Author: Employers Must Ease Way for Next Generation
Heather Havenstein
December 17, 2007 (Computerworld) In his 1997 book, Growing Up Digital: The Rise of the Net Generation, author Don Tapscott predicted that the children of baby boomers would become enormously influential as the first generation to grow up surrounded by high-tech tools and toys.
Tapscott’s latest book, Grown Up Digital, revisits the so-called Net generation — those born between the late 1970s and early 1990s — and finds that their unique attitudes and aptitudes are already invading the workplace. The book is due out next year.
Tapscott said his research has found that the Net generation offers unique talents to employers, who will have to adapt hiring and workplace processes to effectively recruit and retain them.
The research included interviews with more than 11,000 of the 80 million members of the Net generation in a $4 million study.
Tapscott contended that high-profile knocks against the children of baby boomers — that they are a generation that’s uninformed, lazy and looking to move up the corporate ladder without putting in the required blood, sweat and tears — are wrong.
The group’s work habits, he said, are just different from those of their parents, because they have been profoundly influenced by technologies like instant messaging, video games, mobile phones and search engines.
“These kids’ brains are actually wired differently,” Tapscott said. “Their IQs are up by all the measures we have. This is the smartest generation ever. They are highly motivated and bring a new kind of culture.” And some, he noted, are quitting their jobs when they bump up against a traditional corporate culture.
Tapscott said that the research showed that companies must accommodate the new generation’s need for speed — real-time instant messaging conversation is its core communication method. The preference for quick, peer-to-peer interaction can be stifled by a traditional corporate hierarchy and work processes, he said.
The new workforce also wants to take advantage of mobile technology, which provides a freedom that “has become like oxygen” to them, Tapscott said.
The desire for freedom and balance can be exploited for competitive gain, he noted. Companies, for example, could use collaboration technologies in virtual teaming arrangements, allowing Net generation workers to satisfy their need to socialize with peers worldwide.
Based on the research, Tapscott also suggested that companies do the following:
* Provide a healthy amount of project work that offers cyclical, intensive projects.
* Set up opportunities for young workers to quickly present their ideas to managers.
* Encourage informal relationships between managers and workers.
G. Mick Smith, PhD, Senior Educational Technology Executive: https://www.linkedin.com/in/gmicksmith/
Monday, December 17, 2007
If You Do Not Resemble the Young People in this Story, You Will Have Difficulty in the Workforce
IT Faces Stiff Challenge From Emerging Workforce
Heather Havenstein
December 17, 2007 (Computerworld) Chris Scalet realized that the next generation of workers will likely require drastically different IT tools and policies as he watched his 20-year-old daughter studying for college classes recently.
Scalet, senior vice president and CIO at Merck & Co., noticed that she simultaneously studied, listened to her iPod, sent text messages and browsed through pages of the Facebook online social network.
“How she will work in the future will be very different from how we work today,” Scalet said. “She is going to expect [collaboration] tools... to be able to work. We don’t think that way today as corporations. We think, as baby boomers, [about a] very traditional, structured, formal [work process].”
David Berry
David Berry
Scalet is among a growing number of IT executives looking at what changes need to be made to adequately meet the needs of the 80 million children of baby boomers, who are just now entering the workforce.
Businesses must quickly find a way to adapt to new technologies that will be essential in what Don Tapscott calls “the next-generation enterprise.” Tapscott is co- author of Wikinomics (Portfolio Hardcover, 2006), a book about how the Internet and mass collaboration are about to dramatically affect the global economy.
“Collaboration models are going to dominate the 21st century marketplace,” he predicted. “If you don’t understand that, you’re going to fail.”
Though Scalet said it’s too early to say exactly how technology will have to evolve, he agreed that CIOs must “think very differently about how to build future capabilities.”
“This next generation of employees will pull corporations toward it,” he said. If companies lack the technology demanded by the new workers, “they will pack up and go someplace that does. IT has to take a leadership role.”
But, warned David Berry, senior vice president and CIO at cosmetics company Coty Inc., such new technologies still must fall within corporate IT parameters in areas like security and governance.
Berry said he is already working to determine which of the new collaboration technologies can fit into a corporate environment — and which cannot.
“Social networks, for example, in a nonworkplace environment might be OK, but what about managing it when litigation steps in?” Berry said. “Most companies are not geared to handle [social networks]. It is hard enough to handle inappropriate use of the Internet in the workplace.”
New York-based Coty is using instant messaging and online forums, and it is gearing up to roll out a corporate portal with access to instant messaging, e-mail and company news, Berry said. He acknowledged that the effort so far is “sort of a Yahoo” first-generation Internet approach to technology that may seem “stale” to the younger set. Therefore, he added, the company is also integrating forums, wikis and RSS feeds into the mix.
Berry noted that as time goes on, IT managers will have to play the “good guy, bad guy” role in managing the rollout of these technologies. “It is also our responsibility to train the younger people in the proper use of technologies, to respect policy and process, and not only have fun with the new technologies,” he said
Managers must also consider the cost of rolling out the new technologies. “The younger folks haven’t had to deal with ROI or capital investments,” Berry said.
‘A Lot of Cool Stuff’
Brian Fetherstonhaugh, chairman and CEO of OgilvyOne Worldwide, said that the New York-based direct marketing firm is looking for ways to blend traditional work methods and new technologies through its three-year-old entry-level associate training program.
Fetherstonhaugh acknowledged that he had underestimated the needs of younger workers until he began meeting monthly with new employees in the associate program.
“The issue of talent and finding and keeping it is critical,” he noted. “Their patience is different. Their appetite for work and play is extremely high.” The new workers “know a lot of cool stuff we don’t know.”
At Whitehouse Station, N.J.-based Merck, some workers maintain that the emerging technologies will be “a huge part of our business in the future,” said Scalet. Others, however, believe that the new tools are “a fad that will pass,” he added.
But while Merck is trying to identify the middle ground between those two camps, Scalet is sure that the company will have to find a way to support the technology demands of the baby boomers’ children. “There are 80 million potential workers who are coming at us with these types of capabilities,” he noted. “We’re going to have to deal with that.”
Executives are encouraging Merck employees to experiment with social networks, which Scalet said could lead to a dramatic change in the company’s method for solving problems.
The future model could involve electronically sharing a business problem with anyone with Web access “and letting 15,000 people solve it in an hour,” he said. “That potentially is a very powerful model.”
Heather Havenstein
December 17, 2007 (Computerworld) Chris Scalet realized that the next generation of workers will likely require drastically different IT tools and policies as he watched his 20-year-old daughter studying for college classes recently.
Scalet, senior vice president and CIO at Merck & Co., noticed that she simultaneously studied, listened to her iPod, sent text messages and browsed through pages of the Facebook online social network.
“How she will work in the future will be very different from how we work today,” Scalet said. “She is going to expect [collaboration] tools... to be able to work. We don’t think that way today as corporations. We think, as baby boomers, [about a] very traditional, structured, formal [work process].”
David Berry
David Berry
Scalet is among a growing number of IT executives looking at what changes need to be made to adequately meet the needs of the 80 million children of baby boomers, who are just now entering the workforce.
Businesses must quickly find a way to adapt to new technologies that will be essential in what Don Tapscott calls “the next-generation enterprise.” Tapscott is co- author of Wikinomics (Portfolio Hardcover, 2006), a book about how the Internet and mass collaboration are about to dramatically affect the global economy.
“Collaboration models are going to dominate the 21st century marketplace,” he predicted. “If you don’t understand that, you’re going to fail.”
Though Scalet said it’s too early to say exactly how technology will have to evolve, he agreed that CIOs must “think very differently about how to build future capabilities.”
“This next generation of employees will pull corporations toward it,” he said. If companies lack the technology demanded by the new workers, “they will pack up and go someplace that does. IT has to take a leadership role.”
But, warned David Berry, senior vice president and CIO at cosmetics company Coty Inc., such new technologies still must fall within corporate IT parameters in areas like security and governance.
Berry said he is already working to determine which of the new collaboration technologies can fit into a corporate environment — and which cannot.
“Social networks, for example, in a nonworkplace environment might be OK, but what about managing it when litigation steps in?” Berry said. “Most companies are not geared to handle [social networks]. It is hard enough to handle inappropriate use of the Internet in the workplace.”
New York-based Coty is using instant messaging and online forums, and it is gearing up to roll out a corporate portal with access to instant messaging, e-mail and company news, Berry said. He acknowledged that the effort so far is “sort of a Yahoo” first-generation Internet approach to technology that may seem “stale” to the younger set. Therefore, he added, the company is also integrating forums, wikis and RSS feeds into the mix.
Berry noted that as time goes on, IT managers will have to play the “good guy, bad guy” role in managing the rollout of these technologies. “It is also our responsibility to train the younger people in the proper use of technologies, to respect policy and process, and not only have fun with the new technologies,” he said
Managers must also consider the cost of rolling out the new technologies. “The younger folks haven’t had to deal with ROI or capital investments,” Berry said.
‘A Lot of Cool Stuff’
Brian Fetherstonhaugh, chairman and CEO of OgilvyOne Worldwide, said that the New York-based direct marketing firm is looking for ways to blend traditional work methods and new technologies through its three-year-old entry-level associate training program.
Fetherstonhaugh acknowledged that he had underestimated the needs of younger workers until he began meeting monthly with new employees in the associate program.
“The issue of talent and finding and keeping it is critical,” he noted. “Their patience is different. Their appetite for work and play is extremely high.” The new workers “know a lot of cool stuff we don’t know.”
At Whitehouse Station, N.J.-based Merck, some workers maintain that the emerging technologies will be “a huge part of our business in the future,” said Scalet. Others, however, believe that the new tools are “a fad that will pass,” he added.
But while Merck is trying to identify the middle ground between those two camps, Scalet is sure that the company will have to find a way to support the technology demands of the baby boomers’ children. “There are 80 million potential workers who are coming at us with these types of capabilities,” he noted. “We’re going to have to deal with that.”
Executives are encouraging Merck employees to experiment with social networks, which Scalet said could lead to a dramatic change in the company’s method for solving problems.
The future model could involve electronically sharing a business problem with anyone with Web access “and letting 15,000 people solve it in an hour,” he said. “That potentially is a very powerful model.”
Mock Trial Info
Dear 2008 Mock Trial Competition Participants:
Several passes were recently donated to Temple-LEAP for Mock
Trial participants to attend a special screening of the
exciting new movie "The Great Debaters". The movie is an
inspirational story of an debate team from a historically
black college during the Depression that overcomes odds to
participate in a national debate competition. The movie
will
surely be a good learning tool for Mock Trial participants.
Two students from each school can attend. The screening will
be held at the Pearl Theatre @ Avenue North, 1600 North
Broad Street (near Broad and Cecil B. Moore) on Wednesday,
December 19, 2007 at 7:00 pm. Preference for passes will be
given to students who have demonstrated a commitment to this
year's competition by attending the Mock Trial Camp in
October. The passes will be distributed on a first come,
first served basis.
Please contact the Temple-LEAP office via e-mail
(leap@temple.edu) with the names of the two students
attending from your school. One pass admits two students.
Passes will be available for pickup Tuesday, December 18 and
Wednesday December 19, 2007 from 3-5 pm at the Temple Law
School front desk. Please do not pick up passes until you
have received confirmation from the Temple LEAP office.
Temple LEAP Project
215-204-1887
215-204-8948
leap@temple.edu
Several passes were recently donated to Temple-LEAP for Mock
Trial participants to attend a special screening of the
exciting new movie "The Great Debaters". The movie is an
inspirational story of an debate team from a historically
black college during the Depression that overcomes odds to
participate in a national debate competition. The movie
will
surely be a good learning tool for Mock Trial participants.
Two students from each school can attend. The screening will
be held at the Pearl Theatre @ Avenue North, 1600 North
Broad Street (near Broad and Cecil B. Moore) on Wednesday,
December 19, 2007 at 7:00 pm. Preference for passes will be
given to students who have demonstrated a commitment to this
year's competition by attending the Mock Trial Camp in
October. The passes will be distributed on a first come,
first served basis.
Please contact the Temple-LEAP office via e-mail
(leap@temple.edu) with the names of the two students
attending from your school. One pass admits two students.
Passes will be available for pickup Tuesday, December 18 and
Wednesday December 19, 2007 from 3-5 pm at the Temple Law
School front desk. Please do not pick up passes until you
have received confirmation from the Temple LEAP office.
Temple LEAP Project
215-204-1887
215-204-8948
leap@temple.edu
Sunday, December 16, 2007
Mickey Mouse Clone and Palestinian Children Advocate Violence and Death
New videos have been posted with a popular T.V. character Mickey Mouse clone and Palestinian children advocating violence and death.
Saturday, December 15, 2007
"Emerging Powers: India"
India Vocabulary
“Emerging Powers: India”
Two quotes to consider from the video:
“You can’t just sit on your backside.”
“Perform or fail.”
1. Enlightenment
2. state-controlled
3. capitalism
4. competitors
5. populism
6. socialism
7. free-market
8. ex-patriots
9. optimism
10. opportunity
11. nostalgia
12. Silicon Valley
13. manpower
14. bureaucracy
15. liberalized
16. restraints
17. independence
18. colony
19. Gandhi
20. licenses
21. complacent
22. crisis
23. radical
24. export
25. bankrupt
26. Nehru
27. barriers
28. investment
29. monopoly
30. gracious
31. satellite
32. realm
33. conceive
34. media
35. global economy
36. multi-nationals
37. horoscope
38. BBC
39. cricket
40. cobras
41. fermentation
42. kabobs
43. tandori
44. curry
45. upwardly mobile
46. executive
47. grooming
48. etiquette
49. living standards
50. commercial
51. microcosm
52. shack
53. vendor
54. rural
55. urban
56. enterprising
57. transistor
58. prototype
59. components
60. saris
61. Sikh
62. private sector
63. MBA
64. “red tape”
65. import duties
66. cottage industry
67. abject poverty
68. rupis
69. protectionism
70. regulation
71. brokerage
72. capitalization
73. Kashmir
74. Bangalore
“Emerging Powers: India”
Two quotes to consider from the video:
“You can’t just sit on your backside.”
“Perform or fail.”
1. Enlightenment
2. state-controlled
3. capitalism
4. competitors
5. populism
6. socialism
7. free-market
8. ex-patriots
9. optimism
10. opportunity
11. nostalgia
12. Silicon Valley
13. manpower
14. bureaucracy
15. liberalized
16. restraints
17. independence
18. colony
19. Gandhi
20. licenses
21. complacent
22. crisis
23. radical
24. export
25. bankrupt
26. Nehru
27. barriers
28. investment
29. monopoly
30. gracious
31. satellite
32. realm
33. conceive
34. media
35. global economy
36. multi-nationals
37. horoscope
38. BBC
39. cricket
40. cobras
41. fermentation
42. kabobs
43. tandori
44. curry
45. upwardly mobile
46. executive
47. grooming
48. etiquette
49. living standards
50. commercial
51. microcosm
52. shack
53. vendor
54. rural
55. urban
56. enterprising
57. transistor
58. prototype
59. components
60. saris
61. Sikh
62. private sector
63. MBA
64. “red tape”
65. import duties
66. cottage industry
67. abject poverty
68. rupis
69. protectionism
70. regulation
71. brokerage
72. capitalization
73. Kashmir
74. Bangalore
"Emerging Powers: India"
India Vocabulary
“Emerging Powers: India”
Two quotes to consider from the video:
“You can’t just sit on your backside.”
“Perform or fail.”
1. Enlightenment
2. state-controlled
3. capitalism
4. competitors
5. populism
6. socialism
7. free-market
8. ex-patriots
9. optimism
10. opportunity
11. nostalgia
12. Silicon Valley
13. manpower
14. bureaucracy
15. liberalized
16. restraints
17. independence
18. colony
19. Gandhi
20. licenses
21. complacent
22. crisis
23. radical
24. export
25. bankrupt
26. Nehru
27. barriers
28. investment
29. monopoly
30. gracious
31. satellite
32. realm
33. conceive
34. media
35. global economy
36. multi-nationals
37. horoscope
38. BBC
39. cricket
40. cobras
41. fermentation
42. kabobs
43. tandori
44. curry
45. upwardly mobile
46. executive
47. grooming
48. etiquette
49. living standards
50. commercial
51. microcosm
52. shack
53. vendor
54. rural
55. urban
56. enterprising
57. transistor
58. prototype
59. components
60. saris
61. Sikh
62. private sector
63. MBA
64. “red tape”
65. import duties
66. cottage industry
67. abject poverty
68. rupis
69. protectionism
70. regulation
71. brokerage
72. capitalization
73. Kashmir
74. Bangalore
“Emerging Powers: India”
Two quotes to consider from the video:
“You can’t just sit on your backside.”
“Perform or fail.”
1. Enlightenment
2. state-controlled
3. capitalism
4. competitors
5. populism
6. socialism
7. free-market
8. ex-patriots
9. optimism
10. opportunity
11. nostalgia
12. Silicon Valley
13. manpower
14. bureaucracy
15. liberalized
16. restraints
17. independence
18. colony
19. Gandhi
20. licenses
21. complacent
22. crisis
23. radical
24. export
25. bankrupt
26. Nehru
27. barriers
28. investment
29. monopoly
30. gracious
31. satellite
32. realm
33. conceive
34. media
35. global economy
36. multi-nationals
37. horoscope
38. BBC
39. cricket
40. cobras
41. fermentation
42. kabobs
43. tandori
44. curry
45. upwardly mobile
46. executive
47. grooming
48. etiquette
49. living standards
50. commercial
51. microcosm
52. shack
53. vendor
54. rural
55. urban
56. enterprising
57. transistor
58. prototype
59. components
60. saris
61. Sikh
62. private sector
63. MBA
64. “red tape”
65. import duties
66. cottage industry
67. abject poverty
68. rupis
69. protectionism
70. regulation
71. brokerage
72. capitalization
73. Kashmir
74. Bangalore
Thursday, December 13, 2007
Jobs in Government Technology
Get informed on the role autonomous machines will play in the future of the public sector. Will robots be making decisions in your agency?
The Defense Advanced Research Projects Agency thinks so.
Change the way your agency looks at recruiting and retaining public sector IT professionals via Missouri's virtual world talent search.
Revolutionize your public safety with emerging technologies recently implemented by the Los Angeles County Sheriff's Department.
Fight climate change, improve the local environment and conserve energy in your city. 740 mayors have signed the Climate Protection Agreement. Is your city on board?
Thursday, December 06, 2007
Philadelphia (Public) Schools Benefit from Wireless Computer Access
Philadelphia schools reap Wi-Fi benefits
Matt Hamblen
December 06, 2007 (Computerworld) Just as the Philadelphia public schools are starting to reap the benefits of a $40 million Wi-Fi project that puts wireless Internet access within reach of 170,000 students, an upgrade to new 802.11n technology is being contemplated for next fall.
The Wi-Fi deployment to all 268 Philadelphia schools, which was finished over the summer, is considered one of the largest Wi-Fi projects anywhere on the globe, according to Meru Networks, one of the vendors that has worked with Avaya Inc. on the project.
The wireless initiative started in early 2003. Updates, including faster 802.11n technology, were expected at the outset to occur every three to four years, subject to funding and technology advances, said Bob Westall, deputy CIO for the city's School District of Philadelphia.
