Domestic Security and Muslim Immigrants

Size: px
Start display at page:

Download "Domestic Security and Muslim Immigrants"

Transcription

1 James Kurth Domestic Security and Muslim Immigrants The major terrorist threat to the United States comes from a particular source and in a particular form Islamic terrorists organized into transnational networks or, as President Bush put it immediately after September 11, terrorists with global reach. These transnational networks provide the appropriate target for the U.S. war on terrorism. They operate in a wide array of Muslim countries (Saudi Arabia, Yemen, Pakistan, and, at least formerly, Afghanistan) and in a wide array of Muslim communities within Western countries (most obviously, Britain, France, Germany, and Italy). But, as the nineteen hijackers of September 11 demonstrated, the most immediate and direct threat to the United States comes from the Islamic terrorists who operate within the United States itself. The hijackers were Muslim immigrants (fifteen of them from Saudi Arabia) who had entered the United States on temporary visas and had lived here for many months in communities composed of other Muslim immigrants. The facility with which they did so raises the question of the relation between domestic security and Muslim immigrants, and any effective U.S. war on Islamic terrorism will have to engage it. Here I can discuss only two aspects of this question: (1) how Muslim immigrants differ from previous The Journal of The Historical Society II:3-4 Summer / Fall

2 The Journal immigrants to the United States; and (2) how the security measures of the U. S. government toward the Islamic community in America may differ from those directed at other immigrant communities that seemed to provide a base for threats to domestic security during previous wars of world scope or global reach. Immigration and Assimilation: The American Norm As a nation of immigrants, America has welcomed successive waves of immigrants for most of its history. The early waves (up to the middle of the nineteenth century) largely came from Northern and Western Europe; the middle waves (from the 1870s to the 1920s) largely came from Southern and Eastern Europe; and the later waves (since the 1960s) largely have come from continents beyond Europe, especially from Latin America and Asia. In religious or cultural background, the early immigrants were Protestant, joined by Irish Catholics and German Jews after the 1830s; the middle waves were Catholic and Jewish; and the later waves have been Catholic, Confucian, or Hindu. 1 Most Muslim immigrants to the United States have arrived during the past generation, and thus far they form a comparatively small community. Muslim immigrants and their American-born children probably number about two million. Most of these successive waves of immigrants were assimilated into the broader American culture, if only into its least common denominator. Thus the nation of immigrants continually transformed itself into an American nation. Initially, each new wave provoked great anxiety among the already-established Americans, who worried that new groups would refuse to assimilate into America and would remain a nation within a nation, a community of hyphenated Americans with only dual loyalties, if they had any loyalty to America at all. During the first two-thirds of the twentieth century, however, the conjunction of (1) an expanding American economy, which offered ample rewards to those who assimilated; and (2) a vigorous government program of Americanization, which promoted the English language and the American Creed, enjoyed 410

3 Domestic Security and Muslim Immigrants success in dissolving the many ethnic communities into one American nation. 2 The mass immigration from Mexico during the past thirty years could produce an exception to this historical norm of assimilation, perhaps creating a new nation upon the territory of the United States, a sort of Amerexico or a new Mexico, in a much broader and more literal sense than the old state of New Mexico. The future trajectory of Mexican Americans eventual assimilation, a nation within a nation, or some new synthesis in between remains uncertain, and evidence supports each of these hypothetical paths. 3 Muslim immigrants represent a much clearer and more selfconscious exception to this general rule of gradual assimilation into prevailing American culture. Evidence suggests that Muslim immigrants differ from other immigrants with respect to American culture, and the Islamic community remains (and sees itself to be) a nation within a nation. It would be useful to attend to some of the distinctive features of the Islamic world from which these immigrants come. The Dual Nature of the Islamic World: Universal Religion and Ethnic Community At least in appearance, a common faith in Islam obviously unites Muslim countries, and the image of Islam suggests that the Muslim world forms one great Islamic community or nation. It also suggests that this Islamic community must separate itself from other, always inferior communities of other, always inferior faiths i.e., the infidels with myriad teachings, rituals, and customs. 4 Second, this appearance of Islamic unity lies atop a myriad of ethnic or tribal divisions that existed before Islam (especially in Muhammed s own Arabia) and never have been eliminated by Islam. 5 Consequently, one could interpret the Islamic world s intense proclamations of unity as rhetorical compensation for persistent conflict among a multitude of ethnic groups or tribes. Almost every Muslim country represents a multiethnic or multitribal society in which most people act to preserve or promote the interests of their own ethnic group or 411

4 The Journal tribe against the interests of others, despite their rhetorical expressions of unity. Very little sense of the public interest (res publica) or the common good exists in Muslim countries; left alone, these groups and tribes would war with each other despite the purported unity of Islam. In most cases, one ethnic group or tribe imposes a peace of sorts on the others and then becomes strong enough to form a state. Given the condition of persistent and pervasive ethnic and tribal conflict, this state will be authoritarian a Hobbesian Leviathan. This pattern of a uni-ethnic state ruling over a multiethnic society clearly exists in contemporary Iraq, Syria, Yemen, Saudi Arabia, Iran, and Pakistan, and some version of it can be found in most other Muslim countries as well. Traditionally, this method of organizing and ruling a Muslim country was known as the millet system (each ethnic community was a millet ). It reached its fullest development in the Ottoman Empire, where the Ottoman Turks provided the state or ruling institution that kept a wide variety of ethnic communities or millets (some Muslim and some non-muslim) operating within one imperial system. A millet often served a distinct economic or social function; the function of the Ottoman Turks was to rule the rest. The Ottoman Empire ended eighty years ago, but its basic pattern lives on in most contemporary Muslim countries, which remain miniature and stunted versions of the old Ottoman imperial system. The members of the different ethnic communities under the ruling state do not see themselves as citizens who enjoy equal rights within one homogenous nation. Instead, they see themselves as distinct tribes or ethnic groups, at most a collection of nations within a nation but not of it, or a nation within an empire. Immigration and Assimilation: The Islamic Exception When immigrants from Muslim countries enter Western countries, including the United States, they bring these conceptions about religious identity and community identity with them. Muslim 412

