPO salels eql l€qr -rcde se a8eur ot{r Plnoqs Peuun Yzetg;o "/!\olloJ aqt e>ieuro] E se^&lzeJqruqt lurod Palue'^A duorureq lenlarJo lePotu aqr-tirla uI 'selels ptiryn eql ur s4r€lq Jo lueulleerr IIZPTfl dr,{I '0s6I ol 1u0'/!\ tqi pttnd*o' d"tiJ, lzerg srrelg Jo ruourt'att ?roJ:tq oqll\slsrluuJnotuefIJeuIYuEf,IJJVruoJJeJesuode;But'rn'o11o1aq1

'966 'arnos 1 6tm11ag

sa^els sMPllelol'uotlePttullut up)lJlvloulJo,lo; s1q6r'r6ut1o1 'a:ualotn{q Paluanald6ut1o71

Pa6e:no:srP'{tq6lq safello 6utxttulelfos Paxelau ro 1eba11rsa)eJ Jo 6ulxtu 1et:o5 Pa6e:no:ua '1eba1sa6etlJeul lel)eJJalul 1e6a11rsa6euJeuJ lPlfeJJalul smeluotleba-rbas op smeluotlebet6es 1:t115

'q:e1q s6urq:u'{1) (s1o1ra:e.r 1o uotledl:ueu3 uorledt:ueua]ualoln aJoul'JalsPj lualotnuou'1enPel6 (sOSOt-gge1)1;zerg (sOSOt-gge1)sa1e15 Pallun

s0s6L aql ol uotledtlueue AIqPI ul +ouoslJeduo3 ? ulol+salels pe]lun aq] pue ltzvJ1 luaulleaJ]

.satetS 'uoll ut rolul dra'Le1sleql oloN petlufl oql uI P1plI ueql IIZPTfl POPue 'salels e13P arll Patlun _edr:uBrua rea^ er{' sr ,triunor ql€€ rot }srIJ ,o Jleql rerye-se^elsuerIrJV oq] pu€ uotledtcueua IeuIroJ lrzvrfl,{roq'ul aqrsozlreu*"t,t::,;*it?i*, reulrotJo lueurrser] luareJJIP ", seseluls po]Iun eql req^\1o alduexe ue a.rtdseplnoqs selelS PelIufI 'drerlouap ol uorJoseg lI IEIrere oq 1gzerfl oqt o] dn plaq"uaeq rt trvl rol .tue6' sdno;8l"totr"tt p"" T JoJuelulea raplsuor ll-t^1 3uo1seq ,r"ioq,t eulosdq palaprsuof,uaoq lzerfl Ieporu€ og ot if>erroureP uaaq sPq '(qrvr le!)Pr e pareplsuot llzerg

wstpuutPN Pua [trstanrq 65 60 GeographicInquiry into Clobal Issues

businessarejetb|ack,andtherearehomesandcomfortinBrazil 1990,page 45)' for fanyone]willing to work" (Hellwig 0) in the Robert Abbott, owner of the leading black newspaper 1,923and found United States,the Chicago Defend.er,viiited Braztl in that:

...Abso|utesocia|harmonyprevai|ed.Childrenofa||co|ors ...couldbeseenplayingtogether.Racia|intermarriageWasnot politi- justaccepted, it was.n.ortugtO; "the idealbeing a perfect Were caI state thorough|y homogeneousin blood.,, Citizens page47)' "Brazilians,"not'ti\egroes" oi"whites" (Hellwig1990'

hotels sev- Abbott and his wife were refusedlodging at expensive given rooms' eral times, however,while whites in their group were He describedthose experiences as beingunusual' visited Another black jouinalist from Pittsburgh,George Schuyler, Brazil in 1948 and 1.949.He reported that often . . . blackand brown peoplewere found everywhere' interactingwithwhites,includingmembersoftheoppositesex' colored with a camaraderienot found in ihe UnitedStates. Brazil's popu|ationWaSmorewidelyemp|oyedthantheirbrethrentothe north.ThereWerepeopleofobviousAfricanancestryinpromi- 49)' nent positionsthroughout the society(Hellwig 1990' page

hate blacks' Schuyleralso reported,howevef:, that whites did not associatewith but whites often "pitied them and were reluctant to them as equals" (Hellwig 1990, page49)'

what were the major differencesbetween the livesof the freedslaves in Braziland thosein the united States,from emancipationto the 1950s? \fty do you think African Americansin the earlY twentiethcentury believedthat Brazilwas a racial paradise? Btazll 3. What evideqcedid thg black journalists give that was ?.teta rVcialP:4'a.{is.e?- 'r{1;el Pueqlreuu ,(e6 6u1;JaLltnl upen