Wi-Fi technology over the 802.11 a/b/g specifications has been instrumental in giving "functional 1 to 1" access of computing to all students, since it allows students to use laptop computers rotated from classroom to classroom on carts, he said.
In an e-mail, Westall called Wi-Fi a "powerful foundation of technology" that supports bandwidth intensive online curriculum, a curriculum management system, digital libraries and a parent-teacher collaboration portal.
A staff of 11,000 can also access operations and administrative applications. The applications include voice, data and video media, Meru officials said.
The district spent about $40 million to wire the schools and buy Wi-Fi gear, Westall said, with about 75% of the cost subsidized by the federal E-Rate program.
Westall said the district plans to incorporate 802.11n technology during the first cycle of equipment replacement, which is expected to start next fall. He did not provide any other details on costs or a deployment schedule.
A Meru spokeswoman said that "potentially" the faster speed 802.11n technology could be installed by Meru in about 170 schools of a total of 268 over one to two years. Meru recently announced it had provisioned 90 of the schools as of last summer with 14,000 access points contained in 7,000 Meru Network Radio Switches.
That switch, the RS4000, features air traffic control technology that Meru said has been ideal for converged voice, data and video applications especially in areas with many users.
Meru officials said they were also able to use the technology to help prevent interference from nearby Wi-Fi signals emitted from equipment used by the city government for its massive municipal Wi-Fi deployment.
The project was originally started with Avaya working with Proxim Wireless Corp., which led to wiring of about 178 schools, but the district and Avaya determined that Meru's technology "would better adapt and scale to the district's needs," Westall said. Proxim could not be reached to comment.
When Meru started on the project about two years ago, 802.11n and even 802.11 Draft N had not been developed as a specification, the Meru spokeswoman added.
Phil Belanger, an analyst at Novarum Inc., said Meru has been a strong leader in promoting Draft N Wi-Fi technology. The Meru Radio Switch is innovative for providing higher bandwidth capacity in zones with many users, unlike many competitors, he added, making it a suitable implementation at the Philadelphia School District.
Cf. Philadelphia Public Schools and Wi-Fi Access.
Matt Hamblen
December 06, 2007 (Computerworld) Just as the Philadelphia public schools are starting to reap the benefits of a $40 million Wi-Fi project that puts wireless Internet access within reach of 170,000 students, an upgrade to new 802.11n technology is being contemplated for next fall.
The Wi-Fi deployment to all 268 Philadelphia schools, which was finished over the summer, is considered one of the largest Wi-Fi projects anywhere on the globe, according to Meru Networks, one of the vendors that has worked with Avaya Inc. on the project.
The wireless initiative started in early 2003. Updates, including faster 802.11n technology, were expected at the outset to occur every three to four years, subject to funding and technology advances, said Bob Westall, deputy CIO for the city's School District of Philadelphia.
Wi-Fi technology over the 802.11 a/b/g specifications has been instrumental in giving "functional 1 to 1" access of computing to all students, since it allows students to use laptop computers rotated from classroom to classroom on carts, he said.
In an e-mail, Westall called Wi-Fi a "powerful foundation of technology" that supports bandwidth intensive online curriculum, a curriculum management system, digital libraries and a parent-teacher collaboration portal.
A staff of 11,000 can also access operations and administrative applications. The applications include voice, data and video media, Meru officials said.
The district spent about $40 million to wire the schools and buy Wi-Fi gear, Westall said, with about 75% of the cost subsidized by the federal E-Rate program.
Westall said the district plans to incorporate 802.11n technology during the first cycle of equipment replacement, which is expected to start next fall. He did not provide any other details on costs or a deployment schedule.
A Meru spokeswoman said that "potentially" the faster speed 802.11n technology could be installed by Meru in about 170 schools of a total of 268 over one to two years. Meru recently announced it had provisioned 90 of the schools as of last summer with 14,000 access points contained in 7,000 Meru Network Radio Switches.
That switch, the RS4000, features air traffic control technology that Meru said has been ideal for converged voice, data and video applications especially in areas with many users.
Meru officials said they were also able to use the technology to help prevent interference from nearby Wi-Fi signals emitted from equipment used by the city government for its massive municipal Wi-Fi deployment.
The project was originally started with Avaya working with Proxim Wireless Corp., which led to wiring of about 178 schools, but the district and Avaya determined that Meru's technology "would better adapt and scale to the district's needs," Westall said. Proxim could not be reached to comment.
When Meru started on the project about two years ago, 802.11n and even 802.11 Draft N had not been developed as a specification, the Meru spokeswoman added.
Phil Belanger, an analyst at Novarum Inc., said Meru has been a strong leader in promoting Draft N Wi-Fi technology. The Meru Radio Switch is innovative for providing higher bandwidth capacity in zones with many users, unlike many competitors, he added, making it a suitable implementation at the Philadelphia School District.
Cf. Philadelphia Public Schools and Wi-Fi Access.
Wednesday, December 05, 2007
All Quiet On the Western Front, Video Worksheet
Originally posted: Monday, January 15, 2007
U.S. Navy video hit and "All Quiet On The Western Front."
U.S. Navy video a hit on YouTube
Blogger Victoria Revay writes:
"The U.S. Navy's latest propaganda video on YouTube was the third most watched video last week on the popular video site. It even beat out videos of Lonelygirl15, Britney and Donald Trump. But what is more surprising is the debate these series of videos have started. Since the U.S. government posted an anti-drug campaign video in September [2006], debates about terrorism, the war in Iraq, the U.S. and Europe have been left in over 1,600 comments attached to the videos."
http://www.nowpublic.com/u_s_navy_video_a_hit_on_youtube
I am seeking your ideas on the question of comparing "All Quiet On The Western Front," and this more recent Navy video. The comparison is worth ten (10) points.
What is the view of the military that emerges in each visual presentation?
U.S. Navy video
"All Quiet on the Western Front," Film Worksheet
Name: ____________________________________________________ Per.: _____
The film "All Quiet on the Western Front" is a classic Hollywood adaptation of Erich Remarque's novel. It takes a hard look at the tragedy of war using World War I as its backdrop. You may use the back of this sheet to answer the questions.
As you watch the movie, please answer the following questions:
1. What is the title of this film?
2. When was the novel written?
3. Who wrote the original novel?
4. Why did the students join the Army?
5. What job or occupation did the mailman (Himmelstoess) have?
6. Was he particularly cruel to these recruits? Give an example.
7. How did the solders get back at Himmelstoess?
8. How were conditions at the Western Front different from their expectations in training camp?
9. What was the impact of the shelling on the new recruits?
10. What happened after the bombardment?
11. What happened to Kemmerich's boots?
12. How did the doctors' react to Kemmerich's plight?
13. What sport did Kemmerich participate in before the war?
14. In the attack, what effect did the machine gun have on the recruit's ideas of the glory of war and individual heroism?
15. How many of the company died in this first battle?
16. How do you know?
17. Why were they able to eat so well finally?
18. In this film, what is Kat’ “baptism?”
19. During the war, is "God still in his heaven?"
20. Why was Kat going to shoot the new recruit?
21. What does the arrival of many coffins signal?
22. What was the pattern of a battle? What preceded the attack? What followed it?
23. What is Kat's rank?
24. During the war, which is a better weapon, a bayonet that the recruits got in training, or the shovel (spade) they got on the battlefield?
25. What is the Vocabulary word that describes the horrible things that happen during war?
26. How was Sgt. Himmelstoess received when he arrived at the front?
27. What do the men want Himmelstoess to jump into?
28. What is a latrine?
29. How did Himmelstoess react to battle conditions?
30. What happened to Paul Baumer when he found himself in a shell hole in No Man's Land with the French soldier?
31. Was it more difficult for Paul to kill the French soldier in the foxhole? Why or why not?
32. Why does Paul ask for forgiveness?
33. Who got a medal for his actions during battle? Paul or Himmelstoess?
34. Why did the French girls - ostensibly the enemy - accept the German soldiers?
35. After four years of war, how has the German home front been affected? Were there still the parades, crowded streets, and joyous sounds of going off to war?
36. What were the attitudes of the men in the beer hall? Did the men think Germany was losing the war? Were they willing to listen to what Paul had to say?
37. How does Paul Baumer confront his former teacher?
38. What was a Catholic infirmary (hospital) known for?
39. What does it indicate if the orderlies take a hospital patient’s clothes?
40. After Paul is wounded, what did his fellow patient, Albert, try do do?
41. What did Albert ask for?
42. What was he going to do with this item?
43. How has the company changed during Paul's absence?
44. How many students were in Paul’s class in high school? How many students from Paul’s class died in the war?
45. How many went missing?
46. How many went to the “nut house?”
47. When Paul writes, what is his “real home?”
48. When Paul meets with Kemmerich’s mother, does he lie to her? Why or why not?
49. What is ironic about the date of Kat's and Paul's deaths? [Note: The war ended on November 11, 1918.]
50. Describe the attitude of this movie towards World War I and all wars.
Extra Credit
Design a German WW I propaganda poster. Examples may be found at (and there is one class example by Eddie Lantigua): http://www.worldwar1.com/posters.htm.
U.S. Navy video hit and "All Quiet On The Western Front."
U.S. Navy video a hit on YouTube
Blogger Victoria Revay writes:
"The U.S. Navy's latest propaganda video on YouTube was the third most watched video last week on the popular video site. It even beat out videos of Lonelygirl15, Britney and Donald Trump. But what is more surprising is the debate these series of videos have started. Since the U.S. government posted an anti-drug campaign video in September [2006], debates about terrorism, the war in Iraq, the U.S. and Europe have been left in over 1,600 comments attached to the videos."
http://www.nowpublic.com/u_s_navy_video_a_hit_on_youtube
I am seeking your ideas on the question of comparing "All Quiet On The Western Front," and this more recent Navy video. The comparison is worth ten (10) points.
What is the view of the military that emerges in each visual presentation?
U.S. Navy video
"All Quiet on the Western Front," Film Worksheet
Name: ____________________________________________________ Per.: _____
The film "All Quiet on the Western Front" is a classic Hollywood adaptation of Erich Remarque's novel. It takes a hard look at the tragedy of war using World War I as its backdrop. You may use the back of this sheet to answer the questions.
As you watch the movie, please answer the following questions:
1. What is the title of this film?
2. When was the novel written?
3. Who wrote the original novel?
4. Why did the students join the Army?
5. What job or occupation did the mailman (Himmelstoess) have?
6. Was he particularly cruel to these recruits? Give an example.
7. How did the solders get back at Himmelstoess?
8. How were conditions at the Western Front different from their expectations in training camp?
9. What was the impact of the shelling on the new recruits?
10. What happened after the bombardment?
11. What happened to Kemmerich's boots?
12. How did the doctors' react to Kemmerich's plight?
13. What sport did Kemmerich participate in before the war?
14. In the attack, what effect did the machine gun have on the recruit's ideas of the glory of war and individual heroism?
15. How many of the company died in this first battle?
16. How do you know?
17. Why were they able to eat so well finally?
18. In this film, what is Kat’ “baptism?”
19. During the war, is "God still in his heaven?"
20. Why was Kat going to shoot the new recruit?
21. What does the arrival of many coffins signal?
22. What was the pattern of a battle? What preceded the attack? What followed it?
23. What is Kat's rank?
24. During the war, which is a better weapon, a bayonet that the recruits got in training, or the shovel (spade) they got on the battlefield?
25. What is the Vocabulary word that describes the horrible things that happen during war?
26. How was Sgt. Himmelstoess received when he arrived at the front?
27. What do the men want Himmelstoess to jump into?
28. What is a latrine?
29. How did Himmelstoess react to battle conditions?
30. What happened to Paul Baumer when he found himself in a shell hole in No Man's Land with the French soldier?
31. Was it more difficult for Paul to kill the French soldier in the foxhole? Why or why not?
32. Why does Paul ask for forgiveness?
33. Who got a medal for his actions during battle? Paul or Himmelstoess?
34. Why did the French girls - ostensibly the enemy - accept the German soldiers?
35. After four years of war, how has the German home front been affected? Were there still the parades, crowded streets, and joyous sounds of going off to war?
36. What were the attitudes of the men in the beer hall? Did the men think Germany was losing the war? Were they willing to listen to what Paul had to say?
37. How does Paul Baumer confront his former teacher?
38. What was a Catholic infirmary (hospital) known for?
39. What does it indicate if the orderlies take a hospital patient’s clothes?
40. After Paul is wounded, what did his fellow patient, Albert, try do do?
41. What did Albert ask for?
42. What was he going to do with this item?
43. How has the company changed during Paul's absence?
44. How many students were in Paul’s class in high school? How many students from Paul’s class died in the war?
45. How many went missing?
46. How many went to the “nut house?”
47. When Paul writes, what is his “real home?”
48. When Paul meets with Kemmerich’s mother, does he lie to her? Why or why not?
49. What is ironic about the date of Kat's and Paul's deaths? [Note: The war ended on November 11, 1918.]
50. Describe the attitude of this movie towards World War I and all wars.
Extra Credit
Design a German WW I propaganda poster. Examples may be found at (and there is one class example by Eddie Lantigua): http://www.worldwar1.com/posters.htm.
Tuesday, December 04, 2007
Why Not Attend the Massachusetts Institute of Technology, While Still in High School?
The significance for High Schools and the MIT OpenCourseWare initiative is that MIT is extending their offerings to the secondary level.
More than 60% of those people who accessed MIT were from Asian countries but it would make sense that Americans can take advantage of this unprecedented access to knowledge.
The outreach to High Schools by MIT is called "Highlights for High School," which aims to bolster high school education through free and open course materials, from complete curricula and syllabi to videos, lecture notes, and animations.
You can not earn a diploma online but you can access MIT courses.
Highlights for High School is also known as OpenCourseWare Secondary Education, or OCW SE.
On the new site, there are thousands of resources designed just for high school teachers and students, including:
* 15,000 lecture notes;
* 1,800 syllabi;
* 2,600 videos, audio clips, and animations taken from actual MIT courses;
* 9,000 assignments; and
* 900 assessments.
The reason MIT put the materials online is clear.
"As has been well documented, the [United States] needs to invest more in secondary education, particularly in STEM fields. MIT as a leading institution of science and technology has an obligation to help address the issue,"
said Thomas Magnanti, former dean of the School of Engineering at MIT, who chaired the committee that developed Highlights for High School.
Cf. Highlights for High School
Would You Like to Take Classes at the Massachusetts Institute of Technology?
MIT puts entire curriculum online
Linda Rosencrance
December 04, 2007 (Computerworld) MIT has put its entire curriculum of 1,800 undergraduate and graduate courses online, making the courses available for free to any user with an Internet connection and a Web browser.
First announced in 2001, MIT's OpenCourseWare includes syllabuses, homework assignments, exams, reference materials and video lectures when available. The information is published under an open license that allows for reuse, distribution and modification of the materials for noncommercial purposes, said OCW spokesman Steve Carson.
"There are lecture notes, exams, homework assignments from about 15,000 lectures, about 9,000 homework assignments, 900 exams. And with the homework assignments and exams, about 40% of them include the solutions, so you can check your work and see how well you've done," Carson said. "For many of the courses, we've been able to add certain types of special enhancements. If there's a simulation or animation that the faculty member has created, we've included that."
An estimated 35 million people have accessed OCW course materials since the program's inception, Carson said.
"There's been a lot of traffic from China, India and South Korea," he said. "Sixty percent of users are from the outside the United States. And nearly 600 courses have been translated into [other] languages, including Chinese, Spanish, Portuguese and Thai."
Carson said MIT has also provided more than 120 local copies of the OCW site to universities in regions such as sub-Saharan Africa where bandwidth is tight.
In addition, 160 universities from countries and regions around the world, including Spain, China, Japan, Africa, Australia, Europe, Latin America and Southeast Asia, have also published an estimated 5,000 courses, he said.
To date, the project has cost $29 million -- much less than the $100 million price tag that had been projected. Funding was provided by the William and Flora Hewlett Foundation, the Andrew W. Mellon Foundation, Ab Initio Software Corp. and MIT, Carson said.
Carson said MIT expects to add 50 new courses each year.
Linda Rosencrance
December 04, 2007 (Computerworld) MIT has put its entire curriculum of 1,800 undergraduate and graduate courses online, making the courses available for free to any user with an Internet connection and a Web browser.
First announced in 2001, MIT's OpenCourseWare includes syllabuses, homework assignments, exams, reference materials and video lectures when available. The information is published under an open license that allows for reuse, distribution and modification of the materials for noncommercial purposes, said OCW spokesman Steve Carson.
"There are lecture notes, exams, homework assignments from about 15,000 lectures, about 9,000 homework assignments, 900 exams. And with the homework assignments and exams, about 40% of them include the solutions, so you can check your work and see how well you've done," Carson said. "For many of the courses, we've been able to add certain types of special enhancements. If there's a simulation or animation that the faculty member has created, we've included that."
An estimated 35 million people have accessed OCW course materials since the program's inception, Carson said.
"There's been a lot of traffic from China, India and South Korea," he said. "Sixty percent of users are from the outside the United States. And nearly 600 courses have been translated into [other] languages, including Chinese, Spanish, Portuguese and Thai."
Carson said MIT has also provided more than 120 local copies of the OCW site to universities in regions such as sub-Saharan Africa where bandwidth is tight.
In addition, 160 universities from countries and regions around the world, including Spain, China, Japan, Africa, Australia, Europe, Latin America and Southeast Asia, have also published an estimated 5,000 courses, he said.
To date, the project has cost $29 million -- much less than the $100 million price tag that had been projected. Funding was provided by the William and Flora Hewlett Foundation, the Andrew W. Mellon Foundation, Ab Initio Software Corp. and MIT, Carson said.
Carson said MIT expects to add 50 new courses each year.
Sunday, December 02, 2007
Thursday, November 29, 2007
Tuesday, November 27, 2007
EC: Catholic Identity
Catholic Identity and Just War Theory
Catholic Identity and Latin America: Who Was Oscar Romero?
Catholic Identity and New Zealand
A New Zealand Catholic convert was jailed since he did not possess the proper immigration papers but he refused to return to his native Iran because he feared persecution.
Catholic Identity and
Vietnam
Catholic Identity and the history of the Church in China
Catholic Identity and the history of the Church in
India
Catholic Identity and Genocide
Catholic Identity and schools in America
Historical Sketch of Catholic Schools
Catholic Identity and Zionism
This is an article describing how a Cardinal endorses Zionism.
Catholic Identity and 19th Century England
In particular, you may have an interest in Newman Clubs and John Henry Newman. Newman was an Anglican who converted to Roman Catholicism in what has been identified as the Oxford Movement.
Catholic Identity and Russia
The East-West Schism, or Great Schism, divided Chalcedonian Christianity into Western (Latin) and Eastern (Greek) branches, i.e. Western Catholicism and Eastern Orthodoxy. Though normally dated to 1054, the East-West Schism was actually the result of an extended period of estrangement between Latin and Greek Christendom. The primary causes of the Schism were disputes over papal authority—Pope Leo IX claimed he held authority over the four Eastern patriarchs—and over the insertion of the filioque clause into the Nicene Creed by the Western Church. Eastern Orthodox today claim that the primacy of the Patriarch of Rome was only honorary, and that he has authority only over his own diocese and does not have the authority to change the decisions of Ecumenical Councils. There were other, less significant catalysts for the Schism, including variance over liturgical practices and conflicting claims of jurisdiction. Cf. Great Schism.