5 Domestic Security and Muslim Immigrants immigrants cannot assimilate into Western or American culture without betraying their faith. Western culture, especially American culture, once Christian and now largely secular (from the Islamic perspective, it was once infidel and is now largely pagan), simultaneously inspires contempt and temptation for Muslim immigrants, who must resist it with the myriad teachings, rituals, and practices Islam provides. Good Muslims would come to an alien, infidel, pagan Western country, including the United States, only to better their economic condition so they could afford a better life as a Muslim within a Muslim community. America is not their community; it is only an economy. 6 Muslim immigrants would prefer to find a better life within their ethnic or tribal community in their Muslim home country. America, however, offers decisive economic advantages compared to the pervasive economic disadvantages they would face back home, which means they must establish an ethnic community within the alien territory of the United States. This Muslim community constitutes the Islamic millet within a multiethnic American society an alien society ruled by an alien state or institution. For Muslim immigrants, therefore, membership in the Islamic millet is essential while they reside within the alien American political system. To live outside the Islamic millet or to assimilate would demonstrate bad faith. For the Muslim who resides within the United States or any other Western country, one must be a bad Muslim to be a good citizen, or one must be a bad citizen to be a good Muslim. Of course, most Muslims who reside in the United States will not engage in bad behavior or illegal activity. They will, however, hold persistent and pervasive grievances against the United States and American society, and U.S. foreign policy toward the Middle East will continually irritate and inflame those grievances. The Islamic millet will provide a supportive environment and a validating culture for the Islamic extremists, even terrorists, who live within it. 413

6 The Journal U.S. Security Measures Against Immigrant Communities: Three Previous Wars of World Scope During the three previous wars with a world scope or global reach i.e., the First and Second World Wars and the Cold War Americans believed that a particular immigrant community constituted a base for threats to domestic security. The Wilson administration targeted the German-American community during World War I with an extensive program of surveillance, detentions, internments, and other restrictions. It pursued a similar program that included extensive deportations during the Red Scare that followed the Bolshevik Revolution, this time targeting Russian Jews and Italian anarchists. The Red Scare caused in part the new and very restrictive immigration legislation of During World War II, the Roosevelt administration interned virtually all members of the Japanese-American community in the Pacific Coast states (but not, significantly, in Hawaii) and then transported them to concentration camps located far inland, where most had to remain for the duration of the war. Most Americans have learned about the internment of Japanese- Americans, but few remember the Roosevelt administration s wartime policy toward the German-American and Italian-American communities. These two communities each numbered in the millions, and they were widely dispersed throughout the United States, which made it impossible to intern and concentrate them en masse. Instead, the U.S. government targeted for internment a small and visible minority (numbering 10,000 15,000 persons) from each community, many of whom had been members of organizations that, prior to the war, had demonstrated friendliness toward the governments of Nazi Germany or Fascist Italy. 7 These were the bad Germans and bad Italians. The vast majority of the German- and Italian-American communities were given the choice to be good Germans and good Italians; i.e., to cooperate fully with the American war effort and, on occasion, to identify the few disloyal or suspicious persons among them. We often are reminded of what 414

7 Domestic Security and Muslim Immigrants happened to the Japanese-American community, but we do not hear about the Roosevelt administration s program toward the German- American and Italian-American communities, in large part because that program was very successful. Few acts of sabotage the terrorism of the time occurred, and only a few members of those communities had their civil rights abused. During the early Cold War, the Truman administration implemented a systematic program of anti-communist measures, which was reinforced by accusations of disloyalty from leaders of the Republican party ( McCarthyism ). At times, anti-communism seemed disproportionately to target American Jews, and it was a major cause for the new restrictions in the immigration legislation of U.S. Security Measures Against Immigrant Communities: The Islamic Exception Again In the past, the United States willingly implemented vigorous and systematic programs that targeted particular immigrant communities with the purpose of enhancing domestic security. To fight this new war of world scope against terrorists with global reach, will the U.S. government be willing similarly to target the Islamic community in America? Several developments suggest that it will not. Muslim immigrants are a new kind of immigrant to the United States, and the U.S. response (or, perhaps, non-response) to this base for potential threats likely will be new, too. We can begin with almost universal (and correct) condemnation of the U.S. internment of Japanese-Americans during the Second World War. American academic and media elites almost universally condemn the security measures undertaken during the Red Scare and the early Cold War. The ghosts of these security programs of the past will continue to haunt and impede some kinds of security programs in the future. No such ghosts hover over the security measures directed at the German-American and Italian-American communities during the Second World War, but this successful 415

8 The Journal experience is unlikely to provide a model for the Islamic community in America. First, these communities exhibit differences in the status of the identity that defines them. German and Italian were national identities that implicated some aspects of a person s identity but not the deepest ones. Moreover, the Americanization program, with its highly developed American Creed and its rich array of American patriotic symbols and rituals, provided an alternative American national identity to the waning German and Italian ones. Thus members of the two communities simultaneously could be good Germans or good Italians and good Americans. In contrast, many Muslims embrace an Islamic religious identity that touches the deepest aspects (or, given religion s offer of eternal life, the longest aspects) of a person s total identity and can be changed only by the radical process of a conversion to another religion or with the less disruptive but still disreputable process of secularization. Both result in the Muslim immigrant s becoming a bad Muslim. The U.S. government will not undertake a Christianization program to provide an alternative religious identity to Islam, nor will it create a secularization program directed at Muslims. Since American academic and media elites replaced the American Creed with a new ideology of multiculturalism about two decades ago, the U.S. government can no longer undertake an Americanization program. From the multicultural perspective, the Islamic millet in America does not represent a threat to domestic security; it represents the perfection of multicultural ideology. Business elites similarly replaced the recognition of discrete American national interests with a new ideology of globalization about a decade ago. From their perspective, the Islamic millet in America merely provides the natural accompaniment of an inevitable and generally beneficial process of globalization. Together, the ideologies of multiculturalism and globalization have led to the idea that transnationalism provides the best definition of a person s identity in the new postnational, post-modern era

9 Domestic Security and Muslim Immigrants The constitutional status and civil rights of the respective communities differ. Perhaps the U.S. government could follow the precedent of the Roosevelt administration and target organizations with a demonstrated record of friendliness to America s enemies, now Islamic terrorist networks with global reach. Islamic terrorism, however, often finds a safe haven in friendly mosques, which are difficult to infiltrate or close in the United States. In Muslim countries, mosques, which are relatively off-limits to the regime s repressive measures, have often provided a base for political opposition to the existing political regime. Religious organizations, including mosques, are even more difficult to monitor in the United States, where the elaborate (and appropriate) provisions of the First Amendment protect them. It was one thing for the U.S. government to target the German-American Bund or the Silvershirts in a war against Nazi Germany (the Third Reich). It would have been a very different thing to target the Roman Catholic Church if, by some strange historical twist, the enemy had still been the Holy Roman Empire of the German Nation (the formal name of the First Reich). It will be no less difficult to target Islamic mosques in the United States in a war against Islamic terrorist networks. The long-standing constitutional protections afforded to religious organizations have been reinforced in recent decades as American legal and judicial elites pursued a rights revolution and imposed First Amendment absolutism. This new legal regime has been a major obstacle to the Bush administration s efforts to detain, interrogate, and deport Muslim immigrants, even those from countries that are known to harbor extensive transnational networks of Islamic terrorists. In summary, a grand coalition of American elites academic, media, business, legal, and judicial has midwifed a new multicultural, globalist, and transnational regime in the United States that makes it significantly more difficult to counter transnational threats to U.S. domestic security than the self-consciously and self-confidently 417