'etep pue SuIuI 'uonsonb eql o] JeâsueJno^ elu'â aqt ?lurzf,1eue sarn8tg)etep -ur€xeroUV 'Gg-Zg sa8eduo L-Sselq€I pu€ 81-91 1o a"ttetual euos-sasaqroddq ,rr, Jli a"ilttul€xo dql"'^tt'e lrr"irt uI >lselISJIJ eql al,In-roj ot sr uortsanbsrgt Sut.rarrtsue o..,os 'orull relo Pue sereld]uaroJtlP ol paeu oslu ur pe.redruolaq ueo l€91 PuII aql Jo El€Plerlrerunu PUU ecuts'1tze;g or pared nod 'lerral€ru ol uoIlIPPe iOt'et leloproue "t ol€q 'ÂoH:uoll -ruoc 'paleort uoeq sjrels pellufl eql ul sdno;3 lluqlo ewp lEI{lN -sanb :i.rrô11o;arll puelsrepun nod dlaq lq8nu P PuIi 'fteet s.tna;PuY)9961 ol allElsqo uE s3 uI seâ1I uEqt ssolqlnlu se^\-luouraf,uE^Pellelq 'pouod 'leeddesrp uolleullulrcsrq eruelrodrur. sttOrctfq r"q ]ou PIp pue'uotlecnpa's8utu;eo srqt 8ur.rnpPeuIIJep-lueruenerqoe Ieuollef,oA 'salElS uoe.ûagseluereJtlC pir, ,_oi* A"iprl8er s>llElgpuEsetrq.â E ol I{l'^NorBcturouoce re't'rlsod porlufl aqt uI tt"Jtq;;{t ;t;# aa,8a-p se^\ llnser t.l*rr' ruorJ llJauaq oi ue8ag suerlreulv u€lIrJV luql

aperu slce dltunuoddg f,Iluouof,E sacncerd'p.r, tslf€r ,{ueu V96I Io se^\ solllllrel rrlqnd PUEuolt ,rq8rg il^lf eql'Pa'/v\Ellno ''g96I ul s'tn'e1stq8rr pue -"rr,pJ.r, ,ro,ir'3ita'5 PuE s0s6I aql IIÎr e dq pa8ueqc '(11urrpeJs€'ll uollenlls sIqI suolslrep unof 1., settai' 'uotleurtutrcsrp 'Pazr.le8alrou se/v\lI q8noqrle asoql 'sâEI p$ei osl€ lserN pu-etlJroN aql uI 3ur''r'11 "^\or] snorros 'qlno5 aqt Lotl ptl"Aalbas '{11u8alera'â deqr o:aq'u' rul[,, dq sellq^\ 'seluls u€lIrJV lsotr^d agl uI ur po^rl 0s6r ui suer,tatuv PalIufI illrs UeJIJJV suezlllJ roJ ueqt ,.irtq dlruareddu are^\ luef,sap Jo Vzetfl"t alqel) ueasel€q no suoltlPuof,'0S6I oro;aq leql (65 eSeduo t aluersap uErlrJV to suazlllt a'u!s luaruleeJl puP snlels arlt ul'016l Jo arll op 'noH 'arelurot llzurg puu saluls pallun

. LustlzuotlvN Pu12fixts'tauq F'.--l.lwhite I Black o 950 o o

=40 ct) F 530 !t G ctl g' 2c G o o b1( G

UnitedStates Brazil Brazil UnitedStates 1987 1950 1987 1950

Figurel6Comp|etionofhighschoolinBrazilandtheUnitedStates.

Source:Andrews 1992.

l-__-lwr,it. I gtact< q) E') 9 o o g20 (E E' o Et o P10 o o o L

States Brazil United States United 1987 1950 1987

FigurelTCompletionofcollegeinBrazi|andtheUnitedStates.