In Christian theology the filioque clause (filioque meaning "and [from] the son" in Latin) is a heavily disputed clause added to the Nicene Creed, that forms a divisive difference in particular between the Roman Catholic Church and the Eastern Orthodox Church. In the place where the original Nicene Creed reads "We believe in the Holy Spirit ... who proceeds from the Father", the amended version reads "We believe in the Holy Spirit ... who proceeds from the Father and the Son". The addition is accepted by Roman Catholic Christians but rejected by Eastern Orthodox Christians. Many Eastern Catholic churches do not use the clause in their creed, but profess the doctrine it represents, as it is a dogma of the Roman Catholic faith. Insofar as Protestant churches take a position on the doctrine, acceptance of the filioque is normative. The clause is most often referred to as "the filioque" or simply filioque.
Cf. Filioque Clause.
Balkan Nationalism and
Mother Teresa and her teachings are good subjects to research.
Loyalty to Religion or Nationalism
John F. Kennedy's speech in Houston to Protestant Ministers. The speech focuses on the issue of Catholic identity and religious loyalty.
What is Hamas? Not Invited to Annapolis
Please note: some may find the web site referenced here disturbing. However, on the question posed today in regards to the meeting in Annapolis, one group was not invited and did not participate, the group Hamas. The referenced web site reports on Hamas' education for children.
Monday, November 26, 2007
Ch. 26 WW I and the Russian Revolution: 1914-1924
Chapter 26 World War I and the Russian Revolution: 1914–1924
Section 1 The Great War Begins
Terms, People, and Places
entente
militarism
Alsace and Lorraine
ultimatum
mobilize
neutrality
Note Taking
Checkpoint (s)
What two large alliances took shape before the beginning of World War I?
How did international competition and nationalism increase tensions in Europe?
What happened because of the assassination of Francis Ferdinand and his wife?
How did the alliance system deepen the original conflict between Austria-Hungary and Serbia into a general war?
Why were young men on both sides eager to fight when World War I started?
Map Skills
By 1914, most of Europe was divided into two armed camps, the Allies and the Central Powers. Millions of troops stood ready for war.
1. Locate
(a) Germany (b) Alsace-Lorraine (c) the Balkans (d) Serbia
2. Regions
Why would Germans worry about the alliance between France and Russia?
3. Synthesize Information
Based on the information on the map, which alliance do you think had the greater military advantage in 1914?
Biography
Kaiser William II
How did the kaiser’s desire for respect influence his policies?
HW, SECTION 1 Assessment
Reading Skill: Summarize
2. Use your completed chart to answer the Focus Question: Why and how did World War I begin in 1914?
Comprehension and Critical Thinking
Analyze Information
3. Why did European nations form alliances?
Identify Central Issues
4. Why might the Balkans be called the “powder keg of Europe”?
Recognize Causes
5. How did Austria’s government react to the assassination of Archduke Francis Ferdinand?
Determine Relevance
6. What role did geography play in the outbreak of World War I?
EC: Writing About History
Section 2 A New Kind of War
Terms, People, and Places
stalemate
zeppelin
U-boat
convoy
Dardanelles
T. E. Lawrence
Note Taking
Checkpoint (s)
How did the Allies stop the Germans from executing the Schlieffen Plan?
What made World War I much more deadly than previous wars?
In what way was the Eastern Front different from the Western Front?
How did World War I affect the Ottoman empire and European colonies and dominions?
Map Skills
World War I was fought on several fronts in Europe. Despite huge loss of life and property, the two sides came to a stalemate on the Western and Eastern fronts in 1915 and 1916.
1. Locate
(a) Paris (b) Battle of the Marne (c) Verdun (d) Tannenberg
2. Movement
Using the scale, describe how the battle lines moved on the Western Front from 1914 to 1918.
3. Draw Inferences
Based on this map, why do you think many Russians were demoralized by the progress of the war?
Map Skills
From 1914 to 1918, the Ottoman empire struggled against enemies on multiple fronts.
Location
Given that Britain controlled Egypt at this time, describe how the Ottoman empire’s location affected what happened to it during World War I.
HW, SECTION 2 Assessment
Reading Skill: Identify Supporting Details
2. Use your chart and concept web to answer the Focus Question: How and where was World War I fought?
Comprehension and Critical Thinking
Draw Conclusions
3. Why did a stalemate develop on the Western Front?
Synthesize Information
4. Describe three ways in which technology affected the war.
Predict Consequences
5. Governments on both sides of World War I tried to keep full casualty figures and other bad news from reaching the public. What effect do you think news about disastrous defeats such as Tannenberg and Caporetto would have had on the attitudes of people back home?
Recognize Causes
6. How did nationalism within the Ottoman empire come into play during the war?
EC: Writing About History
Section 3 Winning the War
Terms, People, and Places
total war
conscription
contraband
the Lusitania
propaganda
atrocity
Fourteen Points
self-determination
armistice
Note Taking
Checkpoint (s)
Why was it important for both sides to keep civilian morale high during the war?
How did Russia’s loss of morale affect the strategic position of the Allies in World War I?
What are three factors that led the United States to enter the war?
Why did Germany ask the Allies for an armistice in November 1918?
Biography
Edith Cavell
Why do you think the British government spread the story of Edith Cavell?
HW, SECTION 3 Assessment
Reading Skill: Summarize
2. Use your completed outline to answer the Focus Question: How did the Allies win World War I?
Comprehension and Critical Thinking
Summarize
3. What measures did wartime governments take to control national economies and public opinion?
Recognize Effects
4. What impact did wartime failures have on Russia?
Draw Conclusions
5. Describe how the entry of United States into the war was a turning point.
Analyze Information
6. Reread the poem by Siegfried Sassoon. What does it suggest about the effects of trench warfare?
EC: Writing About History
Section 4 Making the Peace
Terms, People, and Places
pandemic
reparations
radicals
collective security
mandate
Note Taking
Checkpoint (s)
What were some of the human, economic, and political costs of the war?
How did the goals of the Big Three leaders conflict at the Paris Peace Conference?
Why were the German delegates surprised when they read the treaty?
Why did the League of Nations fail to accomplish Wilson’s dreams?
Note Taking
Reading Skill: Categorize
Map
Europe, 1914 Europe, 1920
Map Skills
The peace treaties that ended World War I redrew the map of Europe.
1. Locate
(a) Lithuania (b) Czechoslovakia (c) Yugoslavia (c) Poland (d) Danzig
2. Regions
Which countries lost territory in Eastern Europe?
3. Draw Conclusions
Why might the distribution of territory after World War I leave behind widespread dissatisfaction?
Analyzing Political Cartoons
This cartoon portrays one view of the peace treaties that ended World War I.
* The turkey symbolizes Germany.
* Britain holds a carving knife and fork, ready to carve the turkey.
* Other Allies await the feast.
1. What does carving up the turkey symbolize?
2. What attitude do you think that the cartoonist has towards the treaties?
HW, SECTION 4 Assessment
Reading Skill: Summarize
2. Use your completed concept web and table to answer the Focus Question: What factors influenced the peace treaties that ended World War I, and how did people react to the treaties?
Comprehension and Critical Thinking
Make Generalizations
3. Describe conditions in Europe after World War I.
Draw Conclusions
4. How did the peace treaties both follow and violate the principle of self-determination?
Draw Inferences
5. Wilson’s closest advisor wrote of the Paris Peace Conference, “there is much to approve and much to regret.” What do you think he might have approved? What might he have regretted?
EC: Writing About History
Section 5 Revolution and Civil War in Russia
Terms, People, and Places
proletariat
soviet
Cheka
commissar
Note Taking
Checkpoint (s)
What provoked the March Revolution?
Why did Germany want Lenin to return to Russia in 1917?
How were the Bolsheviks able to seize power from the provisional government?
How did the Red army defeat the White army to end the civil war?
How did the government and the economy under Lenin differ from “pure” communism?
Biography
Vladimir Ilyich Lenin
How do you think Lenin’s early life affected his later political ideas?
HW, SECTION 5 Assessment
Reading Skill: Summarize
2. Use your completed timeline to answer the Focus Question: How did two revolutions and a civil war bring about Communist control of Russia?
Comprehension and Critical Thinking
Draw Conclusions
3. What were the causes of the March Revolution?
Recognize Ideologies
4. How did Lenin adapt Marxism to conditions in Russia?
Recognize Cause and Effect
5. What were the causes and effects of the civil war in Russia?
Recognize Effects
6. Why did Lenin compromise between the ideas of capitalism and communism in creating the NEP?
EC: Writing About History
Section 1 The Great War Begins
Terms, People, and Places
entente
militarism
Alsace and Lorraine
ultimatum
mobilize
neutrality
Note Taking
Checkpoint (s)
What two large alliances took shape before the beginning of World War I?
How did international competition and nationalism increase tensions in Europe?
What happened because of the assassination of Francis Ferdinand and his wife?
How did the alliance system deepen the original conflict between Austria-Hungary and Serbia into a general war?
Why were young men on both sides eager to fight when World War I started?
Map Skills
By 1914, most of Europe was divided into two armed camps, the Allies and the Central Powers. Millions of troops stood ready for war.
1. Locate
(a) Germany (b) Alsace-Lorraine (c) the Balkans (d) Serbia
2. Regions
Why would Germans worry about the alliance between France and Russia?
3. Synthesize Information
Based on the information on the map, which alliance do you think had the greater military advantage in 1914?
Biography
Kaiser William II
How did the kaiser’s desire for respect influence his policies?
HW, SECTION 1 Assessment
Reading Skill: Summarize
2. Use your completed chart to answer the Focus Question: Why and how did World War I begin in 1914?
Comprehension and Critical Thinking
Analyze Information
3. Why did European nations form alliances?
Identify Central Issues
4. Why might the Balkans be called the “powder keg of Europe”?
Recognize Causes
5. How did Austria’s government react to the assassination of Archduke Francis Ferdinand?
Determine Relevance
6. What role did geography play in the outbreak of World War I?
EC: Writing About History
Section 2 A New Kind of War
Terms, People, and Places
stalemate
zeppelin
U-boat
convoy
Dardanelles
T. E. Lawrence
Note Taking
Checkpoint (s)
How did the Allies stop the Germans from executing the Schlieffen Plan?
What made World War I much more deadly than previous wars?
In what way was the Eastern Front different from the Western Front?
How did World War I affect the Ottoman empire and European colonies and dominions?
Map Skills
World War I was fought on several fronts in Europe. Despite huge loss of life and property, the two sides came to a stalemate on the Western and Eastern fronts in 1915 and 1916.
1. Locate
(a) Paris (b) Battle of the Marne (c) Verdun (d) Tannenberg
2. Movement
Using the scale, describe how the battle lines moved on the Western Front from 1914 to 1918.
3. Draw Inferences
Based on this map, why do you think many Russians were demoralized by the progress of the war?
Map Skills
From 1914 to 1918, the Ottoman empire struggled against enemies on multiple fronts.
Location
Given that Britain controlled Egypt at this time, describe how the Ottoman empire’s location affected what happened to it during World War I.
HW, SECTION 2 Assessment
Reading Skill: Identify Supporting Details
2. Use your chart and concept web to answer the Focus Question: How and where was World War I fought?
Comprehension and Critical Thinking
Draw Conclusions
3. Why did a stalemate develop on the Western Front?
Synthesize Information
4. Describe three ways in which technology affected the war.
Predict Consequences
5. Governments on both sides of World War I tried to keep full casualty figures and other bad news from reaching the public. What effect do you think news about disastrous defeats such as Tannenberg and Caporetto would have had on the attitudes of people back home?
Recognize Causes
6. How did nationalism within the Ottoman empire come into play during the war?
EC: Writing About History
Section 3 Winning the War
Terms, People, and Places
total war
conscription
contraband
the Lusitania
propaganda
atrocity
Fourteen Points
self-determination
armistice
Note Taking
Checkpoint (s)
Why was it important for both sides to keep civilian morale high during the war?
How did Russia’s loss of morale affect the strategic position of the Allies in World War I?
What are three factors that led the United States to enter the war?
Why did Germany ask the Allies for an armistice in November 1918?
Biography
Edith Cavell
Why do you think the British government spread the story of Edith Cavell?
HW, SECTION 3 Assessment
Reading Skill: Summarize
2. Use your completed outline to answer the Focus Question: How did the Allies win World War I?
Comprehension and Critical Thinking
Summarize
3. What measures did wartime governments take to control national economies and public opinion?
Recognize Effects
4. What impact did wartime failures have on Russia?
Draw Conclusions
5. Describe how the entry of United States into the war was a turning point.
Analyze Information
6. Reread the poem by Siegfried Sassoon. What does it suggest about the effects of trench warfare?
EC: Writing About History
Section 4 Making the Peace
Terms, People, and Places
pandemic
reparations
radicals
collective security
mandate
Note Taking
Checkpoint (s)
What were some of the human, economic, and political costs of the war?
How did the goals of the Big Three leaders conflict at the Paris Peace Conference?
Why were the German delegates surprised when they read the treaty?
Why did the League of Nations fail to accomplish Wilson’s dreams?
Note Taking
Reading Skill: Categorize
Map
Europe, 1914 Europe, 1920
Map Skills
The peace treaties that ended World War I redrew the map of Europe.
1. Locate
(a) Lithuania (b) Czechoslovakia (c) Yugoslavia (c) Poland (d) Danzig
2. Regions
Which countries lost territory in Eastern Europe?
3. Draw Conclusions
Why might the distribution of territory after World War I leave behind widespread dissatisfaction?
Analyzing Political Cartoons
This cartoon portrays one view of the peace treaties that ended World War I.
* The turkey symbolizes Germany.
* Britain holds a carving knife and fork, ready to carve the turkey.
* Other Allies await the feast.
1. What does carving up the turkey symbolize?
2. What attitude do you think that the cartoonist has towards the treaties?
HW, SECTION 4 Assessment
Reading Skill: Summarize
2. Use your completed concept web and table to answer the Focus Question: What factors influenced the peace treaties that ended World War I, and how did people react to the treaties?
Comprehension and Critical Thinking
Make Generalizations
3. Describe conditions in Europe after World War I.
Draw Conclusions
4. How did the peace treaties both follow and violate the principle of self-determination?
Draw Inferences
5. Wilson’s closest advisor wrote of the Paris Peace Conference, “there is much to approve and much to regret.” What do you think he might have approved? What might he have regretted?
EC: Writing About History
Section 5 Revolution and Civil War in Russia
Terms, People, and Places
proletariat
soviet
Cheka
commissar
Note Taking
Checkpoint (s)
What provoked the March Revolution?
Why did Germany want Lenin to return to Russia in 1917?
How were the Bolsheviks able to seize power from the provisional government?
How did the Red army defeat the White army to end the civil war?
How did the government and the economy under Lenin differ from “pure” communism?
Biography
Vladimir Ilyich Lenin
How do you think Lenin’s early life affected his later political ideas?
HW, SECTION 5 Assessment
Reading Skill: Summarize
2. Use your completed timeline to answer the Focus Question: How did two revolutions and a civil war bring about Communist control of Russia?
Comprehension and Critical Thinking
Draw Conclusions
3. What were the causes of the March Revolution?
Recognize Ideologies
4. How did Lenin adapt Marxism to conditions in Russia?
Recognize Cause and Effect
5. What were the causes and effects of the civil war in Russia?
Recognize Effects
6. Why did Lenin compromise between the ideas of capitalism and communism in creating the NEP?
EC: Writing About History
Friday, November 23, 2007
"Stupid in America"
A report by John Stossel entitled "Stupid in America."
About This Video
20-20 investigation by John Stossel entitled "Stupid in America" highlighting some of the flaws with the education system in the United States.
The story started out when identical tests were given to high school students in New Jersey and in Belgium. The Belgian kids cleaned the American kids' clocks. The Belgian kids called the American students "stupid", which gave the piece its name.
Jay Greene, author of "Education Myths," points out that "If money were the solution, the problem would already be solved. We've doubled per pupil spending, adjusting for inflation, over the last 30 years, and yet schools aren't better."
EC: Help Bring "The Singing Revolution" to Philadelphia
You can help bring “The Singing Revolution” to your region.
Sign up and get others to sign up for a screening now! Just enter your zip code/postal code and your e-mail address below. Once there is a minimum of 1,500 people in Philadelphia or this area, the film makers will bring the film to that location for one week. We will be notified by e-mail where and when the film is playing.
Collect and enter valid email addresses for EC. You will get one EC point for each valid email address you collect and enter on The Singing Revolution web site. Good luck.
Tuesday, November 20, 2007
Upcoming Attraction
The next Upcoming Attraction, the Chapter 25 Test, is scheduled for the first day we are back from the break, on Monday.
Monday, November 19, 2007
4th Period Only, 20 November 2007, Tuesday
20 November 2007
Dr. Smith
Room #267
4th Period (only)
World History II
Hand out Study Guides--Section 3 and Section 4--for Chapter 25 Test the first day back, Monday, after Thanksgiving break.
Chapter 25 Section 4 Economic Imperialism in Latin America
Answer Ch. 25 Sec. 4
Checkpoint (s)
What factors undermined democracy in post-independence Latin America?
What struggles did Mexico go through as it tried to find stability in the 1800s?
How did foreign influence and investment affect Latin America?
How did the United States act as an imperialist power in Latin America?
Map
Imperialism in Latin America, 1898–1917
Map Skills
In the early 1900s, European powers held possessions in Latin America. The United States often intervened to protect business interests there.
1. Locate
(a) Cuba (b) Canal Zone (c) British Guiana (d) Honduras
2. Location
Why did the United States have a particularly strong interest in Latin American affairs?
3. Identify Point of View
What natural resources drew the Dutch to Dutch Guiana?
Home Work
Reading Skill: Recognize Multiple Causes
2. Use your completed charts to answer the Focus Question: How did Latin American nations struggle for stability, and how did industrialized nations affect them?
Critical Thinking and Comprehension
Express Problems Clearly
3. What problems faced new nations in Latin America?
Recognize Cause and Effect
4. How did the cycle of economic dependence continue after independence?
Synthesize Information
5. Describe two ways the United States influenced Latin America.
Draw Conclusions
6. Why might developing nations encourage foreign investment? Do you think foreign investors should have the right to intervene in another nation’s affairs to protect their investments? Explain.
Extra Credit
"Writing About History"
Dr. Smith
Room #267
4th Period (only)
World History II
Hand out Study Guides--Section 3 and Section 4--for Chapter 25 Test the first day back, Monday, after Thanksgiving break.
Chapter 25 Section 4 Economic Imperialism in Latin America
Answer Ch. 25 Sec. 4
Checkpoint (s)
What factors undermined democracy in post-independence Latin America?
What struggles did Mexico go through as it tried to find stability in the 1800s?
How did foreign influence and investment affect Latin America?
How did the United States act as an imperialist power in Latin America?
Map
Imperialism in Latin America, 1898–1917
Map Skills
In the early 1900s, European powers held possessions in Latin America. The United States often intervened to protect business interests there.
1. Locate
(a) Cuba (b) Canal Zone (c) British Guiana (d) Honduras
2. Location
Why did the United States have a particularly strong interest in Latin American affairs?
3. Identify Point of View
What natural resources drew the Dutch to Dutch Guiana?
Home Work
Reading Skill: Recognize Multiple Causes
2. Use your completed charts to answer the Focus Question: How did Latin American nations struggle for stability, and how did industrialized nations affect them?