10 The Journal national regime of the past. An American national regime would know how to protect America with an elaborate program comprised of (1) drastic restrictions on Muslim immigration from countries that host transnational networks of Islamic terrorists, (2) extensive deportations of illegal immigrants from these countries, and (3) detention and interrogation of immigrants who have extensive associations with extremist Islamic organizations. Perhaps our new regime will never have to devise its own program for the protection of U.S. domestic security beyond its current random and feckless measures. If the United States suffers no further attacks by Islamic terrorists, then the regime will be vindicated. A new round of terrorist attacks, however, would raise a profound historical question: Can a global, transnational regime, which is committed to a multicultural ideology and therefore open to the Islamic millet, protect itself against a global, transnational network composed of Islamic terrorists who are committed to destroying it by any means? NOTES 1. Thomas Sowell, Ethnic America: A History (New York: Basic Books, 1981); Ronald Takaki, Strangers from a Different Shore: A History of Asian Americans, updated and revised edition (Boston: Little, Brown, 1998); James Kurth, Ethnic Conflict at Home and Abroad: The United States in Comparative Perspective, in Murray Friedman, editor, The Tribal Basis of American Life (Boulder, CO: Westview Press, 1998), pp Arthur M. Schlesinger, Jr., The Disuniting of America: Reflections on a Multicultural Society, revised and enlarged edition (New York: W.W. Norton, 1998). Samuel P. Huntington examines in detail the American Creed in American Politics: The Promise of Disharmony (Cambridge, MA: Belknap Press, 1981). I have discussed it in my The Real Clash, The National Interest, Fall 1994, pp. 3 15; and my The Protestant Deformation and American Foreign Policy, Orbis, Spring 1998, pp Peter Andreas, The Making of Amerexico: (Mis) Handling Illegal Immigrants, World Policy Journal, Summer 1994, pp ; also his Border Games: Policing the U.S.-Mexico Divide (Ithaca, NY: Cornell University Press, 2000); Michael Barone, The New Americans: How the Melting Pot Can Work Again (Washington, D.C.: Regnery, 2001). 4. Bernard Lewis, Islam and the West (New York: Oxford University Press, 1993); Bassam Tibi, Islam between Culture and Politics (New York: Palgrave, 2001); Daniel Pipes, In the Path of God: Islam and Political Power (New York: Basic Books, 1983). Akbar S. Ahmed provides an alternative view of Islam in Islam Today: A Short Introduction to The Muslim World (New York: I.B. Tauris Publishers, 1999). 5. I also have discussed the tribal feature of Muslim countries in my The War and The West, Orbis, Spring 2002, pp On identity in the Middle East, see Philip S. Khoury and Joseph Koutiner, editors, Tribes and State Formation in the 418

11 Domestic Security and Muslim Immigrants Middle East (Berkeley: University of California Press, 1990); Bernard Lewis, The Multiple Identities of the Middle East (New York: Scheuken Books, 1999); Dennis P. Hupchick, Nation or Millet? Contrasting Western European and Islamic Political Cultures in The Balkans (Wilkes-Barre, PA: Wilkes University Press, 1994); Fred Halliday, Nation and Religion in the Middle East (Boulder, CO: Lynne Rienner Publishers, 2000). 6. Of course, some Muslims also come to the United States not to make money, but to make mayhem; i.e., the Islamic terrorists, who seek in their own way to become better Muslims. For them, America is only a target. 7. Arnold Krammer, Undue Process: The Untold Story of America s German Alien Internees (Lanham, MD: Rowman and Littlefield, 1997); Stephen Fox, America s Invisible Gulag: A Biography of German American Internment and Exclusion in World War II (New York: Peter Lang, 2000); LaVern J. Rippley, The German- Americans (Boston: Twayne Publishers, 1976); Lawrence DiStasi, editor, Una Storia Segreta: The Secret History of Italian American Evacuation and Internment During World War II (Berkeley, CA: Heyday Books, 2001); Stephen R. Fox, The Unknown Internment: An Oral History of the Relocation of Italian Americans during World War II (Boston: Twayne Publishers, 1990). 8. I have discussed the interests that support the ideologies of multiculturalism and globalization in America and the West: Global Triumph or Western Twilight? Orbis, Summer 2001, pp

Department of International Relations Tel:

Department of International Relations Tel: Prof. Husain Haqqani 154, Bay State Road Department of International Relations Tel: 617-358-07130 Email: haqqani@bu.edu CAS IR 531/COM 531 Intercultural Communication Spring 2014 "Intercultural communication

More information

Ch 19-1 Postwar Havoc

Ch 19-1 Postwar Havoc Ch 19-1 Postwar Havoc The Main Idea Although the end of World War I brought peace, it did not ease the minds of many Americans, who found much to fear in postwar years. Content Statement 12/Learning Goal

More information

B.A. IN HISTORY. B.A. in History 1. Topics in European History Electives from history courses 7-11

B.A. IN HISTORY. B.A. in History 1. Topics in European History Electives from history courses 7-11 B.A. in History 1 B.A. IN HISTORY Code Title Credits Major in History (B.A.) HIS 290 Introduction to History 3 HIS 499 Senior Seminar 4 Choose two from American History courses (with at least one at the

More information

Test Blueprint. Course Name: World History Florida DOE Number: Grade Level: 9-12 Content Area: Social Studies. Moderate Complexity.

Test Blueprint. Course Name: World History Florida DOE Number: Grade Level: 9-12 Content Area: Social Studies. Moderate Complexity. Test Blueprint Course Name: World History Florida DOE Number: 2109310 Grade Level: 9-12 Content Area: Social Studies Course Objective - Standard Standard 1: Utilize historical inquiry skills and analytical

More information

History (HIST) History (HIST) 1

History (HIST) History (HIST) 1 History (HIST) 1 History (HIST) HIST 110 Fndn. of American Liberty 3.0 SH [GEH] A survey of American history from the colonial era to the present which looks at how the concept of liberty has both changed

More information

Georgia High School Graduation Test Tutorial. World History from World War I to World War II

Georgia High School Graduation Test Tutorial. World History from World War I to World War II Georgia High School Graduation Test Tutorial World History from World War I to World War II Causes of World War I 1. Balkan Nationalism Causes of World War I 2. Entangled Alliances Causes of World War

More information

The Rush of Immigrants By USHistory.org 2016

The Rush of Immigrants By USHistory.org 2016 Name: Class: The Rush of Immigrants By USHistory.org 2016 This informational text discusses the tide of new immigration, from the beginning of the Gilded Age of economic growth in the 1870s to the anti-immigration

More information

The Historical Evolution of International Relations

The Historical Evolution of International Relations The Historical Evolution of International Relations Chapter 2 Zhongqi Pan 1 Ø Greece and the City-State System p The classical Greek city-state system provides one antecedent for the new Westphalian order.