Source:Andrews 1992' '266 sMalpuv | "D)nos,

'(pe1e6ar6as)pelq llero alrLlM lle raLll!a salels pallun oql lol a6Pra^v 8l uolsoS LL uolsnoH vl sellec 8L uo16utqse1l tl o)sl)ueu ues IL trlollacl 88 erqdlePeltq4 8l o6er1q3 88 salabuYso1 6l llo^ ^^aN 8L selels pellun

lzeJglo+ a6e:anY LV u9la8 09 Bll,tsPlS zv ezalellol 9S eq!1!rn) 8V Jope^lPS €s er6a1Yo1t94 zv allfau 0s aluozlJoHola8 zv otrauefaP ol1 EV olnedogs LV l!zur8

{rtf ajo)s *uolle6al6as lol pallun aql puP ltzP-la salels alqur uollebar6asbulsnoH I lsabJel0 LaLll;l lo sealp ueltlodollaul

Klts'tanr'q l. wsr1ouotlttNPug ' tnto GlctbalIssues 64 GeograPhicInqwtrY 0 Prore ssi o n a r/wrr ite';:l::' .':l,"l,T' ::,"r n''uo'r*u' leso 1e8o leso t':tio ",1*",, '9 39'8 53 1i '1 34'7 Europeandescendants mixed- g'7 38'5 Africanand 4'o " 6.2 ;iil; Jescendant' ' ' classifiedas Proles- , Europeanand Af rican 1.1ozo or thep"tt:"::-':'.:-.u'". ,ercenraeesol -desce:1T:sexample';;i;r;; 1 *Numbersshow ancandsales iobs. For administrative'teaching' sional,technical' prot"rrionar/white-corariobs' BrazirsEuropean o.r:;;r;;;"iJ

Source"Andrews 1992'

(federal'state' and local U.S.black elected officials 1s7o-1ee1 ;";;;"nt), rotar Year 1,472 1970 3,503 1975 4,503 1978 4,584 1979 4,890 1980 5,0i4 198i 5,1i5 1982 5,559 1 09.? 5,654 1984 6,016 1985 6,424 1986 6,681 1987 6,829 1988 7,225 1989 7,37O 1990 7,480 1991

s,oirlrt,lohnson1993 '1861elerPun5)a;el {lan '(97 a6ed -q1rnn 1}ue:11tu6tsu I st unu'f,-60 i rt"t rt sro{eu ledr:r arp 1:e1q'sat1r p:.P-sanndap alels 000/0€ ]soule raqulnu qrprq lo "qi'lu'*"ple .rnqtunu n u1:61,ue-q] ssal s! t" "q1-[ssar6uo3aq] 1oluaburluo, lo]tt lerapa'8ts pallun or'.,nitLt'l'5ro1eu1lPue'iarlndap selpls o] lelrursl alel-SioslalsrurlA 'haurqpr laier! 'stoulanob lo lnoutp'"rA '1'e1qla]!un t.,n o*t vz lo sp qlelq lllp "nnq "6 :uollerelreP 3ut'u'o11o1 '.t86I olsellueul eqi uI u€IIIZI?Jfl>llelq euo io oqt ep€rutueulolouI

'266 sMarpuv [ "D)nos'

'186l 'Paulo;rad uonn aLu:::Ll] rol aulo)ul g1 a,ln6;1 or sallqMuou ro; 'saltqnnlol aLuo)ur 6Jieir'uo)

to1 'sellQAAq peuree66;$ Atene 'lunouleslql pauleasouqMuou

uu ['1ts'tant {1 s9 ws tftuo tltzN P 66 Geographic Inquiry into Glctbal Issues

4. What conclusior,lcan you draw from Figure 1-6about comparative high:school education opportunities {or blacks in Brazil and in the United States? 5. How doesFigure 17 conelatewith Figure16? \)Uhat conclusion can you draw from Figure 1'7 about comparativecollege education opportunities for blacks in Braztl and the United States? \X/hich country has the most integrated housing? How do you know? 7. In what areasdo AfricanAmericans statistically have betteropportunities than AfricanBrazilians? B. Do the datain Figures1'6-1'8 and Tables5-7 supportthe ideaof Brazilas a racialparadisei Explain. 9. Is thereenough data to developa reasonable,intelligent hypothesis?If not, what additionaldata would you need? 0(

According to the data you have analyzed,thestatus and treatment of African Americanshas improved since 1950. This is largely becauseof equal opportunity laws and rulings againstsegregation. Even so, discrimination has not beeneliminated. Rather, it has been ". . . driven . . . underground and forced . . . to becomemore subtle [and] unpredictable.. . ." (Andrews 1992, PaBe229). Ethnic Studies expert Evelyn Hu-DeHart adds:

Civil rights and affirmativeaction legislationin the United Statesare good policies,but need consistentenforcement and can't make up for hundredsof yearsof discrimination.Further advancementwill depend on changingpersonal attitudes (Hu- DeHart1993). 'sJolsaJU€JIeq] 'eJer ol SutProrce puelotuoq eql ur Sutu'ra't'o311es tseale rueJeJJIP^ to ardood1o lEtluePlsor E se se fuolslg 'uotlBledas oi Suorls lla^^ f1i"nt., oql. uoDebeJtses "rrr"P 'e8enBuel eJeqs oro, "ooue 'slar1aq uoultuof, 'Irlunof, ' uolluN oq^ eldoad;o dnor8 a8lel V or d;t ro olers elBredase qsrlqetse .SAIII 'teru'eSutleerq -unof, Jo olpls € ruo;1 Jo aoJrlt uaalala9 uorssala5 -uno3 ro selBlseroul Surzne;pqll.â ssaJoJdeq1 ro 'o ruaurear8e uY luaruaarteIEralPIr1nIAtr 'selElS Pellun 'Besaqtr JaPJoq JEIIuIISluotun oql uI solels 0s eqt ol seJuIAoJdarutlt'rBtu y rqqndag leql esoqrore larôs oql Io llunqns lecirtloa ,.3.a.eas aql Ol SutrraleJruJal v etuulJpw 'sruelqord 'sdnorB a'r1osdlaq ot ttto]l^-o^-, crqdersoa8 ruor; rueqtqsrn8unstP aqJ ezIIEuoIEaU a8en8uelreqlo Sutst,rap'loSururo; to lle ttTt 1rq1rjttt"ty uotuulof,ul€lraf, ^ 'sea.ru dnor8 a8entuel SutPunor ,"uit'tgr"e"eiio dnor8y so{elu pue 'brun -rns luoJt luaJaJtIP 1I 'saf,El lueJet e lt sa'rt8leql seJnlueJ^-q--- ;o rint"t* 'seate uI EOI€uV UOIbaU -IIp Io saldood ;o IEIIUaPISJJ ^ uo**o, e.rou]Jo euo qlllv\ uollerbelul in!' rn 'iaqreSorSur8ur;q oqJ- 'ol€ls e a1d ro crlqndar 1o 'uolun dn>learq urnPueJeJau 1oIôSaqr 1o -oed aqr r(q ansst u€ uo olol V aqr or Sulpeaisa8ueqc'roleu tq8norq eqr,or ' drt 'uolun lelôs aql 1o dn>1earq lel{l'roPuel Pu€sseuuedo 1o o8ueqc f,IulouoJaJo ^f,Iloo t,ttpttttd ralôs lsouselo p"t1 r"qr 1od s,,teqceqiog truePlssJdlelôs €>IoJlseJeil ,,nrqr"qtog 'uoltr€f,oleules el{l ar€qsleq} titltli 'sal€ts buIzAI Pelrun IIE pue due rnoqeuoIlEIuJoluI alels '-"u, 'Sutlros'Sutrols oul ut ssar8uo3 Pu€ sarnlelsr3al pt" Jo Poqloru-o^^^ atuos ur 'ÎIEISI uoneturolul]qderboaD oi rrit-tt s,(s^ "(poq V (ifC) ruelsfs -Br1';p"im1a dgernercorueP V rueurullreil 'drorslg .uorleu Pue'sruol -sno'e8en8u€luoluruof, dq paqstnxup ot d"ol:^,--.. cuqtg B peller eq uPOdegr reqr lttp ,tao"a;o dno$ e8rely dnor8 lueueêlq3eoqJ, PooquolleN e dq Lirun Jo 'olnr sll raPunsaldoad 'UISII€uoIl€u 'erro; lq DuBserJollJral ,tueur allun ol - oqr'r uosrad V lsllEuoll€N ar€ls arrdurs seleJo^PE ft;;; ?i;edxa seqreql v 'uoddns 'pu€leuroq pue 'sa^€ls uouudrJu€rufl JIaI{}PuetaP 1oSuraerl aql ,alotuord tolPueqsqqElse ol >laosor{^\ -'""J"ta 'sosodrnd Jo f,rluouof,e lo anoie"tb'ElE Jo asod;nd lelrrlod ltrrrds''aprrd esueseql uslleuolluN rol lueuraerS€lpnlntu Iq Jeqrobor pue ;o y qlpaâuoruruo) 'lUeruUre'rOB p".rrtt sal€lsIo dnor8 PaJE 'raleuderu Y raqdertorre3 euo Lq palloJluoJ sI let{t Puel Jo asues ue ot .{itrueprpue SurBuoleqJo 'SeIItrUnOf, JO SOlelS OltU dnor8 , ,rrqr'oq^'aldoad1o "3t"1:^---. - uV lueueeJ8eprerepg al€ls-uolleN uaer,,ttegtruaruaar8e yo Surrsisuocd1r1ua pcutlod V {ressoIO