Critical Thinking and Comprehension
Express Problems Clearly
3. What problems faced new nations in Latin America?
Recognize Cause and Effect
4. How did the cycle of economic dependence continue after independence?
Synthesize Information
5. Describe two ways the United States influenced Latin America.
Draw Conclusions
6. Why might developing nations encourage foreign investment? Do you think foreign investors should have the right to intervene in another nation’s affairs to protect their investments? Explain.
Extra Credit
"Writing About History"
An Article from Boston Globe (Scary)
Young people reading a lot less
Report laments the social costs
By David Mehegan, Globe Staff | November 19, 2007
We know what young people are doing more of: watching television, surfing the Web, listening to their iPods, talking on cellphones, and instant-messaging their friends. But a new report released today by the National Endowment for the Arts makes clear what they're doing a lot less of: reading.
The report - a 99-page compendium of more than 40 studies by universities, foundations, business groups, and government agencies since 2004 - paints a dire picture of plummeting levels of reading among young people over the past two decades. Among the findings:
Only 30 percent of 13-year-olds read almost every day.
The number of 17-year-olds who never read for pleasure increased from 9 percent in 1984 to 19 percent in 2004.
Almost half of Americans between ages 18 and 24 never read books for pleasure.
The average person between ages 15 and 24 spends 2 to 2 1/2 hours a day watching TV and 7 minutes reading.
"This is a massive social problem," NEA chairman Dana Gioia, said by phone from Washington. "We are losing the majority of the new generation. They will not achieve anything close to their potential because of poor reading."
It is not just the amount of reading. According to the report, reading ability has fallen as well. While scores have improved for 9-year-olds, they dropped sharply for 17-year-olds. Only about a third of high school seniors read at a proficient level, a 13 percent decline since 1992. "And proficiency is not a high standard," Gioia said. "We're not asking them to be able to read Proust in the original. We're talking about reading the daily newspaper."
Apparently, things are not much better among college students. In 2005, almost 40 percent of college freshmen (and 35 percent of seniors) read nothing at all for pleasure, and 26 percent (28 percent of seniors) read less than one hour per week. Even among college graduates, prose-reading proficiency declined from 40 percent in 1992 to 31 percent in 2003.
The report incorporates national studies that have been carried out since the NEA's 2004 report, "Reading at Risk," found that literary reading - fiction, poetry, and plays - had crashed over 20 years among adult Americans. The new report, titled "To Read or Not to Read: A Question of National Consequence," focuses on reading in general, and it reaches down to younger age levels. While not all studies are exactly comparable in some details (such as time spans), overall they trend in the same direction.
"We took information from so many sources, you would expect some results in the opposite direction," Gioia said. "But I was impressed and depressed at how consistent the information was on the general decline in reading and reading ability."
Changes in young people's reading habits have not escaped notice in the publishing and library fields.
"I'm not hearing of a dramatically big drop, but I would say the number of serious readers, the kids who used to come in and get 20 and 30 books - we're just not seeing that," said Caroline Ward, a children's librarian in Stamford, Conn., who is past president of the children's division of the American Library Association. "We see some, but fewer than we used to."
The report found that the more books there are in a young person's home, the higher the average scores in science, civics, and history, all reading-based subjects. The report notes that average annual household spending on books, adjusted for inflation, dropped 14 percent between 1985 and 2005, and that consumer book sales declined 6 percent from 2000 to 2006.
The report does not explain why youth reading has declined, but Gioia said he suspects three main reasons: "First, something is not happening in our educational system. Second, we are surrounded by nonstop media, but for the most part it does not acknowledge reading. When the media made a celebrity of J.K. Rowling, 10 million people bought her book. Oprah Winfrey put 'Anna Karenina' on the best-seller list. Third, our lives are completely cluttered with a million gadgets."
Indeed, the report suggests that multitasking is a factor. It found that more than half of middle and high school students use other media most or some of the time while reading, and that 20 percent of the time they spend reading they are also watching TV, playing video games, sending messages, or otherwise using a computer.
Besides plotting statistical trends, the report cites economic consequences. Seventy-two percent of employers rated high school graduates deficient in writing, and 38 percent cited reading deficiency. One out of five American workers reads at a lower level than necessary to do his or her job. Not surprisingly, proficient readers are more likely to attain management jobs and higher incomes.
Possibly the most striking finding is that, regardless of income, levels of reading for pleasure correlate closely with levels of social life, voting, and political activism, participation in culture and fine arts, volunteerism, charity work, and even regular exercise.
"The poorest Americans who read did twice as much volunteering and charity work as the richest who did not read," Gioia said. "The habit of regular reading awakens something inside a person that makes him or her take their own life more seriously and at the same time develops the sense that other people's lives are real."
That finding confirms previous studies, said Timothy Shanahan, an education professor at the University of Illinois at Chicago and past president of the International Reading Association. "If you're low in reading ability, not only would you not read the newspaper, but you won't watch news on TV or listen to it on radio," Shanahan said. "You're less likely to take part in activities like sports or church. Being low in literacy is self-isolating, tends to push you out of culture altogether."
Patricia S. Schroeder, president and chief executive of the Association of American Publishers, said part of the problem could be that adults can make children feel that reading is a duty. A common complaint she hears from children and young adults is that few books relate to their lives or interests. "Reading is not really easy," she said, "unless they get into something they want to read about."
David Mehegan can be reached at mehegan@globe.com.
© Copyright 2007 The New York Times Company
Report laments the social costs
By David Mehegan, Globe Staff | November 19, 2007
We know what young people are doing more of: watching television, surfing the Web, listening to their iPods, talking on cellphones, and instant-messaging their friends. But a new report released today by the National Endowment for the Arts makes clear what they're doing a lot less of: reading.
The report - a 99-page compendium of more than 40 studies by universities, foundations, business groups, and government agencies since 2004 - paints a dire picture of plummeting levels of reading among young people over the past two decades. Among the findings:
Only 30 percent of 13-year-olds read almost every day.
The number of 17-year-olds who never read for pleasure increased from 9 percent in 1984 to 19 percent in 2004.
Almost half of Americans between ages 18 and 24 never read books for pleasure.
The average person between ages 15 and 24 spends 2 to 2 1/2 hours a day watching TV and 7 minutes reading.
"This is a massive social problem," NEA chairman Dana Gioia, said by phone from Washington. "We are losing the majority of the new generation. They will not achieve anything close to their potential because of poor reading."
It is not just the amount of reading. According to the report, reading ability has fallen as well. While scores have improved for 9-year-olds, they dropped sharply for 17-year-olds. Only about a third of high school seniors read at a proficient level, a 13 percent decline since 1992. "And proficiency is not a high standard," Gioia said. "We're not asking them to be able to read Proust in the original. We're talking about reading the daily newspaper."
Apparently, things are not much better among college students. In 2005, almost 40 percent of college freshmen (and 35 percent of seniors) read nothing at all for pleasure, and 26 percent (28 percent of seniors) read less than one hour per week. Even among college graduates, prose-reading proficiency declined from 40 percent in 1992 to 31 percent in 2003.
The report incorporates national studies that have been carried out since the NEA's 2004 report, "Reading at Risk," found that literary reading - fiction, poetry, and plays - had crashed over 20 years among adult Americans. The new report, titled "To Read or Not to Read: A Question of National Consequence," focuses on reading in general, and it reaches down to younger age levels. While not all studies are exactly comparable in some details (such as time spans), overall they trend in the same direction.
"We took information from so many sources, you would expect some results in the opposite direction," Gioia said. "But I was impressed and depressed at how consistent the information was on the general decline in reading and reading ability."
Changes in young people's reading habits have not escaped notice in the publishing and library fields.
"I'm not hearing of a dramatically big drop, but I would say the number of serious readers, the kids who used to come in and get 20 and 30 books - we're just not seeing that," said Caroline Ward, a children's librarian in Stamford, Conn., who is past president of the children's division of the American Library Association. "We see some, but fewer than we used to."
The report found that the more books there are in a young person's home, the higher the average scores in science, civics, and history, all reading-based subjects. The report notes that average annual household spending on books, adjusted for inflation, dropped 14 percent between 1985 and 2005, and that consumer book sales declined 6 percent from 2000 to 2006.
The report does not explain why youth reading has declined, but Gioia said he suspects three main reasons: "First, something is not happening in our educational system. Second, we are surrounded by nonstop media, but for the most part it does not acknowledge reading. When the media made a celebrity of J.K. Rowling, 10 million people bought her book. Oprah Winfrey put 'Anna Karenina' on the best-seller list. Third, our lives are completely cluttered with a million gadgets."
Indeed, the report suggests that multitasking is a factor. It found that more than half of middle and high school students use other media most or some of the time while reading, and that 20 percent of the time they spend reading they are also watching TV, playing video games, sending messages, or otherwise using a computer.
Besides plotting statistical trends, the report cites economic consequences. Seventy-two percent of employers rated high school graduates deficient in writing, and 38 percent cited reading deficiency. One out of five American workers reads at a lower level than necessary to do his or her job. Not surprisingly, proficient readers are more likely to attain management jobs and higher incomes.
Possibly the most striking finding is that, regardless of income, levels of reading for pleasure correlate closely with levels of social life, voting, and political activism, participation in culture and fine arts, volunteerism, charity work, and even regular exercise.
"The poorest Americans who read did twice as much volunteering and charity work as the richest who did not read," Gioia said. "The habit of regular reading awakens something inside a person that makes him or her take their own life more seriously and at the same time develops the sense that other people's lives are real."
That finding confirms previous studies, said Timothy Shanahan, an education professor at the University of Illinois at Chicago and past president of the International Reading Association. "If you're low in reading ability, not only would you not read the newspaper, but you won't watch news on TV or listen to it on radio," Shanahan said. "You're less likely to take part in activities like sports or church. Being low in literacy is self-isolating, tends to push you out of culture altogether."
Patricia S. Schroeder, president and chief executive of the Association of American Publishers, said part of the problem could be that adults can make children feel that reading is a duty. A common complaint she hears from children and young adults is that few books relate to their lives or interests. "Reading is not really easy," she said, "unless they get into something they want to read about."
David Mehegan can be reached at mehegan@globe.com.
© Copyright 2007 The New York Times Company
Sunday, November 18, 2007
Chapter 25 New Global Patterns: 1800-1914
Chapter 25
New Global Patterns: 1800–1914
Section 1 Japan Modernizes
Terms, People, and Places
Matthew Perry
Tokyo
Meiji Restoration
Diet
zaibatsu
homogeneous society
First Sino-Japanese War
Russo-Japanese War
Note Taking
Checkpoint (s)
By the mid-1800s, why did so many groups of people in Japan feel discontented?
How did Japan react when it was forced to accept unequal treaties?
What changes did the reforms of the Meiji Restoration bring about in Japan?
Comparing Viewpoints
Colonization in Korea
The excerpts below present two different views of the effect of Japan’s control of Korea in the early 1900s.
Critical Thinking How do the two views on the results of colonization in Korea differ?
Positive Effects
Mining, fishery, and manufacturing have advanced. The bald mountains have been covered with young trees. Trade has increased by leaps and bounds. . . . Study what we are doing in Korea. . . . Japan is a steward on whom devolves [falls] the gigantic task of uplifting the Far East.
—Japanese academic Nitobe Inazo
Negative Effects
The result of annexation, brought about without any conference with the Korean people, is that the Japanese . . . by a false set of figures show a profit and loss account between us two peoples most untrue, digging a trench of everlasting resentment deeper and deeper. . . .
—From the Declaration of Korean Independence, 1919
Checkpoint
How did industrialization help start Japan on an imperialist course?
HW
2. Use your completed chart to answer the section Focus Question: How did Japan become a modern industrial power, and what did it do with its new strength? Hint
Comprehension and Critical Thinking
Identify Central Issues
3. What problems weakened shogun rule in Japan in the mid-1800s?
Recognize Causes
4. What caused Japan to end over 200 years of seclusion?
Draw Conclusions
5. List three ways in which Japan modernized. Explain how each of these actions helped strengthen Japan so it could resist Western pressure.
Connect to Geography
6. Why was control of Korea desirable to both China and Japan?
EC
"Writing About History"
Section 2 Imperialism in Southeast Asia and the Pacific
Objectives
Terms, People, and Places
French Indochina
Mongkut
Spanish-American War
Liliuokalani
Note Taking
Checkpoint (s)
How did the Burmese and the Vietnamese respond to attempts to colonize them?
How did the United States gain control of the Philippines?
Why did some Americans think the United States should control Hawaii?
Map Skills
Spices first attracted Europeans to Southeast Asia. Later, the Industrial Revolution encouraged the search for raw materials and new markets.
1. Locate
(a) the Dutch East Indies (b) French Indochina (c) Siam (d) the Philippines
2. Regions
Which Europeans claimed territory on the mainland?
3. Draw Inferences
According to the map, which Europeans controlled the widest variety of resources?
HW
Reading Strategy: Identify Causes and Effects
2. Use your completed chart to answer the Focus Question: How did industrialized powers divide up Southeast Asia, and how did the colonized peoples react?
Comprehension and Critical Thinking
Summarize
3. What steps did Siam take to preserve its independence?
Draw Conclusions
4. Why were Filipino rebels disappointed when the United States took control of the Philippines?
Synthesize Information
5. How did Hawaii become part of the United States?
Make Comparisons
6. Compare the partition of Southeast Asia to the partition of Africa. How was it similar? How was it different?
EC
"Writing About History"
Section 3 Self-Rule for Canada, Australia, and New Zealand
Objectives
Terms, People, and Places
confederation
dominion
métis
indigenous
penal colony
Maori
Note Taking
Checkpoint (s)
How did the British respond to the Canadians’ desire for self-rule?
What effect did colonization have on Australia’s indigenous population?
Compare and contrast the European settlement of Australia and New Zealand.
Map Skills
Canada grew throughout the latter half of the 1800s.
1. Locate:
(a) Quebec (b) Ontario (c) British Columbia (d) Saskatchewan
2. Movement
Why did British Columbia become a part of Canada before Alberta and Saskatchewan?
3. Make Comparisons
Compare Nova Scotia’s natural resources to those of Manitoba.
Map Skills
British settlement in Australia started with penal settlements on both coasts and slowly spread into the interior of the continent.
1. Locate
(a) Simpson Desert (b) Great Sandy Desert (c) Sydney (d) Perth.
2. Regions
What physical features probably slowed British settlement of Australia’s interior?
3. Draw Inferences
What types of economic activity do you think took place in the area of Australia that was settled by Europeans between 1831 and 1875?
HW
Reading Skill: Identify Causes and Effects
2. Use your completed chart to answer the Focus Question: How were the British colonies of Canada, Australia, and New Zealand settled and how did they win self-rule?
Comprehension and Critical Thinking
Sequence
3. What steps led to Canadian self-rule?
Compare
4. Compare the European settlement of Australia with that of Canada.
Identify Causes
5. Why did the Maori fight colonists in New Zealand?
Synthesize Information
6. What ethnic tensions did Australia, Canada, and New Zealand face?
EC
"Writing About History"
Section 4 Economic Imperialism in Latin America
Objectives
Terms, People, and Places
regionalism
caudillo
Benito Juárez
La Reforma
peonage
Monroe Doctrine
Panama Canal
Note Taking
Checkpoint (s)
What factors undermined democracy in post-independence Latin America?
What struggles did Mexico go through as it tried to find stability in the 1800s?
How did foreign influence and investment affect Latin America?
How did the United States act as an imperialist power in Latin America?
Map
Imperialism in Latin America, 1898–1917
Map Skills
In the early 1900s, European powers held possessions in Latin America. The United States often intervened to protect business interests there.
1. Locate
(a) Cuba (b) Canal Zone (c) British Guiana (d) Honduras
2. Location
Why did the United States have a particularly strong interest in Latin American affairs?
3. Identify Point of View
What natural resources drew the Dutch to Dutch Guiana?
HW
Reading Skill: Recognize Multiple Causes
2. Use your completed charts to answer the Focus Question: How did Latin American nations struggle for stability, and how did industrialized nations affect them?
Critical Thinking and Comprehension
Express Problems Clearly
3. What problems faced new nations in Latin America?
Recognize Cause and Effect
4. How did the cycle of economic dependence continue after independence?
Synthesize Information
5. Describe two ways the United States influenced Latin America.
Draw Conclusions
6. Why might developing nations encourage foreign investment? Do you think foreign investors should have the right to intervene in another nation’s affairs to protect their investments? Explain.
EC
"Writing About History"
New Global Patterns: 1800–1914
Section 1 Japan Modernizes
Terms, People, and Places
Matthew Perry
Tokyo
Meiji Restoration
Diet
zaibatsu
homogeneous society
First Sino-Japanese War
Russo-Japanese War
Note Taking
Checkpoint (s)
By the mid-1800s, why did so many groups of people in Japan feel discontented?
How did Japan react when it was forced to accept unequal treaties?
What changes did the reforms of the Meiji Restoration bring about in Japan?
Comparing Viewpoints
Colonization in Korea
The excerpts below present two different views of the effect of Japan’s control of Korea in the early 1900s.
Critical Thinking How do the two views on the results of colonization in Korea differ?
Positive Effects
Mining, fishery, and manufacturing have advanced. The bald mountains have been covered with young trees. Trade has increased by leaps and bounds. . . . Study what we are doing in Korea. . . . Japan is a steward on whom devolves [falls] the gigantic task of uplifting the Far East.
—Japanese academic Nitobe Inazo
Negative Effects
The result of annexation, brought about without any conference with the Korean people, is that the Japanese . . . by a false set of figures show a profit and loss account between us two peoples most untrue, digging a trench of everlasting resentment deeper and deeper. . . .
—From the Declaration of Korean Independence, 1919
Checkpoint
How did industrialization help start Japan on an imperialist course?
HW
2. Use your completed chart to answer the section Focus Question: How did Japan become a modern industrial power, and what did it do with its new strength? Hint
Comprehension and Critical Thinking
Identify Central Issues
3. What problems weakened shogun rule in Japan in the mid-1800s?
Recognize Causes
4. What caused Japan to end over 200 years of seclusion?
Draw Conclusions
5. List three ways in which Japan modernized. Explain how each of these actions helped strengthen Japan so it could resist Western pressure.
Connect to Geography
6. Why was control of Korea desirable to both China and Japan?
EC
"Writing About History"
Section 2 Imperialism in Southeast Asia and the Pacific
Objectives
Terms, People, and Places
French Indochina
Mongkut
Spanish-American War
Liliuokalani
Note Taking
Checkpoint (s)
How did the Burmese and the Vietnamese respond to attempts to colonize them?
How did the United States gain control of the Philippines?
Why did some Americans think the United States should control Hawaii?
Map Skills
Spices first attracted Europeans to Southeast Asia. Later, the Industrial Revolution encouraged the search for raw materials and new markets.
1. Locate
(a) the Dutch East Indies (b) French Indochina (c) Siam (d) the Philippines
2. Regions
Which Europeans claimed territory on the mainland?
3. Draw Inferences
According to the map, which Europeans controlled the widest variety of resources?
HW
Reading Strategy: Identify Causes and Effects
2. Use your completed chart to answer the Focus Question: How did industrialized powers divide up Southeast Asia, and how did the colonized peoples react?