More information

Violent Conflicts 2015 The violent decade?! Recent Domains of Violent Conflicts and Counteracting February 25-27, 2015

Violent Conflicts 2015 The violent decade?! Recent Domains of Violent Conflicts and Counteracting February 25-27, 2015 Call for Papers Violent Conflicts 2015 The violent decade?! Recent Domains of Violent Conflicts and Counteracting February 25-27, 2015 Organized by the Institute for Interdisciplinary Research on Conflict

More information

NBER WORKING PAPER SERIES DESIGNING INSTITUTIONS TO DEAL WITH TERRORISM IN THE UNITED STATES. Martin S. Feldstein

NBER WORKING PAPER SERIES DESIGNING INSTITUTIONS TO DEAL WITH TERRORISM IN THE UNITED STATES. Martin S. Feldstein NBER WORKING PAPER SERIES DESIGNING INSTITUTIONS TO DEAL WITH TERRORISM IN THE UNITED STATES Martin S. Feldstein Working Paper 13729 http://www.nber.org/papers/w13729 NATIONAL BUREAU OF ECONOMIC RESEARCH

More information

NATIONAL BOLSHEVISM IN A NEW LIGHT

NATIONAL BOLSHEVISM IN A NEW LIGHT NATIONAL BOLSHEVISM IN A NEW LIGHT - its relation to fascism, racism, identity, individuality, community, political parties and the state National Bolshevism is anti-fascist, anti-capitalist, anti-statist,

More information

3. USA, essays to learn BUT only 1 to write in the exam

3. USA, essays to learn BUT only 1 to write in the exam 3. USA, 1918-1968 5 essays to learn BUT only 1 to write in the exam Issue 1 An Evaluation Of The Reasons For Changing Attitudes To Immigration Factor 1: Prejudice And Racism Factor 2: Isolationism & The

More information

In our overview of the International history of the Middle East, we mentioned the key political movements in the region. Some of these movements were

In our overview of the International history of the Middle East, we mentioned the key political movements in the region. Some of these movements were In our overview of the International history of the Middle East, we mentioned the key political movements in the region. Some of these movements were extra-national, some national. We now discuss the regional

More information

The Internment of Italian Americans During World War II

The Internment of Italian Americans During World War II The Internment of Italian Americans During World War II By Maria J. Falco, PhD It is now seventy years since the end of World War II and most of us of Italian American background, born in the United States,

More information

Wartime and the Bill of Rights: The Korematsu Case

Wartime and the Bill of Rights: The Korematsu Case CONSTITUTIONAL RIGHTS FOUNDATION Bill of Rights in Action Summer 2002 (18:3) Victims of War Wartime and the Bill of Rights: The Korematsu Case During World War II, the U.S. government ordered 120,000 persons

More information

2017 National Opinion Ballot

2017 National Opinion Ballot GREAT DECISIONS 1918 FOREIGN POLICY ASSOCIATION 2017 EDITION 2017 National Opinion Ballot First, we d like to ask you for some information about your participation in the Great Decisions program. If you

More information

WORLD HISTORY Curriculum Map

WORLD HISTORY Curriculum Map WORLD HISTORY Curriculum Map (1 st Semester) WEEK 1- ANCIENT HISTORY Suggested Chapters 1 SS Standards LA.910.1.6.1-3 LA.910.2.2.1-3 SS.912.G.1-3 SS.912.G.2.1-3 SS.912.G.4.1-9 SS.912.H.1.3 SS.912.H.3.1

More information

The Importance of Shibusawa Eiichi in an Age of Deglobalization. Geoffrey Jones Harvard Business School

The Importance of Shibusawa Eiichi in an Age of Deglobalization. Geoffrey Jones Harvard Business School The Importance of Shibusawa Eiichi in an Age of Deglobalization Geoffrey Jones Harvard Business School Those who do not learn from history are doomed to repeat it Shibusawa Eiichi s life spanned an era

More information

BA International Studies Leiden University Year Two Semester Two

BA International Studies Leiden University Year Two Semester Two BA International Studies Leiden University Year Two Semester Two NOTE: All these courses were prepared for planning purposes. The new course descriptions will be published next academic year. Overview

More information

BETWEEN WORLD WAR I AND WORLD WAR II,

BETWEEN WORLD WAR I AND WORLD WAR II, BETWEEN WORLD WAR I AND WORLD WAR II, 1919-1939 SSWH17 The student will be able to identify the major political and economic factors that shaped world societies between World War I and World War II. a.

More information

HI 310: 2016 M/W/F/:1-2 CAS

HI 310: 2016 M/W/F/:1-2 CAS HI 310: Immigration and the Modern United States Boston University, Spring 2016 M/W/F/:1-2 CAS 233, Professor Michael Holm History Department Office: 226 Bay State Road, # 506 Email: mholm@bu.edu. Phone:

More information

Why were Japanese-Americans interned during WWII?

Why were Japanese-Americans interned during WWII? Why were Japanese-Americans interned during WWII? Round 1 1. While you watch, record any adjectives you hear that describe how Japanese- Americans felt about being interned in the space below. What do

More information

Challenges of the. Developing World EIGHTH EDITION * * * Howard Handelman Emeritus Professor, University of Wisconsin-Milwaukee

Challenges of the. Developing World EIGHTH EDITION * * * Howard Handelman Emeritus Professor, University of Wisconsin-Milwaukee Challenges of the Developing World EIGHTH EDITION * * * Howard Handelman Emeritus Professor, University of Wisconsin-Milwaukee ROWMAN & LITTLEFIELD Lanham Boulder New York London Detailed Contents ^ *

More information

Japanese Internment Timeline

Japanese Internment Timeline Timeline 1891 - Japanese immigrants arrive on the mainland U.S. for work primarily as agricultural laborers. 1906 - The San Francisco Board of Education passes a resolution to segregate children of Chinese,

More information

THE WORLD IN THE TWENTIETH CENTURY

THE WORLD IN THE TWENTIETH CENTURY Fourth Edition THE WORLD IN THE TWENTIETH CENTURY From Empires to Nations \ \ DANJEL R. BROWER University of Calif&nia-Davis PRENTICE HALL, Upper Saddle River, New Jersey 07458 Contents Maps, vi Preface,

More information

PearsonSchool.com Copyright 2009 Pearson Education, Inc. or its affiliate(s). All rights reserved

PearsonSchool.com Copyright 2009 Pearson Education, Inc. or its affiliate(s). All rights reserved COURSE OVERVIEW The U.S. History course is centered on the belief that Historical events have social, economic, and political consequences Given this assertion, the emphasis of the course becomes the relationship

More information

Twentieth-century world history

Twentieth-century world history Duiker, William J Twentieth-century world history Documents Maps xi Preface xii x Literature and the Arts: The Culture of Modernity 22 Conclusion 23 Chapter Notes 24 The Industrial Revolution in Great

More information

The Colonies after WW1

The Colonies after WW1 The Colonies after WW1 Africa - Summary Wanted to be independent Learned new ideas about freedom and nationalism New leaders were educated in Europe and the United States Africa Important People Harry

More information

Feb. 1, 2017 As long as illegal immigration is permitted, the foundations of American culture are at risk.