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power and Self-determination The right of a people to Sovereignty The independent decide upon its own form of govern- authoritY of a state or country. force or influ- ment, without outside Soviet The worker political group of the ence. 19 t7 -1'922 Communist revolution in Separatists Peoplewho are actively com- Russia. or break awaY mitted to withdraw State A country with internationally in order to from a state or country nized borders and independent or country. establish a separatestate ernment. Socialist A person or group committed to socialism-the idea that society rather than individuals should own property and the means to Produce goods and services. .II roqopo (âer^Jetul.Japlnog .opero1o3 dlrsrerrrun'ecrretuy uI af,eu pue /trctuqrg 1o 'uf,pt'g 'ue11aq-n11 :.{tott,11 rossetord '9661 dpnr5 aqt ro, ,"r.r.i 1" Iroirlrrq }o 1o "qt of,er '09-tV t(7) uwtnwv suollelor It.'satpw; -'lrzetgur'066I'tp1,re(I'Er'n1a11 qlJoN-orJV asrpe;edIEIJeU Jo s,/$.er1upf,rJaurv ePunoJe-unr"ro .7_1 :1udy,(V)ZZ 'V.661'VeJ'qnPH 'rsnq e :uollnloler 1r\aus(EISsnU KapoT uotlapdo7 Lqeq crqderSoruep 'ûBdluoD (urlreW 'rreqllO 's'l?y uellrturelN aql :>lrol âeN 'toy pUoA ls't!tr'OL6I'rollPe 'a3al5 's>loogIISEg :>]rol .Lre51 taPun 'r[ 'durrn141'>lf,eqqse{ :uSSn aqt ut.apnu1'266I parl1y pue a.tuoNPupqlryaH "(lpuerrg 'sawt7 'EPEueJro1 ol s'âol ceqen[ 'sI t6l requef,ac 4,to. maN rq8r; larqc '6V 'qZ66I 'slstleredascaqen[ sualreotl N"leP s'Prorf,V t6Z nqopo'saw7 4'rcL maN 'w tVZ drenrqal'satutl 'eZ66I'H epf1f, 'qlro^{suJed 01 caqen$ ooulluof, deur epeue3 ur sa8ueg3 4to; nxaN'dels 'uotun plnos '.^ oJloIN IuEIIIIIA.:>lJoI '/\'\eN aql 'zQcfuler€) 'etpe5164ntq -ipe51 PuP a1uayaqS a74oa4aql :suoxloN uaPplH 'qt'o,iel '.to1tuo11rtr 'T'661 '#eI'n8tzueq '02 tg1drenuef nuans uPtxsuq) '€:0I sluqrg'rcil'lOJ 'replnog]atawoS K1aoq reqrualde5'aldoad aqr 1o alrlord e :slodslol{ 'VSl tL ludy'lsocl nnuaQ '[ssal4 pareroossy]uely'ueruradoo3 'srqqnder-xa uI seseqSutlea;c s)O ulpuer)'7661 '8r7'9rz-0lz'8oz-907 tftr) ytdy 'sl'todaa zr 'frery'radoo3. s's"r euiueoaepeq3-'I66I q)nasay lot'toxl1g'raqenS"lo ";iP;'l 'uetuer8rl4 '9 t6I raqtilelda5 >luerpuv qll^'\ lvlellrelul W'1667 '1 a?ed '€66I :sct1r1odueIPEu€3 nuat"S uousuq) 'V [e1'u8tser deru .retrua.rds,caqanf "toltuow tl1:;ry?'ii"f 'ceqen[ 'surng 'sawa4'to! maN'9'red9soql(uPeeu 's'(es eq t'e""no"] 'stlolJy '1661'lrl,;erPuy'p[og 'a8papnog:uoPuo'I Pltoy ]o sPIlV '1IV 'sawr1 maN'lsanb tL1tsn8ny 4rcI (rapurg rarrdrugtrolôs aql-'166r'PI^B(I -uof,pu€ J€1v\ruor' a,r,er3rBgr *r* rrrqr" isB.te 'a'trlredsrad 'tloueg'ulqnv '75t6l roqoro 's,uaallPw sroceqen$V'266I 'v8 't66I 'sseJd ,lso4.tanuaq.lrruurns(suollEu sPunoJJnsIIoluJnI PelBlsossv :g1 lrdy sIJ ( duror ' :ralullN K'r'ots!17 tco 5 Jo 1oumo [' uost;B €g 7- 6ZT 1r19 7 1o ',7661'pl?[aEroag6srrrerpuy e :salBlSprllrilir p"" ii;"r;;i drrlenbeurI€I]€U IEf,rlsrl€rs '266I .LS-9g:9 /Jenuef's,uea1tu1tr1'aPI^Peq] ssorlv sacuoJaJeu