Comprehension and Critical Thinking
Summarize
3. What steps did Siam take to preserve its independence?
Draw Conclusions
4. Why were Filipino rebels disappointed when the United States took control of the Philippines?
Synthesize Information
5. How did Hawaii become part of the United States?
Make Comparisons
6. Compare the partition of Southeast Asia to the partition of Africa. How was it similar? How was it different?
EC
"Writing About History"
Section 3 Self-Rule for Canada, Australia, and New Zealand
Objectives
Terms, People, and Places
confederation
dominion
métis
indigenous
penal colony
Maori
Note Taking
Checkpoint (s)
How did the British respond to the Canadians’ desire for self-rule?
What effect did colonization have on Australia’s indigenous population?
Compare and contrast the European settlement of Australia and New Zealand.
Map Skills
Canada grew throughout the latter half of the 1800s.
1. Locate:
(a) Quebec (b) Ontario (c) British Columbia (d) Saskatchewan
2. Movement
Why did British Columbia become a part of Canada before Alberta and Saskatchewan?
3. Make Comparisons
Compare Nova Scotia’s natural resources to those of Manitoba.
Map Skills
British settlement in Australia started with penal settlements on both coasts and slowly spread into the interior of the continent.
1. Locate
(a) Simpson Desert (b) Great Sandy Desert (c) Sydney (d) Perth.
2. Regions
What physical features probably slowed British settlement of Australia’s interior?
3. Draw Inferences
What types of economic activity do you think took place in the area of Australia that was settled by Europeans between 1831 and 1875?
HW
Reading Skill: Identify Causes and Effects
2. Use your completed chart to answer the Focus Question: How were the British colonies of Canada, Australia, and New Zealand settled and how did they win self-rule?
Comprehension and Critical Thinking
Sequence
3. What steps led to Canadian self-rule?
Compare
4. Compare the European settlement of Australia with that of Canada.
Identify Causes
5. Why did the Maori fight colonists in New Zealand?
Synthesize Information
6. What ethnic tensions did Australia, Canada, and New Zealand face?
EC
"Writing About History"
Section 4 Economic Imperialism in Latin America
Objectives
Terms, People, and Places
regionalism
caudillo
Benito Juárez
La Reforma
peonage
Monroe Doctrine
Panama Canal
Note Taking
Checkpoint (s)
What factors undermined democracy in post-independence Latin America?
What struggles did Mexico go through as it tried to find stability in the 1800s?
How did foreign influence and investment affect Latin America?
How did the United States act as an imperialist power in Latin America?
Map
Imperialism in Latin America, 1898–1917
Map Skills
In the early 1900s, European powers held possessions in Latin America. The United States often intervened to protect business interests there.
1. Locate
(a) Cuba (b) Canal Zone (c) British Guiana (d) Honduras
2. Location
Why did the United States have a particularly strong interest in Latin American affairs?
3. Identify Point of View
What natural resources drew the Dutch to Dutch Guiana?
HW
Reading Skill: Recognize Multiple Causes
2. Use your completed charts to answer the Focus Question: How did Latin American nations struggle for stability, and how did industrialized nations affect them?
Critical Thinking and Comprehension
Express Problems Clearly
3. What problems faced new nations in Latin America?
Recognize Cause and Effect
4. How did the cycle of economic dependence continue after independence?
Synthesize Information
5. Describe two ways the United States influenced Latin America.
Draw Conclusions
6. Why might developing nations encourage foreign investment? Do you think foreign investors should have the right to intervene in another nation’s affairs to protect their investments? Explain.
EC
"Writing About History"
Friday, November 16, 2007
Awesome interactive sites for students and learners
Jimmy has an interesting video with awesome interactive sites for students and learners.
Catholic Identity
Catholic Identity and Latin America: Who Was Oscar Romero?
Catholic Identity and New Zealand
A New Zealand Catholic convert was jailed since he did not possess the proper immigration papers but he refused to return to his native Iran because he feared persecution.
Catholic Identity and
Vietnam
Catholic Identity and the history of the Church in China
Catholic Identity and the history of the Church in
India
Catholic Identity and Genocide
Catholic Identity and schools in America
Historical Sketch of Catholic Schools
Catholic Identity and Zionism
This is an article describing how a Cardinal endorses Zionism.
Catholic Identity and 19th Century England
In particular, you may have an interest in Newman Clubs and John Henry Newman. Newman was an Anglican who converted to Roman Catholicism in what has been identified as the Oxford Movement.
Catholic Identity and Russia
The East-West Schism, or Great Schism, divided Chalcedonian Christianity into Western (Latin) and Eastern (Greek) branches, i.e. Western Catholicism and Eastern Orthodoxy. Though normally dated to 1054, the East-West Schism was actually the result of an extended period of estrangement between Latin and Greek Christendom. The primary causes of the Schism were disputes over papal authority—Pope Leo IX claimed he held authority over the four Eastern patriarchs—and over the insertion of the filioque clause into the Nicene Creed by the Western Church. Eastern Orthodox today claim that the primacy of the Patriarch of Rome was only honorary, and that he has authority only over his own diocese and does not have the authority to change the decisions of Ecumenical Councils. There were other, less significant catalysts for the Schism, including variance over liturgical practices and conflicting claims of jurisdiction. Cf. Great Schism.
In Christian theology the filioque clause (filioque meaning "and [from] the son" in Latin) is a heavily disputed clause added to the Nicene Creed, that forms a divisive difference in particular between the Roman Catholic Church and the Eastern Orthodox Church. In the place where the original Nicene Creed reads "We believe in the Holy Spirit ... who proceeds from the Father", the amended version reads "We believe in the Holy Spirit ... who proceeds from the Father and the Son". The addition is accepted by Roman Catholic Christians but rejected by Eastern Orthodox Christians. Many Eastern Catholic churches do not use the clause in their creed, but profess the doctrine it represents, as it is a dogma of the Roman Catholic faith. Insofar as Protestant churches take a position on the doctrine, acceptance of the filioque is normative. The clause is most often referred to as "the filioque" or simply filioque.
Cf. Filioque Clause.
Balkan Nationalism and
Mother Teresa and her teachings are good subjects to research.
Loyalty to Religion or Nationalism
John F. Kennedy's speech in Houston to Protestant Ministers. The speech focuses on the issue of Catholic identity and religious loyalty.
FAQ; How Do I Print Materials for Dr. Smith's Classes?
How do I print materials for Dr. Smith's classes? How do I ensure that the unnecessary background material is not printed?
NB:
For all of Dr. Smith's classes, to print from the class blog or any materials for my course:
1. Do not use Word or other coding-intensive word processing program. If you use Word all of the unnecessary background data
is printed as well. You don't need the extra material to print as it is wasteful.
2. Cut and paste using Notepad or another similar program.
3. Go to "Start," a list of programs should pop up.
4. Click on "Accessories" and find "Notepad," and open this program.
5. Highlight the text from the blog that you want copied, by right-clicking on the text--e.g., you may need a Vocabulary list
if a hard copy is not available, then, cut and paste the text into Notepad to print.
NB:
For all of Dr. Smith's classes, to print from the class blog or any materials for my course:
1. Do not use Word or other coding-intensive word processing program. If you use Word all of the unnecessary background data
is printed as well. You don't need the extra material to print as it is wasteful.
2. Cut and paste using Notepad or another similar program.
3. Go to "Start," a list of programs should pop up.
4. Click on "Accessories" and find "Notepad," and open this program.
5. Highlight the text from the blog that you want copied, by right-clicking on the text--e.g., you may need a Vocabulary list
if a hard copy is not available, then, cut and paste the text into Notepad to print.
Wednesday, November 14, 2007
EC: Seedwiki Ch. 25
Priority List of Edits Needed:
Chapter 25 New Global Patterns: 1800–1914
No one has even begun Ch. 25.
Chapter 25 New Global Patterns: 1800–1914
No one has even begun Ch. 25.
Vocabulary: "Causes of World War I" video
"Causes of World War I"
Video Vocabulary
NAME:
Period:
1. "Rube Goldberg"
2. Archduke
3. testimony
4. Sarajevo
5. Franz Ferdinand
6. motorcade
7. Austro-Hungarian Empire
8. Serbia
9. embroiled
10. dynasty
11. toppled
12. czar
13. Slavs
14. revolution
15. humiliation
16. status
17. colonial
18. turmoil
19. democracy
20. assassination
21. alliances
22. arms race
23. competition
24. raw materials
25. nationalism
26. imperialism
27. industrialization
28. patriotism
29. noble
30. sentiment
31. patchwork
32. squabbled
33. negotiated
34. peasants
35. bedrock
36. stability
37. continental
38. economic
39. mercantilism
40. prosperous
41. middle-class
42. social structure
43. representatives
44. Garibaldi
45. central government
46. mass education
47. national identity
48. nation-state
49. pious
50. mythology
51. Alsace-Lorraine
52. Victor Hugo
53. Balkan Peninsula
54. Bosnia
55. Herzogovina
56. Yugoslavia
57. Gavrilo Princeps
58. "Black Hand"
59. socialism
60. capitalism
61. fervor
62. reservoir
63. efficiency
64. domination
65. rivalry
66. manufacturing
67. British East India Company
68. Manchu Dynasty
69. lucrative
70. spheres of influence
71. "the sun never set on the British Empire"
72. monopolize
73. palatial
74. skirmishes
75. Russo-Japanese War
76. balance of power
77. inferiority
78. yearned
79. ambitious
80. reverence
81. arsenal
82. notorious
83. autocracy
84. splendid isolation
85. agitation
86. Hungarians
87. mobilization
88. inevitable
89. totalitarian
90. repercussion
91. plantation
92. Ceylon
93. civilization
94. administration
95. Rudyard Kipling
96. "White Man's Burden"
Video Vocabulary
NAME:
Period:
1. "Rube Goldberg"
2. Archduke
3. testimony
4. Sarajevo
5. Franz Ferdinand
6. motorcade
7. Austro-Hungarian Empire
8. Serbia
9. embroiled
10. dynasty
11. toppled
12. czar
13. Slavs
14. revolution
15. humiliation
16. status
17. colonial
18. turmoil
19. democracy
20. assassination
21. alliances
22. arms race
23. competition
24. raw materials
25. nationalism
26. imperialism
27. industrialization
28. patriotism
29. noble
30. sentiment
31. patchwork
32. squabbled
33. negotiated
34. peasants
35. bedrock
36. stability
37. continental
38. economic
39. mercantilism
40. prosperous
41. middle-class
42. social structure
43. representatives
44. Garibaldi
45. central government
46. mass education
47. national identity
48. nation-state
49. pious
50. mythology
51. Alsace-Lorraine
52. Victor Hugo
53. Balkan Peninsula
54. Bosnia
55. Herzogovina
56. Yugoslavia
57. Gavrilo Princeps
58. "Black Hand"
59. socialism
60. capitalism
61. fervor
62. reservoir
63. efficiency
64. domination
65. rivalry
66. manufacturing
67. British East India Company
68. Manchu Dynasty
69. lucrative
70. spheres of influence
71. "the sun never set on the British Empire"
72. monopolize
73. palatial
74. skirmishes
75. Russo-Japanese War
76. balance of power
77. inferiority
78. yearned
79. ambitious
80. reverence
81. arsenal
82. notorious
83. autocracy
84. splendid isolation
85. agitation
86. Hungarians
87. mobilization
88. inevitable
89. totalitarian
90. repercussion
91. plantation
92. Ceylon
93. civilization
94. administration
95. Rudyard Kipling
96. "White Man's Burden"
Tuesday, November 13, 2007
Monday, November 12, 2007
Vocabulary: Jason Evert
Vocabulary: Jason Evert
Name:
Period:
1. Grand Canyon
2. manipulate
3. condemnation
4. morality
5. genitals
6. virgin
7. Ephesians
8. holy
9. scourging
10. Shroud of Turin
11. woven
12. cross-beam
13. pierce
14. pornography
15. emasculate
16. Maxim
17. air-brushed
18. computer generated
19. CDC
20. leprosy
21. Vogue
22. modesty
23. mu-mu
24. radiant
25. dignity
26. gentleman
27. lady
28. purity
29. concussion
30. submission
31. conscience
32. prude
33. respect
34. 4-D
35. estrogen
36. STDs
37. fertility
38. Mayo Clinic
39. injection
40. veterinarian
41. hormonal
42. uterus
43. conceive
44. PDR
45. herpes
46. asymptomatic
47. gonorrhea
48. HPV
49. cervical
50. vaccine
51. NIH
52. patriot
53. veil
54. CSI
55. breed
56. Proverbs
57. slack
58. eBay
59. random
60. allergy
61. eczema
62. Chlamydia
63. Depo-Provera
64. Armenia
Name:
Period:
1. Grand Canyon
2. manipulate
3. condemnation
4. morality
5. genitals
6. virgin
7. Ephesians
8. holy
9. scourging
10. Shroud of Turin
11. woven
12. cross-beam
13. pierce
14. pornography
15. emasculate
16. Maxim
17. air-brushed
18. computer generated
19. CDC
20. leprosy
21. Vogue
22. modesty
23. mu-mu
24. radiant
25. dignity
26. gentleman
27. lady
28. purity
29. concussion
30. submission
31. conscience
32. prude
33. respect
34. 4-D
35. estrogen
36. STDs
37. fertility
38. Mayo Clinic
39. injection
40. veterinarian
41. hormonal
42. uterus
43. conceive
44. PDR
45. herpes
46. asymptomatic
47. gonorrhea
48. HPV
49. cervical
50. vaccine
51. NIH
52. patriot
53. veil
54. CSI
55. breed
56. Proverbs
57. slack
58. eBay
59. random
60. allergy
61. eczema
62. Chlamydia
63. Depo-Provera
64. Armenia
Friday, November 09, 2007
Alicia Keys
Have you seen Alicia Keys? Blogs can be useful for finding out information. Here is something you may not have seen.
Wednesday, November 07, 2007
EC: Hunger Strike in Britain
Abu Hamza in 'jail food protest'
Radical Muslim cleric Abu Hamza and other inmates at Belmarsh prison have refused to eat their lunch in a protest at the jail's high security wing.
The Home Office said 22 of the 25 prisoners in the unit had taken part in the action, but all intend to eat normally on Wednesday.
A spokesman said they had refused food on the grounds of its quality.
Abu Hamza's lawyer claimed the men were not being properly fed and were having to pay for food to sustain themselves.
Muddassar Arani, who described the incident as a "hunger strike", said the other protesters included the men awaiting trial over the attempted bombings of London's transport network on 21 July.
But the Home Office rejected her claims that the protest began after bread was "thrown across a dirty table" at an inmate.
A spokesman said the men refused to eat on the grounds that the food was "not up to the usual standard".
Tuesday is the day when all inmates at the south London prison receive food they have bought with their own money, he added.
Abu Hamza was sentenced to seven years imprisonment at the Old Bailey in February for inciting murder and racial hatred.
Story from BBC NEWS:
http://news.bbc.co.uk/go/pr/fr/-/1/hi/uk/4806820.stm
Published: 2006/03/14 18:44:53 GMT
© BBC MMVII
Radical Muslim cleric Abu Hamza and other inmates at Belmarsh prison have refused to eat their lunch in a protest at the jail's high security wing.
The Home Office said 22 of the 25 prisoners in the unit had taken part in the action, but all intend to eat normally on Wednesday.
A spokesman said they had refused food on the grounds of its quality.
Abu Hamza's lawyer claimed the men were not being properly fed and were having to pay for food to sustain themselves.
Muddassar Arani, who described the incident as a "hunger strike", said the other protesters included the men awaiting trial over the attempted bombings of London's transport network on 21 July.
But the Home Office rejected her claims that the protest began after bread was "thrown across a dirty table" at an inmate.
A spokesman said the men refused to eat on the grounds that the food was "not up to the usual standard".
Tuesday is the day when all inmates at the south London prison receive food they have bought with their own money, he added.
Abu Hamza was sentenced to seven years imprisonment at the Old Bailey in February for inciting murder and racial hatred.
Story from BBC NEWS:
http://news.bbc.co.uk/go/pr/fr/-/1/hi/uk/4806820.stm
Published: 2006/03/14 18:44:53 GMT
© BBC MMVII
Tuesday, November 06, 2007
"Vote for Me: Politics in America" video vocabulary
"Vote for Me: Politics in America" video vocabulary
Name: __________________________________________________________
Period: _________________
1. Oliver "Ollie" North
2. Newt Gingrich
3. Ray Charles
4. tenacity
5. pundits
6. precinct
7. invariably
8. ego
9. jaded
10. "happy warrior"
11. rolodex
12. Dennis Kucinich
13. strategy
14. Barney Frank
15. apathetic
16. Founding Fathers
17. alderman
18. Guiness
19. ward
20. city council
21. antiquated
22. initially
23. gamma rays
24. tangible
25. Jehovah's Witnesses
26. intimidate
27. argumentative
28. ethnic
29. prediction
30. Tip O'Neil
31. C.I.A.
32. CEO
33. shamrock
34. "riding coat tails"
35. precinct captain
36. journalist
37. Sammy Davis Jr.
38. Richard Daley
39. Fiorello La Guardia
40. "press the flesh"
41. Mario Cuomo
42. Magical Mystery Tour
43. "whistle stop tour"
44. Harry S. Truman
45. unconventional
46. ritual
47. plaza
48. marketable commodity
49. mystical
50. Ann Richards
51. "forced march"
52. constituents
53. pollster
54. Lincoln-Douglas Debate
55. slaughterhouse
56. "graveyard shift"
57. Odyysey
58. maniacal
59. union
60. Willie Horton
61. Nazi
62. "court stacking"
63. "kike" (bear in mind this is considered an offensive word, i.e., slang)
64. pornography
65. Jefferson
66. Adams
67. pictorially
68. chastity
69. French Revolution
70. Terminator
71. "tax & spend" candidate
72. surrogate
73. ironic
74. Lyn Nofziger
75. Federalist Party
Name: __________________________________________________________
Period: _________________
1. Oliver "Ollie" North
2. Newt Gingrich
3. Ray Charles
4. tenacity
5. pundits
6. precinct
7. invariably
8. ego
9. jaded
10. "happy warrior"
11. rolodex
12. Dennis Kucinich
13. strategy
14. Barney Frank
15. apathetic
16. Founding Fathers
17. alderman
18. Guiness
19. ward
20. city council
21. antiquated
22. initially
23. gamma rays
24. tangible
25. Jehovah's Witnesses
26. intimidate
27. argumentative
28. ethnic
29. prediction
30. Tip O'Neil
31. C.I.A.
32. CEO
33. shamrock
34. "riding coat tails"
35. precinct captain
36. journalist
37. Sammy Davis Jr.
38. Richard Daley
39. Fiorello La Guardia
40. "press the flesh"
41. Mario Cuomo
42. Magical Mystery Tour
43. "whistle stop tour"
44. Harry S. Truman
45. unconventional
46. ritual
47. plaza
48. marketable commodity
49. mystical
50. Ann Richards
51. "forced march"
52. constituents
53. pollster
54. Lincoln-Douglas Debate
55. slaughterhouse
56. "graveyard shift"
57. Odyysey
58. maniacal
59. union
60. Willie Horton
61. Nazi
62. "court stacking"
63. "kike" (bear in mind this is considered an offensive word, i.e., slang)
64. pornography
65. Jefferson
66. Adams
67. pictorially
68. chastity
69. French Revolution
70. Terminator
71. "tax & spend" candidate
72. surrogate
73. ironic
74. Lyn Nofziger
75. Federalist Party
Mid-Term Assessment Answer
What alternative policy could the British have adopted toward Ireland in
the 1800s?