Feb. 1, 2017 As long as illegal immigration is permitted, the foundations of American culture are at risk. Immigration Chaos Feb. 1, 2017 As long as illegal immigration is permitted, the foundations of American culture are at risk. By George Friedman Last week, President Donald Trump temporarily blocked both

More information

Propose solutions to challenges brought on by modern industrialization and globalization.

Propose solutions to challenges brought on by modern industrialization and globalization. Core Content for Assessment: SS-HS-5.3.1 Title / Topic: Classical and Medieval Review, Renaissance and Reformation DOK 2 Define democracy, republic, empire, secular, humanism, theocracy, Protestant Reformation,

More information

IB Grade IA = 20% Paper 1 = 20% Paper 2 = 25% Paper 3 = 35%

IB Grade IA = 20% Paper 1 = 20% Paper 2 = 25% Paper 3 = 35% IB Grade IA = 20% Paper 1 = 20% Paper 2 = 25% Paper 3 = 35% Grade 11 Major Topic Canadian History Canada to 1867 (founding peoples, confederation and nature of BNA) History of Manitoba and the Northwest

More information

RADICALIZATION: A SUMMARY

RADICALIZATION: A SUMMARY RADICALIZATION: A SUMMARY Radicalization is the process where group s beliefs/values/ideologies move closer to those where inter-group violence can be justified through them. Although focus often is on

More information

(3) parliamentary democracy (2) ethnic rivalries

(3) parliamentary democracy (2) ethnic rivalries 1) In the Soviet Union, Joseph Stalin governed by means of secret police, censorship, and purges. This type of government is called (1) democracy (2) totalitarian 2) The Ancient Athenians are credited

More information

Test Design Blueprint Date 1/20/2014

Test Design Blueprint Date 1/20/2014 Test Design Blueprint Date 1/20/2014 World History Honors 2109320 10 Course Title Course Number Grade(s) Main Idea (Big Idea/Domain/Strand/Standard) Describe the impact of Constantine the Great s establishment

More information

BAROMETER OF THE ELCANO ROYAL INSTITUTE (BRIE)

BAROMETER OF THE ELCANO ROYAL INSTITUTE (BRIE) BAROMETER OF THE ELCANO ROYAL INSTITUTE (BRIE) 1 th EDITION RESULTS OF MARCH 007 PRESS SUMMARY Madrid, March 007 FAVOURABLE OPINION OF MERKEL AND ROYAL Spain s pro-european attitude is unsinkable. Fifty-three

More information

1920s: Rise of Dictators

1920s: Rise of Dictators 1920s: Rise of Dictators I. Totalitarian States A. New form of dictatorship B. Governments controlled all parts of citizens lives 1. Used propaganda to control what people thought C. single political party

More information

International Studies

International Studies International Studies Thomas Finan, Ph.D., Director International Studies at Saint Louis University offers a cross-disciplinary approach to understanding culture, language, and society, as well as various

More information

Day Homework 1 Syllabus Student Info Form Map of Europe Where Is Europe? 2 The Medieval Christian World-View

Day Homework 1 Syllabus Student Info Form Map of Europe Where Is Europe? 2 The Medieval Christian World-View 1 Syllabus Student Info Form Map of Europe Where Is Europe? 2 The Medieval Christian World-View 3 p. 413-428 - The Evolution of the Italian Renaissance, Intellectual Hallmarks of the Renaissance, Art and

More information

America Past and Present 9 th Edition, AP* Edition 2011

America Past and Present 9 th Edition, AP* Edition 2011 A Correlation of America Past and Present 9 th Edition, AP* Edition 2011 To the ADVANCED PLACEMENT U.S. HISTORY TOPIC OUTLINE *, Program, AP, and Pre-AP are registered trademarks of the College Board,

More information

States & Types of States

States & Types of States States & Types of States Political Geography Nation: a group of people with a common culture - Tightly knit group of people possessing shared cultural beliefs & unity: genous - Ancestry or historical events

More information

Japanese Internment Timeline

Japanese Internment Timeline Japanese Internment Documents Japanese Internment Timeline 1891 - Japanese immigrants arrive on the mainland U.S. for work primarily as agricultural laborers. 1906 - The San Francisco Board of Education

More information

AP European History. -Russian politics and the liberalist movement -parallel developments in. Thursday, August 21, 2003 Page 1 of 21

AP European History. -Russian politics and the liberalist movement -parallel developments in. Thursday, August 21, 2003 Page 1 of 21 Instructional Unit Consolidation of Large Nation States -concept of a nation-state The students will be -define the concept of a -class discussion 8.1.2.A,B,C,D -Mazzini, Garibaldi and Cavour able to define

More information

Teachers Name: Nathan Clayton Course: World History Academic Year/Semester: Fall 2012-Spring 2013

Teachers Name: Nathan Clayton Course: World History Academic Year/Semester: Fall 2012-Spring 2013 Amory High School Curriculum Map Teachers Name: Nathan Clayton Course: World History Academic Year/Semester: Fall 2012-Spring 2013 Essential Questions First Nine Weeks Second Nine Weeks Third Nine Weeks

More information

Japanese Internment Timeline

Japanese Internment Timeline Japanese Internment Timeline 1891 - Japanese immigrants arrived in the U.S. mainland for work primarily as agricultural laborers. 1906 - The San Francisco Board of Education passed a resolution to segregate

More information

St Mary s University Twickenham 2018/19 Semester One Modules for Study Abroad Students

St Mary s University Twickenham 2018/19 Semester One Modules for Study Abroad Students History St Mary s University Twickenham 2018/19 Semester One Modules for Study Abroad Students IMPORTANT NOTES: 1. Please note that you must satisfy the prerequisites where stated in order to be accepted

More information

International Studies

International Studies International Studies 1 International Studies Dr. Paul Droubie Director of the Program International Studies is an interdisciplinary program founded on the premise that world events can only be understood

More information

Introduction to World War II By USHistory.org 2017

Introduction to World War II By USHistory.org 2017 Name: Class: Introduction to World War II By USHistory.org 2017 World War II was the second global war that lasted from 1939 to 1945. The war involved a majority of the world s countries, and it is considered