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to the Reuolwtion. Imperialism fronl luan the Great Hunczak, Taras, editor. I974. Rwssian Press' New Brunswick, NJ: Rutgers University

InformationPleaseAlmanac..]'993.46t'hedition.Boston:Houghton-MifflinCompany.

Janigan,Mary'1991'WhatifQuebecseparates?Maclean's'November24:20'21" Kidron,Michael,andSmith,Dan.l'991'|{ewstateofWarandPeace,NewYork:Simon and Schuster' Liue' Tbe Land, The Peopleand How They Mandel,William. 1985' RussiaReexamined': New York: Hill \X/ang' IJnion. New York: The Riseof Nations in the Souiet Mandelbaum, Michael, editor' 1'991' Council on ForeignRelations' chance' Why the Librehas a fighting Mason,T., andHolstein, W' J' 1990' Quebec Business'\Yeel<. APril 9: 37-38' 5z42_44. 1992.Bankingon unity. Maclean's,October McMurdy, Deirdre,and Daly, John. and the Nikolai' 1'989' Cultwral Atlasof Rwssia Milner-Gulland,Robin, and Deievsky' File' Souiet[Jnion' New York: Factson Miniclier,Kit.lgg4,Clintontomeettriballeaders.DenuerPosf,March22:1'Aand11A. NationalGeographicSociety.lgg0.MapoftheSovietUnion.I,lationalGeographicl'77 (3).March' maP suPPlement' unequalparts: diverse and restless. September NeuYorkTi'mes. l991..TheSovietUnion's 1:E2. Why?How? rJnpublishedpaper' Parti Quebecois.No date'Souereignty: Passell,Peter.lggl.AcenterlessSovieteconomymaynotbesobad,westernexpertsSay. New York Times,SePtember 5: A13' ciuilizationand tbe Furiesof Nationalism' pfaff, willia m. 1.993.The \x/ratbof Nations: New York: Simonand Schuster' PopulationReferenceBureau.lgg3.WorldPopulationDatasheet.Washington,DC: PoPulationReference Bureau' Specter,Michael|NewYorkTimes].lgg4.Russianpopulationinrapiddecline.Denuer Post,March 6:24' Stearns,PeterN.,|,989.WorldHistory:TraditionsandNewDirections.NewYork: Addison\TesleY' 12-1'5' Steele,scott.lgg4.Anationalmirror.Maclean's,January3 Sundiata,|,K.1'987'LatetwentiethcenturypatternsofracerelationsinBrazilandthe ljnited States'Phylon,XLViII' (1'):62-7 6' o duction' and the SouietUnion: An Historical Intr Thompson,John M' 1990' Rwssia Boulder,CO: WestviewPress' 1877.Znd Tbe of Our Past'VoL 1: To Unger,Irwin. 1.978.These Ilnited Stdtes: Qwestions edition.Boston: Little, Brown and Co' status'[Jtne Reader' July-August:1'8-21" verzuh. R. 1990.Quebec debates independent ' Maclean's'October 2& 53-54' Wood, Nancy. 1992' Vivela differ6nce E o J grZE< ;o o gF OA n'o JI dE E UI o : o = tJl IB l- oL o; UJ I E Fz ofb (') E OR ?

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