The British could have allowed home rule. Canada, Australia, and New Zealand all established home rule and were much happier and prosperous as a result. Ireland never was allowed any such freedom. They suffered under British oppression as a result. The Irish were starving in the Great Potato Famine, homes were being foreclosed, many were forced to emigrate, yet, England never relented. With home rule for Ireland, England would have enjoyed a loyal subject, yet, one that was based on more democratic principles, and a more equitable economic union.
the 1800s?
The British could have allowed home rule. Canada, Australia, and New Zealand all established home rule and were much happier and prosperous as a result. Ireland never was allowed any such freedom. They suffered under British oppression as a result. The Irish were starving in the Great Potato Famine, homes were being foreclosed, many were forced to emigrate, yet, England never relented. With home rule for Ireland, England would have enjoyed a loyal subject, yet, one that was based on more democratic principles, and a more equitable economic union.
Monday, November 05, 2007
Election Day Questions, 6 November 2007, World History II, Dr. Smith
Election Day Questions, 6 November 2007, World History II, Dr. Smith
Name: _________________________________________________________
Period: _____________
Questions to ask the voters:
What, in your opinion, is the biggest issue in American politics today?
What, in your opinion, is the biggest issue in Philadelphia politics today?
What other political issues, that you have not stated, are important to consider when voting?
Who do you think you will vote for in the 2008 Presidential election?
Why is voting important to you?
Questions to ask the Poll workers:
What "Third Parties," in addition to the Democrats and the Republicans, are on the PA ballot in this election?
How old does a person have to be in order to vote?
How would I find out where to vote?
How is the polling place an example of a "secret ballot?"
Questions to ask yourself:
What party do you think you will register for when you are old enough to vote?
What, in your opinion, is the biggest issue in American politics today?
What, in your opinion, is the biggest issue in Philadelphia politics today?
Who do you think you would vote for, or would vote for if you are old enough, in the 2008 Presidential election?
How long will it be--years, months, days--before you can register to vote?
Why is voting important?
Name: _________________________________________________________
Period: _____________
Questions to ask the voters:
What, in your opinion, is the biggest issue in American politics today?
What, in your opinion, is the biggest issue in Philadelphia politics today?
What other political issues, that you have not stated, are important to consider when voting?
Who do you think you will vote for in the 2008 Presidential election?
Why is voting important to you?
Questions to ask the Poll workers:
What "Third Parties," in addition to the Democrats and the Republicans, are on the PA ballot in this election?
How old does a person have to be in order to vote?
How would I find out where to vote?
How is the polling place an example of a "secret ballot?"
Questions to ask yourself:
What party do you think you will register for when you are old enough to vote?
What, in your opinion, is the biggest issue in American politics today?
What, in your opinion, is the biggest issue in Philadelphia politics today?
Who do you think you would vote for, or would vote for if you are old enough, in the 2008 Presidential election?
How long will it be--years, months, days--before you can register to vote?
Why is voting important?
Sunday, November 04, 2007
EC: Nationalism
Russian Nationalists March in Moscow
By MANSUR MIROVALEV
Associated Press Writer
MOSCOW - A white supremacist from Texas lifted his black cowboy hat into the air as he stepped forward to address thousands of Russian nationalists at a rally Sunday in Moscow.
"I'm taking my hat off as a sign of respect for your strong identity in ethnicity, nation and race," said Preston Wiginton, 43, exposing his close-cropped head to a freezing drizzle.
"Glory to Russia," he said in broken Russian, as the crowd of mostly young Russian men raised their right hands in a Nazi salute and chanted "white power!" in English.
About 5,000 nationalists turned out for the Russian March, held for the third year on National Unity Day, a holiday the Kremlin created in 2005 to replace the traditional Nov. 7 celebration of the 1917 Bolshevik rise to power.
The Kremlin has tried to give the holiday historical significance by tying it to the 1612 expulsion of Polish and Cossack troops who briefly seized Moscow at a time of political disarray.
But extreme nationalists have seized on the holiday, reflecting a rise in xenophobia. More than 50 people have been killed and 400 injured in ethnically motivated attacks this year, according to the Sova rights center.
Rights activists say the extreme nationalist sentiments are a natural outgrowth of the Kremlin's attempts to rebuild a strong Russian state.
President Vladimir Putin, who celebrated Sunday's holiday by laying flowers at the monument to Moscow's 17th century liberators, told the military cadets and pro-Kremlin youth group members who accompanied him that there are people in the world seeking to split Russia and divide up its natural resource wealth.
"Some believe that we are too lucky to possess so much natural wealth, which they say must be divided," Putin said, speaking near the monument on Red Square. "These people have lost their mind," he added with a smile.
Pro-Kremlin youth groups and the liberal Yabloko party also held rallies Sunday, in part to counter the nationalist march.
"This holiday is a gift for the most reactionary and dangerous group - the nationalists," Yabloko deputy chairman Sergei Mitrokhin told a crowd of about 1,500.
Thousands of pro-Kremlin youth activists marched through central Moscow and gathered near Red Square to sew together a "blanket of peace," symbolizing harmony among Russia's numerous ethnic groups.
The nationalists, who were kept away from the city center, marched along an embankment of the Moscow River to a small square, waving banners that read "Russians, stand up," "Russian order or war," and "Tolerance is AIDS."
What united the marchers was their opposition to nonwhite migrants from the Caucasus and Central Asia.
"Russia will be white," said Alexander Belov, leader of the Movement Against Illegal Migration. His last name, based on the Russian word for "white," is a nom de guerre.
"Our ultimate goal is our race and nation. Nation above all," he said, rephrasing the Nazi slogan "Germany above all."
A top immigration official down played the significance of the Russian Marches.
"This is just an outbreak of national identity feelings, which is noticeable worldwide, and it has affected Russia too," said Vyacheslav Postavnin, deputy director of the Federal Migration Service, the Interfax news agency reported.
In the first Russian March in 2005, thousands marched through central Moscow, some shouting "Heil Hitler." The march horrified many Muscovites, and the following year it was blocked by police.
"The first Russian March was unexpected good luck, the second one was about overcoming the resistance of the authorities, and the third one is already a new Russian tradition," said Konstantin Krylov of the nationalist Russian Social Movement.
City authorities approved Sunday's march but ordered it held on the river embankment away from the city center. Hundreds of police lined the route.
Nationalist marches also were held in other Russian cities.
In St. Petersburg, about 500 people rallied at Revolution Square in front of the Winter Palace. Police detained 12 men who attempted to break into a Chinese restaurant, the Regnum news agency reported.
____
Associated Press writer Bagila Bukharbayeva contributed to this report
By MANSUR MIROVALEV
Associated Press Writer
MOSCOW - A white supremacist from Texas lifted his black cowboy hat into the air as he stepped forward to address thousands of Russian nationalists at a rally Sunday in Moscow.
"I'm taking my hat off as a sign of respect for your strong identity in ethnicity, nation and race," said Preston Wiginton, 43, exposing his close-cropped head to a freezing drizzle.
"Glory to Russia," he said in broken Russian, as the crowd of mostly young Russian men raised their right hands in a Nazi salute and chanted "white power!" in English.
About 5,000 nationalists turned out for the Russian March, held for the third year on National Unity Day, a holiday the Kremlin created in 2005 to replace the traditional Nov. 7 celebration of the 1917 Bolshevik rise to power.
The Kremlin has tried to give the holiday historical significance by tying it to the 1612 expulsion of Polish and Cossack troops who briefly seized Moscow at a time of political disarray.
But extreme nationalists have seized on the holiday, reflecting a rise in xenophobia. More than 50 people have been killed and 400 injured in ethnically motivated attacks this year, according to the Sova rights center.
Rights activists say the extreme nationalist sentiments are a natural outgrowth of the Kremlin's attempts to rebuild a strong Russian state.
President Vladimir Putin, who celebrated Sunday's holiday by laying flowers at the monument to Moscow's 17th century liberators, told the military cadets and pro-Kremlin youth group members who accompanied him that there are people in the world seeking to split Russia and divide up its natural resource wealth.
"Some believe that we are too lucky to possess so much natural wealth, which they say must be divided," Putin said, speaking near the monument on Red Square. "These people have lost their mind," he added with a smile.
Pro-Kremlin youth groups and the liberal Yabloko party also held rallies Sunday, in part to counter the nationalist march.
"This holiday is a gift for the most reactionary and dangerous group - the nationalists," Yabloko deputy chairman Sergei Mitrokhin told a crowd of about 1,500.
Thousands of pro-Kremlin youth activists marched through central Moscow and gathered near Red Square to sew together a "blanket of peace," symbolizing harmony among Russia's numerous ethnic groups.
The nationalists, who were kept away from the city center, marched along an embankment of the Moscow River to a small square, waving banners that read "Russians, stand up," "Russian order or war," and "Tolerance is AIDS."
What united the marchers was their opposition to nonwhite migrants from the Caucasus and Central Asia.
"Russia will be white," said Alexander Belov, leader of the Movement Against Illegal Migration. His last name, based on the Russian word for "white," is a nom de guerre.
"Our ultimate goal is our race and nation. Nation above all," he said, rephrasing the Nazi slogan "Germany above all."
A top immigration official down played the significance of the Russian Marches.
"This is just an outbreak of national identity feelings, which is noticeable worldwide, and it has affected Russia too," said Vyacheslav Postavnin, deputy director of the Federal Migration Service, the Interfax news agency reported.
In the first Russian March in 2005, thousands marched through central Moscow, some shouting "Heil Hitler." The march horrified many Muscovites, and the following year it was blocked by police.
"The first Russian March was unexpected good luck, the second one was about overcoming the resistance of the authorities, and the third one is already a new Russian tradition," said Konstantin Krylov of the nationalist Russian Social Movement.
City authorities approved Sunday's march but ordered it held on the river embankment away from the city center. Hundreds of police lined the route.
Nationalist marches also were held in other Russian cities.
In St. Petersburg, about 500 people rallied at Revolution Square in front of the Winter Palace. Police detained 12 men who attempted to break into a Chinese restaurant, the Regnum news agency reported.
____
Associated Press writer Bagila Bukharbayeva contributed to this report
EC: Immigration
11/04/2007 17:56:36 EST
Italians Urge Expulsion of Immigrants
By FRANCES D'EMILIO
Associated Press Writer
ROME - Opposition leader Silvio Berlusconi urged Italy to close its borders to Romanian workers and a conservative ally called Sunday for the expulsion of tens of thousands of immigrants amid public outrage over a wave of violent crimes blamed on foreigners.
Pope Benedict XVI added his voice to the debate over the balance between citizen safety and treatment of foreigners, reminding authorities that immigrants have both obligations and rights.
The pope weighed in as lawmakers prepared to debate the government's response to recent crime, including fast-track expulsions of Romanians and other EU citizens deemed dangerous and bulldozing shantytowns housing immigrants.
"In Rome alone, 20,000 expulsions should be carried out right away," right-wing leader Gianfranco Fini, a key Berlusconi ally, said on a TV talk show Sunday.
Romanians have been detained as suspects in several recent high-profile crimes, including the rape of a woman on church steps in northern Italy, a mugging that left a Rome cyclist in a coma for weeks before he died, and the robbery of a Milan coffee bar in which the elderly owner was beaten and her daughter raped.
Other recent crimes in which foreigners are suspected include the mugging of Oscar-winning director Giuseppe Tornatore, which sent him to the hospital; the holdup of a prominent TV anchorman and the mugging of a Rome municipal commissioner.
Berlusconi told La Stampa newspaper that Italy should enact a moratorium against Romanian workers.
"If I were in the government, I would have done it," the billionaire media mogul and former premier said.
After Romania joined the EU earlier this year, Romanians poured into Italy in search of work as maids, nannies, waiters, janitors and bricklayers, and they now account for nearly 1 percent of the population in Italy.
Last week, the Cabinet gave authorities the power to expel EU citizens with criminal records, or those deemed dangerous to public safety. The decree needs approval in parliament, where Premier Romano Prodi's center-left forces have a narrow majority, to remain in effect long-term.
The savage beating last week of the wife of an Italian naval commander triggered the emergency decree after a Romanian was arrested in connection with the assault.
Berlusconi said he was mulling whether his conservative lawmakers should approve the decree, while Fini said his forces would vote for it only if expulsions are expanded to include EU citizens without a means to support themselves.
Another right-wing leader, Roberto Calderoli, advocated vigilante patrols.
Italian authorities say statistics show foreigners commit a disproportionate number of crimes. Rome Mayor Walter Veltroni said 75 percent of arrests in the city in the last year involved Romanians. On a national level, less than 5 percent of Italy's population in 2004 - before Romania joined the EU - was foreign, yet foreigners accounted for 26 percent of those convicted of crimes.
The wave of crime has sparked a backlash against foreigners. Police were searching for several Italians attacked and wounded three Romanians with clubs and knives in a Rome parking lot on Friday night.
The attack prompted Romania's government to warn Italy against letting public concern over crime degenerate into xenophobia.
In Bucharest, Romanian's prime minister, Calin Popescu Tariceanu, summoned top Cabinet ministers Sunday to discuss the issue. Tariceanu's office said he would travel to Rome later this week.
"We should fight against the wave of xenophobia that is manifesting itself in Italy and we must fight against the bad image that Romanians who are working in Italy have," he said Saturday.
Pope Benedict expressed his concern.
"Those who deal with security and welcoming programs know how to use instruments aimed at guaranteeing the rights and duties that are at the foundations" of coexistence.
___
Associated Press writer Alison Mutler contributed to this report from Bucharest, Romania.
Italians Urge Expulsion of Immigrants
By FRANCES D'EMILIO
Associated Press Writer
ROME - Opposition leader Silvio Berlusconi urged Italy to close its borders to Romanian workers and a conservative ally called Sunday for the expulsion of tens of thousands of immigrants amid public outrage over a wave of violent crimes blamed on foreigners.
Pope Benedict XVI added his voice to the debate over the balance between citizen safety and treatment of foreigners, reminding authorities that immigrants have both obligations and rights.
The pope weighed in as lawmakers prepared to debate the government's response to recent crime, including fast-track expulsions of Romanians and other EU citizens deemed dangerous and bulldozing shantytowns housing immigrants.
"In Rome alone, 20,000 expulsions should be carried out right away," right-wing leader Gianfranco Fini, a key Berlusconi ally, said on a TV talk show Sunday.
Romanians have been detained as suspects in several recent high-profile crimes, including the rape of a woman on church steps in northern Italy, a mugging that left a Rome cyclist in a coma for weeks before he died, and the robbery of a Milan coffee bar in which the elderly owner was beaten and her daughter raped.
Other recent crimes in which foreigners are suspected include the mugging of Oscar-winning director Giuseppe Tornatore, which sent him to the hospital; the holdup of a prominent TV anchorman and the mugging of a Rome municipal commissioner.
Berlusconi told La Stampa newspaper that Italy should enact a moratorium against Romanian workers.
"If I were in the government, I would have done it," the billionaire media mogul and former premier said.
After Romania joined the EU earlier this year, Romanians poured into Italy in search of work as maids, nannies, waiters, janitors and bricklayers, and they now account for nearly 1 percent of the population in Italy.
Last week, the Cabinet gave authorities the power to expel EU citizens with criminal records, or those deemed dangerous to public safety. The decree needs approval in parliament, where Premier Romano Prodi's center-left forces have a narrow majority, to remain in effect long-term.
The savage beating last week of the wife of an Italian naval commander triggered the emergency decree after a Romanian was arrested in connection with the assault.
Berlusconi said he was mulling whether his conservative lawmakers should approve the decree, while Fini said his forces would vote for it only if expulsions are expanded to include EU citizens without a means to support themselves.
Another right-wing leader, Roberto Calderoli, advocated vigilante patrols.
Italian authorities say statistics show foreigners commit a disproportionate number of crimes. Rome Mayor Walter Veltroni said 75 percent of arrests in the city in the last year involved Romanians. On a national level, less than 5 percent of Italy's population in 2004 - before Romania joined the EU - was foreign, yet foreigners accounted for 26 percent of those convicted of crimes.
The wave of crime has sparked a backlash against foreigners. Police were searching for several Italians attacked and wounded three Romanians with clubs and knives in a Rome parking lot on Friday night.
The attack prompted Romania's government to warn Italy against letting public concern over crime degenerate into xenophobia.
In Bucharest, Romanian's prime minister, Calin Popescu Tariceanu, summoned top Cabinet ministers Sunday to discuss the issue. Tariceanu's office said he would travel to Rome later this week.
"We should fight against the wave of xenophobia that is manifesting itself in Italy and we must fight against the bad image that Romanians who are working in Italy have," he said Saturday.
Pope Benedict expressed his concern.
"Those who deal with security and welcoming programs know how to use instruments aimed at guaranteeing the rights and duties that are at the foundations" of coexistence.
___
Associated Press writer Alison Mutler contributed to this report from Bucharest, Romania.
Monday, October 29, 2007
Mid-Term Assessment STUDY GUIDE
Mid-Term Assessment Study Guide
Chapter 17
Terms:
Natural law- pg. 545
social contract- pg. 546
natural right- pg. 546
philosophe- pg. 547
laissez faire- pg. 548
Thomas Hobbes- pg. 546
John Locke- pg. 546
Montesquieu- pg. 547
Voltaire- pg. 547
Diderot- pg. 547
Rousseau- pg. 547
Adam Smith pg. 548
pg.544 Reading Skills: draw a table like the one shown here. As you read the section, summarize each thinker's work and ideas.
pg. 544 Focus Question: What effects did Enlightenment philosophers have on government and society?
pg. 545 Check point : What convinced educated European to accept the powers of reason?
pg. 546 Check point: How did Hobbes and Lockediffer in their views on the role of government?
pg. 547 Check point: What topics were addressed by the philosophes in their Encyclopedia articles?
pg. 548 Check point: Why did Adam Smith support laissez faire?
Thinking Critically: 1. Draw Inferences- According to Locke, how should a land be governed? why do you think this is the case?
2. Identify Central Issues: Why does Locke say can happen if a government fails to protect the rights of its people?
pg. 547 Biography:
Voltaire
What did Voltaire attacked in his writings?
Montesque:
What did Montesque think was necessary to protect liberty?
pg. 547 Heated Debate: Compare the Beliefs of Rousseau and Voltaire.
Terms: pg. 550
censorship- pg.551
salons- pg. 551
Baroque- pg. 552
Rococo- pg. 552
enlightened despot- pg. 553
Frederick the Great- pg. 553
Catherine the Great- pg. 553
Joseph II - pg. 553
Taking Notes pg 550
Reading Skills: Categorize on a sheet of paper, draw a concept web to help you record information from his section.
Focus Question: pg 550
As Enlightenment ideas spread across Europe, what cultural and political change took place?
Satire by Swift pg 551 Why did writers hide thier feelings about society?
pg. 550 Checkpoint: What did those opposed to Enlightenment ideas do to stop the spread of information?
Checkpoint pg 552
How did the arts and literature change as Enlightnment ideas spread?
pg. 553 Checkpoint : Why were the philosophes interested in sharing their beliefs with European rulers?
pg. 555 Checkpoint: During this time, why did change occur slowly for most Europeans?