More information

IPB Congres War in Syria and The Future Of the Middle-East 30/09-03/ Haytham Manna

IPB Congres War in Syria and The Future Of the Middle-East 30/09-03/ Haytham Manna IPB Congres War in Syria and The Future Of the Middle-East 30/09-03/10-2016 Haytham Manna 1 Half a century of authoritarian State Within nearly half a century, the authoritarian power in the Middle East,

More information

POL 135. Session #9:

POL 135. Session #9: POL 135 Session #9: 1. The Building of Monarchies Saudi Arabia and Jordan, adaptation of Bedouin tribal practices to states. Family ties determine social position. Royal families control politics, military,

More information

Fascism is Alive and Well in Spain The Case of Judge Garzon

Fascism is Alive and Well in Spain The Case of Judge Garzon February 22, 2010 Fascism is Alive and Well in Spain The Case of Judge Garzon By VINCENT NAVARRO Barcelona The fascist regime led by General Franco was one of the most repressive regimes in Europe in the

More information

: INTRODUCTION TO THE HISTORY OF THE USA

: INTRODUCTION TO THE HISTORY OF THE USA Course Title Course Code : INTRODUCTION TO THE HISTORY OF THE USA : HST113 Recommended Study Year : Year 1 No. of Credits/Term : 3 Mode of Tuition Class Contact Hours Category in Major Prog. Prerequisite(s)

More information

WORLD WAR II ENEMY ALIEN CONTROL PROGRAM CURRICULUM GUIDE AND LESSON PLANS. 8-14, U.S. History; Civics, American Government, Political Science

WORLD WAR II ENEMY ALIEN CONTROL PROGRAM CURRICULUM GUIDE AND LESSON PLANS. 8-14, U.S. History; Civics, American Government, Political Science WORLD WAR II ENEMY ALIEN CONTROL PROGRAM CURRICULUM GUIDE AND LESSON PLANS LESSON PLAN NINE: Lista Negra--The Black Lists APPROPRIATE GRADES/COURSES: 8-14, U.S. History; Civics, American Government, Political

More information

Social Movements, Contentious Politics, and Democracy

Social Movements, Contentious Politics, and Democracy Social Movements, Contentious Politics, and Democracy MA course, Political Science Department, 2016-17 Winter Semester, 4 credits Instructor: Professor Béla Greskovits e-mail: greskovi@ceu.edu; phone:

More information

The Real Issue Behind the Border Wall Debate

The Real Issue Behind the Border Wall Debate January 22, 2019 By George Friedman The Real Issue Behind the Border Wall Debate For the United States, immigration has always been a necessity and an agony. The debate over a wall separating the United

More information

2. Transatlantic Encounters and Colonial Beginnings,

2. Transatlantic Encounters and Colonial Beginnings, 1. Pre-Columbian Societies A. Early inhabitants of the Americas B. American Indian empires in Mesoamerica, the Southwest, and the Mississippi Valley C. American Indian cultures of North America at the

More information

AP U.S. History Essay Questions, 1994-present. Document-Based Questions

AP U.S. History Essay Questions, 1994-present. Document-Based Questions AP U.S. History Essay Questions, 1994-present Although the essay questions from 1994-2014 were taken from AP exams administered before the redesign of the curriculum, most can still be used to prepare

More information

Karl Marx wrote The Communist Manifesto (1848) Urged armed uprising of the working class to destroy capitalism throughout the world Communism = From

Karl Marx wrote The Communist Manifesto (1848) Urged armed uprising of the working class to destroy capitalism throughout the world Communism = From 1 The Turbulent 20 s 2 E-Book Info Website: http://my.hrw.com - EBOOK Assignments: Chapter 13: 1) New Directions for Women: pg 399b-400a (answer questions in notebook) Chapter 14: 1) Henry Ford: pg 416b-417a

More information

I Can Statements. Chapter 19: World War II Begins. Chapter 20: America and World War II. American History Part B. America and the World

I Can Statements. Chapter 19: World War II Begins. Chapter 20: America and World War II. American History Part B. America and the World I Can Statements American History Part B Chapter 19: World War II Begins America and the World 1. Describe how postwar conditions contributed to the rise of antidemocratic governments in Europe. 2. Explain

More information

Unit 5: Crisis and Change

Unit 5: Crisis and Change Modern World History Curriculum Source: This image from http://en.wikipedia.org/wiki/file:pedestal_table_in_the_studio.jpg is in the public domain in the United States because it was published prior to

More information

Question of the Day Schedule

Question of the Day Schedule Question of the Day Schedule 2012-2013 Question Dates Topics Subtopics September 3-7 1. Pre-Columbian Societies Early inhabitants of the Americas American Indian empires in Mesoamerica, the Southwest,

More information

AMERICA S GLOBAL IMAGE REMAINS MORE POSITIVE THAN CHINA S BUT MANY SEE CHINA BECOMING WORLD S LEADING POWER

AMERICA S GLOBAL IMAGE REMAINS MORE POSITIVE THAN CHINA S BUT MANY SEE CHINA BECOMING WORLD S LEADING POWER AMERICA S GLOBAL IMAGE REMAINS MORE POSITIVE THAN CHINA S BUT MANY SEE CHINA BECOMING WORLD S LEADING POWER PEW RESEARCH CENTER Released: July 18, 2013 Overview Publics around the world believe the global

More information

Prentice Hall World History: The Survey Edition 2007 Correlated to: South Dakota Content Standards for High School World History (Grades 9-12)

Prentice Hall World History: The Survey Edition 2007 Correlated to: South Dakota Content Standards for High School World History (Grades 9-12) Core High School World History Standards, Supporting Skills, and Indicator 1: Analyze historical eras of world history to determine connections and cause/effect relationships in reference to chronology.

More information

History Skill Builder. Making Relevant Connections

History Skill Builder. Making Relevant Connections History Skill Builder Making Relevant Connections Relevant Connections Those who cannot remember the past are condemned to repeat it Looking for connections between different time periods helps you piece

More information

Chapter Objective: To understand the conflict over slavery and other regional tensions that led to the Civil War.

Chapter Objective: To understand the conflict over slavery and other regional tensions that led to the Civil War. Quarter 1 Chapter 9 Expanding Markets and Moving Westward Time Period: 1825-1847 Pages: 272-300 Chapter Objective: To understand the causes and consequences of western settlement and to summarize the events

More information

AP American Government

AP American Government AP American Government WILSON, CHAPTER 4 American Political Culture OVERVIEW The United States system of government is supported by a political culture that fosters a sense of civic duty, takes pride in

More information

FB/CCU U.S. HISTORY COURSE DESCRIPTION / LEARNING OBJECTIVES

FB/CCU U.S. HISTORY COURSE DESCRIPTION / LEARNING OBJECTIVES FB/CCU U.S. HISTORY COURSE DESCRIPTION / LEARNING OBJECTIVES In the pages that follow, the Focus Questions found at the beginning of each chapter in America: A Narrative History have been reformulated

More information

The Sultztonian Institute. World History End Of Course Exam Review

The Sultztonian Institute. World History End Of Course Exam Review The Sultztonian Institute World History End Of Course Exam Review Module Title Module 1: West Meets East Meets West Lesson 01.00: West Meets East Meets West: Introduction Lesson 01.01: Set the Stage Lesson

More information

FEDERAL SYSTEMS: THE EU, US AND INDIA COMPARED

FEDERAL SYSTEMS: THE EU, US AND INDIA COMPARED Winter 2016 Anton Pelinka FEDERAL SYSTEMS: THE EU, US AND INDIA COMPARED Monday and Wednesday, 9:00 10:40 Course description: The course is designed to focus on the analysis of federalism using the cases

More information

Try to answer the following question using the documents on the following pages. Why were the Japanese interned in camps during WWII?

Try to answer the following question using the documents on the following pages. Why were the Japanese interned in camps during WWII? Try to answer the following question using the documents on the following pages. Why were the Japanese interned in camps during WWII? Doc A: Use the link below as Doc A http://www.archive.org/details/japanese1943

More information

israeli diaspora photo essay steve gold contexts summer 2003

israeli diaspora photo essay steve gold contexts summer 2003 photo essay steve gold israeli diaspora The founders of Israel believed that a Jewish state would end their people s centurieslong Diaspora. Almost 3 million people have immigrated to Israel since the

More information

Document B: The Munson Report

Document B: The Munson Report Document B: The Munson Report In 1941 President Roosevelt ordered the State Department to investigate the loyalty of Japanese Americans. Special Representative of the State Department Curtis B. Munson

More information

Diaspora Politics and Transnational Political Violence

Diaspora Politics and Transnational Political Violence Diaspora Politics and Transnational Political Violence Mate Nikola Tokić Fall Term TU/TH 13.30 15.10 COURSE DESCRIPTION We live in an Age of Terror. The World Trade Center, Madrid Rail, and London Transport

More information

Plessy versus Ferguson (1896) Jim Crow Laws. Reactions to Brown v Board. Brown versus the Board of Education of Topeka, Kansas (1954)

Plessy versus Ferguson (1896) Jim Crow Laws. Reactions to Brown v Board. Brown versus the Board of Education of Topeka, Kansas (1954) Unit II: UNDERSTANDING DOMINANT-MINORITY RELATIONS IN THE UNITED STATES TODAY SOC/SWK 410 Kimberly Baker-Abrams Focus on African Americans Jim Crow Laws series of laws put in place to disenfranchize the

More information

GRADE 10 5/31/02 WHEN THIS WAS TAUGHT: MAIN/GENERAL TOPIC: WHAT THE STUDENTS WILL KNOW OR BE ABLE TO DO: COMMENTS:

GRADE 10 5/31/02 WHEN THIS WAS TAUGHT: MAIN/GENERAL TOPIC: WHAT THE STUDENTS WILL KNOW OR BE ABLE TO DO: COMMENTS: 1 SUB- Age of Revolutions (1750-1914) Continued from Global I Economic and Social Revolutions: Agrarian and Industrial Revolutions Responses to industrialism (Karl Marx) Socialism Explain why the Industrial

More information

2015 Biennial American Survey May, Questionnaire - The Chicago Council on Global Affairs 2015 Public Opinion Survey Questionnaire

2015 Biennial American Survey May, Questionnaire - The Chicago Council on Global Affairs 2015 Public Opinion Survey Questionnaire 2015 Biennial American Survey May, 2015 - Questionnaire - The Chicago Council on Global Affairs 2015 Public Opinion Survey Questionnaire [DISPLAY] In this survey, we d like your opinions about some important

More information

Varieties of Organized Violence

Varieties of Organized Violence Varieties of Organized Violence Do any common features cluster together sets of diverse groups & orgs that are described as terrorists, at least by their opponents? To create a useful typology for classifying

More information

IMMIGRATION AND POPULIST POLICIES IN THE UNITED STATES OF AMERICA. Elizabeth Chacko

IMMIGRATION AND POPULIST POLICIES IN THE UNITED STATES OF AMERICA. Elizabeth Chacko IMMIGRATION AND POPULIST POLICIES IN THE UNITED STATES OF AMERICA Elizabeth Chacko The election of Donald Trump as the 45 th president of the United States of American was seen by his followers as a triumph

More information

No clearly defined political program (follow the leader) were nationalists who wore uniforms, glorified war, and were racist. Fascist?

No clearly defined political program (follow the leader) were nationalists who wore uniforms, glorified war, and were racist. Fascist? Fascism Description: a nationalistic movement anti-democratic and anti-communist a strong central government with a single dictator to run the state that glorified the state above the individual No clearly

More information

POLS - Political Science

POLS - Political Science POLS - Political Science POLITICAL SCIENCE Courses POLS 100S. Introduction to International Politics. 3 Credits. This course provides a basic introduction to the study of international politics. It considers

More information

City University of Hong Kong. Information on a Course offered by Department of Asian and International Studies with effect from Semester B in

City University of Hong Kong. Information on a Course offered by Department of Asian and International Studies with effect from Semester B in City University of Hong Kong Information on a Course offered by Department of Asian and International Studies with effect from Semester B in 2014-15 Part I Course Title: Course Code: Course Duration: U.S.

More information

TWO NEW THEMATIC CONCENTRATION SIX COURSES (At least 18 credits)

TWO NEW THEMATIC CONCENTRATION SIX COURSES (At least 18 credits) TWO NEW THEMATIC CONCENTRATION SIX COURSES (At least 18 credits) Select a concentration in one of the following areas: Political Economy and Development Studies, Cooperation and Conflict, or Ethics and

More information

TABLE OF CONTENTS UNIT 1 LONG AGO

TABLE OF CONTENTS UNIT 1 LONG AGO TABLE OF CONTENTS UNIT 1 LONG AGO IMPORTANT WORDS TO KNOW... 1 CHAPTER 1 LONG AGO LONG AGO... 2 FIRST CIVILIZATION... 3 EGYPT...4 FIRST EMPIRES... 5 INDIA AND CHINA... 6 CHAPTER 2 ANCIENT GREECE GREECE...