Thinking Critically pg 556
Draw Inference: how do you think composing an opera is different form composing a symphony?
Determine Relevance: Why did operas appeal to composers and musicians during the Enlightenment?
Map Skills pg 553
Although the center of the Enlightenment was in France, the ideas of reform spread to the rulers of Austria, Prussia, Russia
locate (a) Paris (b) Prussia (c) Austria
Location: Which enlightened despot ruled farthest from Paris?
Draw Conclusions: According to the map, approximately how much of Europe was affected by the Enlightenment?
pg 553 Note Taking Reading Skill: Summarize Fill in a concept web like the one below with information about the enlightened despots and their contributions.
Terms:
George III- pg 558
Stamp act- 560
George Washington- 560
Thomas Jefferson -560
Popular sovereignty- 560
Yorktown, Virginia- 561
Treaty of Paris- 561
James Madison- 562
Benjamin Franklin- 562
Federal republic 562
Map Skills pg. 558
cities in the english colonies were busy centers of trade and important to Britain's economy.
Locate (a) MFEMFEMFEMFE (b) Massachusetts (c) Boston
Region: Which colony had two separate pieces of land?
Analyze Information: What do almost all the colonial cities have in common based on the map? Why was this important?
pg. 559 Checkpoint: In what ways were the colonies already developing independence from britain?
pg 560 checkpoint: What Enlightenment ideas are reflected in the Declaration of Independence
pg. 561: Checkpoint: What advantages did the colonists have in battling Britain for their independence?
pg. 562 Checkpoint: Explain the influence of Enlightenment ideas on the United States Constitution and Bill of Rights.
Biography pg. 560: how did Washington hold the army together throught difficult times?: What did the Framers of the Constitution have in common?: Why was Franklin admired in France?
Pg 560 Primary Source: Drafting the Declaration Benjamin Franklin, John Adams, and Thomas Jefferson.
Chapter 22--- Section 1
Terms:
Otto Von Bismark: succeded where others had failed. he came from Prussia's Junker class, made up of conservative ladowning noble.
Chanceller: the highest official of a monarch.
Realpolitik: realistic politics based on the need of the state.
Annexed: took control of.
Kaiser: emperor.
Reich: empire.
NoteTaking:
Napoleon raids German lands.
Bismark became prime minister
Prussia declares war in denmark and Austria
Birth of the German Empire.
MAP SKILLS:
1. Prussia: East Germany
Silesia: East Germany
Bavaria: South
Schleswig: Northern.
2. Hanover was added to Prussia in 1866.
3. Because the empire was to late being added.
Checkpoints:
1. What was German Confederation? The German Conferation was a weak alliance headed by Austria.
2. What techniques did Bismark use to unify the German States? In 1886, Bismark invented an excuse to attack Autria. The Austro-Prussian war lasted just seven weeks and ended in a decisive Prussian victory. Prussia then annexed several other German States.
3. How was the new German government, drafted by Bismark, structured? A constitution drafted by Bismark set up two- house legisture. The Bundesrat, or upper house, was appointed by the rulers of the German states. The Keishstag, or lower house, was elected by universal male suffrage.
Chapter 22-----Section 2
Section 2
Kulturkampf- a name, given to a struggle between the the Roman Catholic
Church and the German government, chiefly over the latter's
efforts to control educational and ecclesiastical
appointments in the interest of the political policy of
centralization. pg. 698
William II- the second son of William the Conqueror who succeeded him as King of England; The new emperor was supremely confident in his abilities and wished to put his own stamp on Germany. In 1890, he shocked Europe by asking the dominating Bismarck to resign. “There is only one master in the Reich,” he said, “and that is I.” pg. 699
social welfare- programs to help certain groups of people pg. 699
Checkpoints
What factors did Germany possess that made industrialization possible there? pg. 697
-Germany became a industrial giant by the process of railroads and large companies. Also, ample iron and coal resources, the growing population, the much effort in the research and development of the sciences, and the discipline and education of the woorkforce helped the economy grow.
Why did Bismarck try to crush the Catholic Church and the Socialists? pg. 698
-Bismark wanted to crush the Catholic church because he thought that thier first loyalty was to the pope instead of Germany. He also wanted to crush socialist because he feared that socialist would undermine the loyalty of German workers and turn them toward revolution.
Why did William II ask Bismarck to resign in 1890? pg. 699
-William II asked Bismark to resign because he thought that his right to rule came from God.
Political Cartoon
A Political Game of Chess
This political cartoon shows Otto von Bismarck and Pope Pius IX trying to checkmate each other in a game of chess.
1.
How does this cartoon reflect the relationship between Bismarck and the Catholic Church? pg. 698
-The cartoon reflects the relationship between Bismark and the Catholic Church by showing the how they both try to overcome each other with stragity and competion.
2.
How did the conflict between church and state affect German politics in the 1870s? pg. 698
-It affect German policy by passing a law that gave the state the right to supervise Catholic education and approve appointed priest. Other laws closed some religious orders, expelled the Jesuits from Prussia, and made it madatory to get married by civil authority.
Biography
Otto von Bismarck
Otto von Bismarck (1815–1898) spent his early years on his father’s country estate. He worked briefly as a civil servant, but found the work boring. At 24, Bismarck resigned his post as a bureaucrat. “My ambition strives more to command than to obey,” the independent-minded young man explained.
The resignation did not end his career in government. While he was a delegate to a United Diet that was called by Prussian King Frederick William IV, Bismarck’s conservative views and passionate speeches in defense of government policies won him the support of the king. He then served as a diplomat to the German Federation. He became chancellor of the German empire in 1871, a position he held for 19 years. What path did Bismarck take to win political power? pg. 698
-Instead of getting power as a bureaucrat he resigned and became a delegate to the United Diet. He agreed with the government policies and won the support of the king. Soon he became chancellor of the German empire.
Chapter 22-------section 4
Section 4
Francis Joseph- inherited the Hapsburg throne. He would rule until 1916, presiding over the empire during its fading days into World War I. pg. 706
Ferenc Deák-a moderate Hungarian leader, helped work out a compromise that created a new political power known as the Dual Monarchy of Austria-Hungary
pg. 707
Dual Monarchy- the monarchy of Austria-Hungary pg. 707
Checkpoints
What actions did Francis Joseph take to maintain power? pg. 706
-He mad some limited reforms, he granted a new constitution that set up a legislature. The reforms thus satisfied none of the other national groups that populated the empire.
How did Hungarians and Slavic groups respond to the Dual Monarchy? pg. 707
-Hungarians welcomed the Dual Monarchy, but other resented it. Restlessness increased amoung slavic groups. By the early 1900's, nationalist unrest often left the government paralyzed in the face of pressing politics and social problems.
How did the European powers divide up Ottoman lands? pg. 708
-Russia pushed South toward the Black sea and Istanbul, which Russia still calls constantinople. Austria-Hungary took control of the provinces of Bosina and Herzegovina.
Map Skills
In the late 1800s, the Balkans had become a center of conflict, as various peoples and empires competed for power.
1.
Locate
(a) Black Sea-East of Romania (b) Ottoman empire-East of Greece (c) Serbia-West of Romania (d) Greece-South of Serbia (e) Austria-Hungary-North of
2.
Place
Which four large seas border the Balkan Peninsula? pg. 707
-The Adriatic Sea, The Aegean Sea, The Medditerranean Sea, and The Black Sea.
3.
Identify Central Issues
Why do you think competing interests in the Balkans led the region to be called a powder keg? pg. 707
Because of a explosion that would or lead to WWI.
Chapter 22 Section 5
Checkpoint
Describe the social structure that existed in Russia during the 1800s. pg. 711
-Landowning nobles dominated society and rejected any change that would threaten their privledges. The middle class wass too small to have much influence. The majority of the Russians were serfs, or laborers bound to the land and to masters who controlled their fate.
How did Alexander III respond to the murder of his father? pg. 712
- He responded by reviving the harsh methods of Nicholas I. To wipe out liberals and revolutionaries he increased the power of the secret police, restored strict censorship, and exciled critics to Siberia. He then insisted on one language, Russian, and one church, Th Russian Orthodox. Many others were persecuted.
How did Russia industrialize? pg. 713
- They bagan to industrialize when focus was on economic development. Encourages the building of railroads to connect iron and coal mines with factories and to transport goods across Russia. Also secured foriegn capitals to invest in industry and transportation systems, such as the Trans-Siberian Railroad, which linked European Russia to the Pacific Ocean.
Why was Bloody Sunday a turning point for the Russians? pg. 714
-It was a turning point for them because workers wnet on strike, demanding shorter hours and better wages. Liberals called for a constitution and reforms to overhaul the government.
Chapter 23: The Growth of Western Democracies
Section 1: Democratic Reforms in Britain
In 1800s, Benjamin Disraeli and other political leaders slowly worked to bridge Britain’s “two nations” and extend democratic rights.
I. Reforming Parliament
§ In 1815, Britain was a constitutional monarchy with a parliament and two political parties. Although members of the House of Commons were elected, less than 5% of the people had the right to vote. Wealthy nobles and squires, or country landowners, dominated politics and heavily influenced voters. The House of the Lords, made up of heredity nobles and high-ranking clergy, could veto any bill passed by the House of Commons.
1. Reformers Press for Change
§ Long standing laws kept many people from voting such as the Catholics and non-Anglican Protestants.
§ In 1820s, reformers pushed the end religious restrictions and Parliament finally granted them equal political rights.
§ During the Industrial Revolution, rural towns lost so many people that they had few or no voters, yet local landowners in these rotten boroughs sent member to parliament.
§ Populous new industrial cities had no seats distribute in parliament because they had not exist as population of centers.
2. Reform Act of 1832
§ Whig Party largely represented middle-class and business interests.
§ The Troy Party spoke for nobles, lands owners, and others whose interest and income were rooted in agriculture.
§ Parliament finally passed the Great Reforms Act in 1832 and its redistributed seats in the House of Commons, giving representation to large towns and cities and eliminating rotten boroughs.
§ Electorate is the body of people allowed to vote.
§ The Reform Act of 1832 did not bring full democracy, but it did give a greater political voice to middle class men.
3. The Chartist Movement
§ The reform bill did not help rural or urban workers. In 1830s, protester known as Chartists drew up the People’s Charter demanding:
1. universal male suffrage
2. annual parliamentary elections
3. salaries for members of Parliament
§ Secret ballots allow people to cast their votes without announcing them publicly.
§ Their petitions were ignored.
II. The Victorian Age
§ From 1837 to 1901, Queen Victoria was a great symbol in British life. Her reign was the longest in British history. She exercised little political power but she set the tome for what is called Victorian Age.
1. Symbol of a Nation’s Value
§ Victorian ideals included duty, thrift, honesty, hard work, and above all respectability.
§ She married a German prince, Albert, and they raised a large family
2. A Confident Age
§ Victoria, the empress of India and ruler of some 300 million subjects around the world, became a revered symbol of British might.
§ Victoria witnessed growing agitation for social reforms and as the Victorian Age continued reformers kept pushing toward greater social and economics justice.
III. A New Era in British Politics
§ Benjamin Disraeli forged the Tories into the modern Conservative Party.
§ William Gladstone led the Whigs that evolved into the Liberal party.
§ Both Gladstone and Disraeli alternated as prime minster and fought for important reforms.
1. Expanding Suffrage
§ Disraeli and the Conservative Party pushed through the Reform Bill of 1867 by voting to many working class men.
§ In the 1880s, Gladstone and the Liberal Party extended suffrage. Reforms gave the vote to farm workers and most other men. The end of the centuries, male suffrage, the secret ballot, and other Chartist’s ambitions had been achieved.
§ Britain had truly transformed itself from a constitutional monarchy to a parliamentary democracy, a form of government in which the executive leaders are chosen by and responsible to the legislature, and also members of it.
2. Limiting the Lords
§ In the early 1900s, many bills passed by the House of Commons met defeat in the House of Lords.
§ In 1911, Liberal government passed measures to restrict the power of the Lords, including their power to veto tax bulls.
*
The government threatens to create enough new lords to approve the law, and the Lords backed down. The elected House of Commons would reign supreme.
outline
Chapter 23: Growth in Western Democracies
Section 2: Social And Economic Reform in Britain
Between 1815 and 1914, Parliament responded to widespread discontent with a series of social and economic reforms.
I. Series of Reforms
§ Parliament passed a wide variety of important new laws. One of the most controversial measures involved the issue of free trade, or trade between countries without quotas, tariffs, and other restrictions.
2. Free Trade and the Corn Laws
§ In the early 1800s, Britain taxed foreign imports in order to protect local economics but supporters of free trade demanded an end to such protective tariffs.
§ Some British tariffs were repealed in the 1820s; however, a fierce debate erupted over the Corn Law, which imposed high tariffs on imported grain.
§ Farmers and wealthy landowners supported the Corn Law because they kept the price of British grain high. Free trader want Parliament to repeal, or cancel, the Corn Law. They argued that repeal of these laws would lower the price of grain, make bread cheaper for workers and open up trade in general.
§ Parliament finally repealed the Corn Law in 1846 after widespread crop failures swept many parts of Europe.
3. Campaign Against Slavery
§ During the 1700s, Enlightenment thinkers had turned the spotlight on the evils of the slave trade. British ships were carrying more Africans to the Americas than any other European country.
§ Abolition movement is the campaign against slavery and the slave trade.
§ In 1807, Britain became the first European power to abolish the slave trade. In 1833, Parliament passed a law banned a low banning slavery in all British colonies.
4. Crime and Punishment
§ Other reforms were aimed at the criminal justice system. In the early 1800s, more than 200 crimes were punishable by deaths.
§ Capital offenses included not only murder but also shoplifting, sheep stealing, and impersonating an army veteran.
§ Some juries refused to convict criminals because the punishments were so harsh. Executions were public occasions, and the hanging of a well-known murderer might attract thousands of curious spectators.
§ Reformers began to reduce the number of capital offenses. By 1850a, the death penalty was reserved for murder, piracy, treason, and arson.
§ Many petty criminals were transported to penal colonies, or settlements for convicts.
§ In 1868, Parliament ended public hanging and reforms improved prison conditions and outlawed imprisonment due to debt.
II. Victories for the Working Class
§ Parliament had begun passing laws aimed at improving social conditions as early as the 1840s.
2. Improving Working Conditions
§ Working conditions in the early industrial age were grim and often dangerous.
§ In the late 1800s, the government regulated many safety conditions in factories and mines and sent inspectors to see that the laws were enforced. Other laws set minimum wages and maximum hours of work.
3. The Growth of Labor Unions
§ Trade unions were made legal in 1825 but it remained illegal to go on strike until later in the century.
§ Besides winning higher wages and shorter hours for worker, union pressed for other laws to improve the lives of the working class.
4. Later Reforms
§ During the late1800s and 1900s, both political parties enacted social reforms to benefit the working class. Disraeli sponsored laws to improve public health and housing for workers in the cities. Under Gladstone, education act called for free elementary education for all children.
§ Another force for the reforms was the Fabian Society, a socialist organization founded in 1883. They promoted gradual change through legal means rather than by violence.
§ In 1900s, socialist and union members backed the formation of a new political party, which became the Labour Party. It surpassed the Liberal Party and became one of Britain’s two major parties.
§ In the early 1900s, Britain began to pass social welfare laws to protect the well being of the poor and disadvantaged.
III. The Struggle to Win Votes for Women
§ In Britain women struggled against strong opposition for the right to vote.
2. Suffragist Revolt
§ By the early 1900s, Emmeline Pankhurst, a leading suffragist, had become convinced that only aggressive tactics would bring victory. They collected petitions and organized huge pubic demonstrations.
§ When mass meeting and other peaceful efforts brought no results, some women turned to more drastic, violent protest. Some suffragist went on hunger strikes, risking their lives to achieve their goals.
3. Victory at Last
§ Even middle class women who disapproved of such radical and violent actions increasingly demanded votes for women. Parliament refused to grant women’s suffrage.
§ In 1918, Parliament finally grants suffrage to women over 30.
IV. Instability in Ireland
§ In the 1600s, English and Scottish settlers colonized Ireland, taking possession of much of the best farmland.
§ Irish never accepted English rule because they bitterly resented settlers, especially absentee landlords who owned large estates but did not live on them.
§ Irish peasants live in desperate poverty, while paying high rents to landlords living in England. Irish’s majority were Catholics and they had to pay tithes to support the Church of England.
2. Irish Nationalism
§ Nationalist leader Daniel O’Connell organized an Irish Catholic League and held mass meetings to demand repeal of unfair laws.
§ Britain slowly moved to improve conditions in Ireland. In 1829, Parliament passed the Catholic Emancipation Act, which allowed Irish Catholics to vote and hold political office.
3. Struggle for Home Rule
§ The famine of Ireland left them with a legacy of bitterness and distrust toward Britain. In the 1850s, come Irish militants organized the Fenian Brotherhood. Its goal was to liberate Ireland from British rule by force.
§ Charles Stewart Parnell rallied Irish members to Parliament to press home rule, or local self-government.
* Political parties were so deeply split over the Irish questions that they could not take care of other business. Gladstone ended the use of Irish tithe money to support the Anglican church and tried to ease the hardship of Irish tenant farmers.
Chapter 23: The Growth of Western Democracies
Section 4: Expansion of the United States
In the 1800s, the American economy was growing rapidly, offering jobs to newcomers. The Constitution and Bill of Rights held out the hope of political and religious freedom.
1. Territorial Expansion
* The U.S followed a policy of expansionism, or extending the nation’s boundaries.
* At first the U.S stretched only from the Atlantic coast to the Mississippi River. In 1803, Pres. Thomas Jefferson brought the Louisiana territory from France. The Louisiana Purchase virtually doubled the size of the nations.
* By 1846, the U.S had expanded to include Florida, Oregon and the Republic of Texas. The Mexican added California and the Southwest.
* Americans claimed that their nation was destined to spread across the entire continent, from sea to sea. This was known to be Manifest Destiny.
* In 1867, it brought Alaska from Russia and in 1898 annexed the Hawaiian Islands.
2. Expanding Democracy
* Two crusades highlighted the limits of American democracy- the abolition movement and the women’s rights movement.
1. Calls for Abolition
* In the early 1800s, a few Americans began to call for an immediate and complete end to slavery.
* William Lloyd Garrisan pressed the antislavery cause through his newspaper, the Liberator.
* Frederick Douglass was born into slavery and escaped, and he spoke eloquently in the North about the evils of the system.
* Harriet Beecher Stowe’s novel Uncle Tom’s Cabin helped convince many northerners that slavery was a great social evil.
2. Women’s Right Movement
* In 1848, in Seneca Falls, New York, Lucretia Mott and Elizabeth Cady Stanton organized the first women’s right convention. It passed the resolution, based on the Declaration of Independence.
* The women’s right movement set as its goal equality before the law, in the workplace, and in education.
3. The Civil War and the Aftermath
* Lincoln opposed extending slavery into new territories. Southerners feared that he would abolish slavery altogether and that the federal government would infringe on their states’ rights.
1. North Verses South
* Most Southern states seceded, or withdraw, from the Union and formed the Confederate States of America. This action sparked the Civil War, which lasted from 1861 to 1865.
* The Southern fought fiercely to defend their cause. The Confederacy finally surrenders in 1865.