More information

Students majoring in International Relations are required to take ONE course from each of the following fields:

Students majoring in International Relations are required to take ONE course from each of the following fields: I n t e r n a t i o n a l R e l a t i o n s F I E L D S Students majoring in International Relations are required to take ONE course from each of the following fields: International Politics & Security

More information

The European Union Strategy for Combating Radicalisation and Recruitment to Terrorism

The European Union Strategy for Combating Radicalisation and Recruitment to Terrorism COUNCIL OF THE EUROPEAN UNION The European Union Strategy for Combating Radicalisation and Recruitment to Terrorism Justice and Home Affairs Council meeting, Brussels 1 December 2005 1. Terrorism is a

More information

: INTRODUCTION TO THE HISTORY OF THE USA Course Code

: INTRODUCTION TO THE HISTORY OF THE USA Course Code Course Title : INTRODUCTION TO THE HISTORY OF THE USA Course Code : HST1113 Recommended Study Year* : Year 1 No. of Credits/Term : 3 Mode of Tuition : Sectional Class Contact Hours : 3 hours per week Category

More information

Chapter 7: Rejecting Liberalism. Understandings of Communism

Chapter 7: Rejecting Liberalism. Understandings of Communism Chapter 7: Rejecting Liberalism Understandings of Communism * in communist ideology, the collective is more important than the individual. Communists also believe that the well-being of individuals is

More information

Simon Miles, Ph.D. Appointments 2017 Assistant Professor, Sanford School of Public Policy, Duke University

Simon Miles, Ph.D. Appointments 2017 Assistant Professor, Sanford School of Public Policy, Duke University , Ph.D. Rubenstein Hall 130 T (919) 613-9560 302 Towerview Drive F (919) 681-8288 Box 90312 E simon.miles@duke.edu Durham, NC, 27708 Appointments 2017 Assistant Professor, Sanford School of Public Policy,

More information

CIEE Global Institute Rome

CIEE Global Institute Rome CIEE Global Institute Rome Course name: SPQR: National Identity through Politics and Society Course number: HIST 3001 ROIT Programs offering course: Rome Open Campus (International Relations and Political

More information

Grade Level: 9-12 Course#: 1548 Length: Full Year Credits: 2 Diploma: Core 40, Academic Honors, Technical Honors Prerequisite: None

Grade Level: 9-12 Course#: 1548 Length: Full Year Credits: 2 Diploma: Core 40, Academic Honors, Technical Honors Prerequisite: None World History/Civilization Grade Level: 9- Course#: 548 Length: Full Year Credits: Diploma: Core 40, Academic Honors, Technical Honors Prerequisite: None This two semester course emphasizes events and

More information

Outline: University of Southern Denmark, 1 September 2011:

Outline: University of Southern Denmark, 1 September 2011: University of Southern Denmark, 1 September 2011: Mediterranean Perspectives Introduction: Presentation of the centre. Mediterranean Perspectives, curriculum and study programme. The teaching material.

More information

First Nine Weeks-August 20-October 23, 2014

First Nine Weeks-August 20-October 23, 2014 Middle School Map-at-a-Glance Guide-7th Grade Social Studies At-a-Glance 2014-2015 Please note: It is very important to follow the order of this pacing guide. As students move from one school to another

More information

University of St. Thomas Rome Core Program - Fall Semester 2016

University of St. Thomas Rome Core Program - Fall Semester 2016 University of St. Thomas Rome Core Program - Fall Semester 2016 COURSE: HIST 112 THE MODERN WORLD SINCE 1550 SEMESTER: FALL 2016 INSTRUCTOR: PROF. GABRIELE SIMONCINI CLASS LOCATION: R1 (CORSO RINASCIMENTO,

More information

Standard 7-4: The student will demonstrate an understanding of the causes and effects of world conflicts in the first half of the twentieth century.

Standard 7-4: The student will demonstrate an understanding of the causes and effects of world conflicts in the first half of the twentieth century. Standard 7-4: The student will demonstrate an understanding of the causes and effects of world conflicts in the first half of the twentieth century. 7-4.4: Compare the ideologies of socialism, communism,

More information

PERSPECTIVES ON GLOBALIZATION AND HEALTH POLICY. Presented by Barbara L. Nichols, DHL, MS, RN, FAAN

PERSPECTIVES ON GLOBALIZATION AND HEALTH POLICY. Presented by Barbara L. Nichols, DHL, MS, RN, FAAN PERSPECTIVES ON GLOBALIZATION AND HEALTH POLICY Presented by Barbara L. Nichols, DHL, MS, RN, FAAN Overview of Globalization A Global Perspective Four Policy Issues Globalization Migration Demographics

More information

TRANSCRIPT. ROBERT KAPLAN: It s my pleasure to be here, Margaret.

TRANSCRIPT. ROBERT KAPLAN: It s my pleasure to be here, Margaret. TRANSCRIPT MARGARET WARNER: And joining me is Robert Kaplan, correspondent for the Atlantic Monthly and author of many books on foreign affairs. He traveled extensively in Afghanistan and Pakistan in the

More information

Preventing Violent Extremism A Strategy for Delivery

Preventing Violent Extremism A Strategy for Delivery Preventing Violent Extremism A Strategy for Delivery i. Contents Introduction 3 Undermine extremist ideology and support mainstream voices 4 Disrupt those who promote violent extremism, and strengthen

More information

For Educators

For Educators www.trackedinamerica.org For Educators Introduction Tracked in America is an interactive Web site that explores how surveillance techniques were used against citizens and residents of the United States

More information

Describe the provisions of the Versailles treaty that affected Germany. Which provision(s) did the Germans most dislike?

Describe the provisions of the Versailles treaty that affected Germany. Which provision(s) did the Germans most dislike? Time period for the paper: World War I through the end of the Cold War Paper length: 5-7 Pages Due date: April 24-25 Treaty of Versailles & the Aftermath of World War I Describe the provisions of the Versailles

More information

Unit 7 Station 2: Conflict, Human Rights Issues, and Peace Efforts. Name: Per:

Unit 7 Station 2: Conflict, Human Rights Issues, and Peace Efforts. Name: Per: Name: Per: Station 2: Conflicts, Human Rights Issues, and Peace Efforts Part 1: Vocab Directions: Use the reading below to locate the following vocab words and their definitions. Write their definitions

More information

Slide 1. Slide 2 PERSPECTIVES ON GLOBALIZATION AND HEALTH POLICY. Slide 3 PERSPECTIVES ON GLOBALIZATION AND HEALTH POLICY

Slide 1. Slide 2 PERSPECTIVES ON GLOBALIZATION AND HEALTH POLICY. Slide 3 PERSPECTIVES ON GLOBALIZATION AND HEALTH POLICY Slide 1 PERSPECTIVES ON GLOBALIZATION AND HEALTH POLICY Presented by Barbara L. Nichols, DHL, MS, RN, FAAN Slide 2 Slide 3 Slide 4 Overview of Globalization Slide 5 A Global Perspective Four Policy Issues

More information