2. Challenges for African American
* Lincoln issued the Emancipation Proclamation, by which enslaved African Americans in the South were declared free. Three amendments to the Constitution banned slavery throughout the country and granted political rights to African Americans.
* In the South, state laws imposed segregation, or legal separation of the races, in hospital, schools, and in other public places. Other state laws imposed conditions for voters’ eligibility that, despite the 15th Amendment, prevented African Americans from voting.
4. Economic Growth and Social Reforms
* The U.S grew to lead the world in industrial and agricultural production. A special combination of factors made this possible including political stability, private property rights, a free enterprise system, an inexpensive supply of land and labor, and a growing network of transportations and communications technologies.
1. Business and Labor
* In factories, wages were low and conditions were often brutal. American workers organized labor unions such as the American Federation of labor because they sought for better wages hours and working conditions. Slowly, the workers made gains.
2. Populists and Progressives
* Farmers also organized themselves to defend their interests so in the 1890s, they joined city workers to support the new Populist Party. The Populist never became a major party, but their platform of reforms eventually became law.
* By 1900, reformers known as Progressive sought laws to ban child labor, limit working hours, regulate monopolies, and give voters more power. Also obtaining voting rights for women.
* American suffragists finally won the vote in 1920, when the 19th Amendment went into effects.
Chapter 17
Terms:
Natural law- pg. 545
social contract- pg. 546
natural right- pg. 546
philosophe- pg. 547
laissez faire- pg. 548
Thomas Hobbes- pg. 546
John Locke- pg. 546
Montesquieu- pg. 547
Voltaire- pg. 547
Diderot- pg. 547
Rousseau- pg. 547
Adam Smith pg. 548
pg.544 Reading Skills: draw a table like the one shown here. As you read the section, summarize each thinker's work and ideas.
pg. 544 Focus Question: What effects did Enlightenment philosophers have on government and society?
pg. 545 Check point : What convinced educated European to accept the powers of reason?
pg. 546 Check point: How did Hobbes and Lockediffer in their views on the role of government?
pg. 547 Check point: What topics were addressed by the philosophes in their Encyclopedia articles?
pg. 548 Check point: Why did Adam Smith support laissez faire?
Thinking Critically: 1. Draw Inferences- According to Locke, how should a land be governed? why do you think this is the case?
2. Identify Central Issues: Why does Locke say can happen if a government fails to protect the rights of its people?
pg. 547 Biography:
Voltaire
What did Voltaire attacked in his writings?
Montesque:
What did Montesque think was necessary to protect liberty?
pg. 547 Heated Debate: Compare the Beliefs of Rousseau and Voltaire.
Terms: pg. 550
censorship- pg.551
salons- pg. 551
Baroque- pg. 552
Rococo- pg. 552
enlightened despot- pg. 553
Frederick the Great- pg. 553
Catherine the Great- pg. 553
Joseph II - pg. 553
Taking Notes pg 550
Reading Skills: Categorize on a sheet of paper, draw a concept web to help you record information from his section.
Focus Question: pg 550
As Enlightenment ideas spread across Europe, what cultural and political change took place?
Satire by Swift pg 551 Why did writers hide thier feelings about society?
pg. 550 Checkpoint: What did those opposed to Enlightenment ideas do to stop the spread of information?
Checkpoint pg 552
How did the arts and literature change as Enlightnment ideas spread?
pg. 553 Checkpoint : Why were the philosophes interested in sharing their beliefs with European rulers?
pg. 555 Checkpoint: During this time, why did change occur slowly for most Europeans?
Thinking Critically pg 556
Draw Inference: how do you think composing an opera is different form composing a symphony?
Determine Relevance: Why did operas appeal to composers and musicians during the Enlightenment?
Map Skills pg 553
Although the center of the Enlightenment was in France, the ideas of reform spread to the rulers of Austria, Prussia, Russia
locate (a) Paris (b) Prussia (c) Austria
Location: Which enlightened despot ruled farthest from Paris?
Draw Conclusions: According to the map, approximately how much of Europe was affected by the Enlightenment?
pg 553 Note Taking Reading Skill: Summarize Fill in a concept web like the one below with information about the enlightened despots and their contributions.
Terms:
George III- pg 558
Stamp act- 560
George Washington- 560
Thomas Jefferson -560
Popular sovereignty- 560
Yorktown, Virginia- 561
Treaty of Paris- 561
James Madison- 562
Benjamin Franklin- 562
Federal republic 562
Map Skills pg. 558
cities in the english colonies were busy centers of trade and important to Britain's economy.
Locate (a) MFEMFEMFEMFE (b) Massachusetts (c) Boston
Region: Which colony had two separate pieces of land?
Analyze Information: What do almost all the colonial cities have in common based on the map? Why was this important?
pg. 559 Checkpoint: In what ways were the colonies already developing independence from britain?
pg 560 checkpoint: What Enlightenment ideas are reflected in the Declaration of Independence
pg. 561: Checkpoint: What advantages did the colonists have in battling Britain for their independence?
pg. 562 Checkpoint: Explain the influence of Enlightenment ideas on the United States Constitution and Bill of Rights.
Biography pg. 560: how did Washington hold the army together throught difficult times?: What did the Framers of the Constitution have in common?: Why was Franklin admired in France?
Pg 560 Primary Source: Drafting the Declaration Benjamin Franklin, John Adams, and Thomas Jefferson.
Chapter 22--- Section 1
Terms:
Otto Von Bismark: succeded where others had failed. he came from Prussia's Junker class, made up of conservative ladowning noble.
Chanceller: the highest official of a monarch.
Realpolitik: realistic politics based on the need of the state.
Annexed: took control of.
Kaiser: emperor.
Reich: empire.
NoteTaking:
Napoleon raids German lands.
Bismark became prime minister
Prussia declares war in denmark and Austria
Birth of the German Empire.
MAP SKILLS:
1. Prussia: East Germany
Silesia: East Germany
Bavaria: South
Schleswig: Northern.
2. Hanover was added to Prussia in 1866.
3. Because the empire was to late being added.
Checkpoints:
1. What was German Confederation? The German Conferation was a weak alliance headed by Austria.
2. What techniques did Bismark use to unify the German States? In 1886, Bismark invented an excuse to attack Autria. The Austro-Prussian war lasted just seven weeks and ended in a decisive Prussian victory. Prussia then annexed several other German States.
3. How was the new German government, drafted by Bismark, structured? A constitution drafted by Bismark set up two- house legisture. The Bundesrat, or upper house, was appointed by the rulers of the German states. The Keishstag, or lower house, was elected by universal male suffrage.
Chapter 22-----Section 2
Section 2
Kulturkampf- a name, given to a struggle between the the Roman Catholic
Church and the German government, chiefly over the latter's
efforts to control educational and ecclesiastical
appointments in the interest of the political policy of
centralization. pg. 698
William II- the second son of William the Conqueror who succeeded him as King of England; The new emperor was supremely confident in his abilities and wished to put his own stamp on Germany. In 1890, he shocked Europe by asking the dominating Bismarck to resign. “There is only one master in the Reich,” he said, “and that is I.” pg. 699
social welfare- programs to help certain groups of people pg. 699
Checkpoints
What factors did Germany possess that made industrialization possible there? pg. 697
-Germany became a industrial giant by the process of railroads and large companies. Also, ample iron and coal resources, the growing population, the much effort in the research and development of the sciences, and the discipline and education of the woorkforce helped the economy grow.
Why did Bismarck try to crush the Catholic Church and the Socialists? pg. 698
-Bismark wanted to crush the Catholic church because he thought that thier first loyalty was to the pope instead of Germany. He also wanted to crush socialist because he feared that socialist would undermine the loyalty of German workers and turn them toward revolution.
Why did William II ask Bismarck to resign in 1890? pg. 699
-William II asked Bismark to resign because he thought that his right to rule came from God.
Political Cartoon
A Political Game of Chess
This political cartoon shows Otto von Bismarck and Pope Pius IX trying to checkmate each other in a game of chess.
1.
How does this cartoon reflect the relationship between Bismarck and the Catholic Church? pg. 698
-The cartoon reflects the relationship between Bismark and the Catholic Church by showing the how they both try to overcome each other with stragity and competion.
2.
How did the conflict between church and state affect German politics in the 1870s? pg. 698
-It affect German policy by passing a law that gave the state the right to supervise Catholic education and approve appointed priest. Other laws closed some religious orders, expelled the Jesuits from Prussia, and made it madatory to get married by civil authority.
Biography
Otto von Bismarck
Otto von Bismarck (1815–1898) spent his early years on his father’s country estate. He worked briefly as a civil servant, but found the work boring. At 24, Bismarck resigned his post as a bureaucrat. “My ambition strives more to command than to obey,” the independent-minded young man explained.
The resignation did not end his career in government. While he was a delegate to a United Diet that was called by Prussian King Frederick William IV, Bismarck’s conservative views and passionate speeches in defense of government policies won him the support of the king. He then served as a diplomat to the German Federation. He became chancellor of the German empire in 1871, a position he held for 19 years. What path did Bismarck take to win political power? pg. 698
-Instead of getting power as a bureaucrat he resigned and became a delegate to the United Diet. He agreed with the government policies and won the support of the king. Soon he became chancellor of the German empire.
Chapter 22-------section 4
Section 4
Francis Joseph- inherited the Hapsburg throne. He would rule until 1916, presiding over the empire during its fading days into World War I. pg. 706
Ferenc Deák-a moderate Hungarian leader, helped work out a compromise that created a new political power known as the Dual Monarchy of Austria-Hungary
pg. 707
Dual Monarchy- the monarchy of Austria-Hungary pg. 707
Checkpoints
What actions did Francis Joseph take to maintain power? pg. 706
-He mad some limited reforms, he granted a new constitution that set up a legislature. The reforms thus satisfied none of the other national groups that populated the empire.
How did Hungarians and Slavic groups respond to the Dual Monarchy? pg. 707
-Hungarians welcomed the Dual Monarchy, but other resented it. Restlessness increased amoung slavic groups. By the early 1900's, nationalist unrest often left the government paralyzed in the face of pressing politics and social problems.
How did the European powers divide up Ottoman lands? pg. 708
-Russia pushed South toward the Black sea and Istanbul, which Russia still calls constantinople. Austria-Hungary took control of the provinces of Bosina and Herzegovina.
Map Skills
In the late 1800s, the Balkans had become a center of conflict, as various peoples and empires competed for power.
1.
Locate
(a) Black Sea-East of Romania (b) Ottoman empire-East of Greece (c) Serbia-West of Romania (d) Greece-South of Serbia (e) Austria-Hungary-North of
2.
Place
Which four large seas border the Balkan Peninsula? pg. 707
-The Adriatic Sea, The Aegean Sea, The Medditerranean Sea, and The Black Sea.
3.
Identify Central Issues
Why do you think competing interests in the Balkans led the region to be called a powder keg? pg. 707
Because of a explosion that would or lead to WWI.
Chapter 22 Section 5
Checkpoint
Describe the social structure that existed in Russia during the 1800s. pg. 711
-Landowning nobles dominated society and rejected any change that would threaten their privledges. The middle class wass too small to have much influence. The majority of the Russians were serfs, or laborers bound to the land and to masters who controlled their fate.
How did Alexander III respond to the murder of his father? pg. 712
- He responded by reviving the harsh methods of Nicholas I. To wipe out liberals and revolutionaries he increased the power of the secret police, restored strict censorship, and exciled critics to Siberia. He then insisted on one language, Russian, and one church, Th Russian Orthodox. Many others were persecuted.
How did Russia industrialize? pg. 713
- They bagan to industrialize when focus was on economic development. Encourages the building of railroads to connect iron and coal mines with factories and to transport goods across Russia. Also secured foriegn capitals to invest in industry and transportation systems, such as the Trans-Siberian Railroad, which linked European Russia to the Pacific Ocean.
Why was Bloody Sunday a turning point for the Russians? pg. 714
-It was a turning point for them because workers wnet on strike, demanding shorter hours and better wages. Liberals called for a constitution and reforms to overhaul the government.
Chapter 23: The Growth of Western Democracies
Section 1: Democratic Reforms in Britain
In 1800s, Benjamin Disraeli and other political leaders slowly worked to bridge Britain’s “two nations” and extend democratic rights.
I. Reforming Parliament
§ In 1815, Britain was a constitutional monarchy with a parliament and two political parties. Although members of the House of Commons were elected, less than 5% of the people had the right to vote. Wealthy nobles and squires, or country landowners, dominated politics and heavily influenced voters. The House of the Lords, made up of heredity nobles and high-ranking clergy, could veto any bill passed by the House of Commons.
1. Reformers Press for Change
§ Long standing laws kept many people from voting such as the Catholics and non-Anglican Protestants.
§ In 1820s, reformers pushed the end religious restrictions and Parliament finally granted them equal political rights.
§ During the Industrial Revolution, rural towns lost so many people that they had few or no voters, yet local landowners in these rotten boroughs sent member to parliament.
§ Populous new industrial cities had no seats distribute in parliament because they had not exist as population of centers.
2. Reform Act of 1832
§ Whig Party largely represented middle-class and business interests.
§ The Troy Party spoke for nobles, lands owners, and others whose interest and income were rooted in agriculture.
§ Parliament finally passed the Great Reforms Act in 1832 and its redistributed seats in the House of Commons, giving representation to large towns and cities and eliminating rotten boroughs.
§ Electorate is the body of people allowed to vote.
§ The Reform Act of 1832 did not bring full democracy, but it did give a greater political voice to middle class men.
3. The Chartist Movement
§ The reform bill did not help rural or urban workers. In 1830s, protester known as Chartists drew up the People’s Charter demanding:
1. universal male suffrage
2. annual parliamentary elections
3. salaries for members of Parliament
§ Secret ballots allow people to cast their votes without announcing them publicly.
§ Their petitions were ignored.
II. The Victorian Age
§ From 1837 to 1901, Queen Victoria was a great symbol in British life. Her reign was the longest in British history. She exercised little political power but she set the tome for what is called Victorian Age.
1. Symbol of a Nation’s Value
§ Victorian ideals included duty, thrift, honesty, hard work, and above all respectability.
§ She married a German prince, Albert, and they raised a large family
2. A Confident Age
§ Victoria, the empress of India and ruler of some 300 million subjects around the world, became a revered symbol of British might.
§ Victoria witnessed growing agitation for social reforms and as the Victorian Age continued reformers kept pushing toward greater social and economics justice.
III. A New Era in British Politics
§ Benjamin Disraeli forged the Tories into the modern Conservative Party.
§ William Gladstone led the Whigs that evolved into the Liberal party.
§ Both Gladstone and Disraeli alternated as prime minster and fought for important reforms.
1. Expanding Suffrage
§ Disraeli and the Conservative Party pushed through the Reform Bill of 1867 by voting to many working class men.
§ In the 1880s, Gladstone and the Liberal Party extended suffrage. Reforms gave the vote to farm workers and most other men. The end of the centuries, male suffrage, the secret ballot, and other Chartist’s ambitions had been achieved.
§ Britain had truly transformed itself from a constitutional monarchy to a parliamentary democracy, a form of government in which the executive leaders are chosen by and responsible to the legislature, and also members of it.
2. Limiting the Lords
§ In the early 1900s, many bills passed by the House of Commons met defeat in the House of Lords.
§ In 1911, Liberal government passed measures to restrict the power of the Lords, including their power to veto tax bulls.
*
The government threatens to create enough new lords to approve the law, and the Lords backed down. The elected House of Commons would reign supreme.
outline
Chapter 23: Growth in Western Democracies
Section 2: Social And Economic Reform in Britain
Between 1815 and 1914, Parliament responded to widespread discontent with a series of social and economic reforms.
I. Series of Reforms
§ Parliament passed a wide variety of important new laws. One of the most controversial measures involved the issue of free trade, or trade between countries without quotas, tariffs, and other restrictions.
2. Free Trade and the Corn Laws
§ In the early 1800s, Britain taxed foreign imports in order to protect local economics but supporters of free trade demanded an end to such protective tariffs.
§ Some British tariffs were repealed in the 1820s; however, a fierce debate erupted over the Corn Law, which imposed high tariffs on imported grain.
§ Farmers and wealthy landowners supported the Corn Law because they kept the price of British grain high. Free trader want Parliament to repeal, or cancel, the Corn Law. They argued that repeal of these laws would lower the price of grain, make bread cheaper for workers and open up trade in general.
§ Parliament finally repealed the Corn Law in 1846 after widespread crop failures swept many parts of Europe.
3. Campaign Against Slavery
§ During the 1700s, Enlightenment thinkers had turned the spotlight on the evils of the slave trade. British ships were carrying more Africans to the Americas than any other European country.
§ Abolition movement is the campaign against slavery and the slave trade.
§ In 1807, Britain became the first European power to abolish the slave trade. In 1833, Parliament passed a law banned a low banning slavery in all British colonies.
4. Crime and Punishment
§ Other reforms were aimed at the criminal justice system. In the early 1800s, more than 200 crimes were punishable by deaths.
§ Capital offenses included not only murder but also shoplifting, sheep stealing, and impersonating an army veteran.
§ Some juries refused to convict criminals because the punishments were so harsh. Executions were public occasions, and the hanging of a well-known murderer might attract thousands of curious spectators.
§ Reformers began to reduce the number of capital offenses. By 1850a, the death penalty was reserved for murder, piracy, treason, and arson.
§ Many petty criminals were transported to penal colonies, or settlements for convicts.
§ In 1868, Parliament ended public hanging and reforms improved prison conditions and outlawed imprisonment due to debt.
II. Victories for the Working Class
§ Parliament had begun passing laws aimed at improving social conditions as early as the 1840s.
2. Improving Working Conditions
§ Working conditions in the early industrial age were grim and often dangerous.
§ In the late 1800s, the government regulated many safety conditions in factories and mines and sent inspectors to see that the laws were enforced. Other laws set minimum wages and maximum hours of work.
3. The Growth of Labor Unions
§ Trade unions were made legal in 1825 but it remained illegal to go on strike until later in the century.
§ Besides winning higher wages and shorter hours for worker, union pressed for other laws to improve the lives of the working class.
4. Later Reforms
§ During the late1800s and 1900s, both political parties enacted social reforms to benefit the working class. Disraeli sponsored laws to improve public health and housing for workers in the cities. Under Gladstone, education act called for free elementary education for all children.
§ Another force for the reforms was the Fabian Society, a socialist organization founded in 1883. They promoted gradual change through legal means rather than by violence.
§ In 1900s, socialist and union members backed the formation of a new political party, which became the Labour Party. It surpassed the Liberal Party and became one of Britain’s two major parties.
§ In the early 1900s, Britain began to pass social welfare laws to protect the well being of the poor and disadvantaged.
III. The Struggle to Win Votes for Women
§ In Britain women struggled against strong opposition for the right to vote.
2. Suffragist Revolt
§ By the early 1900s, Emmeline Pankhurst, a leading suffragist, had become convinced that only aggressive tactics would bring victory. They collected petitions and organized huge pubic demonstrations.
§ When mass meeting and other peaceful efforts brought no results, some women turned to more drastic, violent protest. Some suffragist went on hunger strikes, risking their lives to achieve their goals.
3. Victory at Last
§ Even middle class women who disapproved of such radical and violent actions increasingly demanded votes for women. Parliament refused to grant women’s suffrage.
§ In 1918, Parliament finally grants suffrage to women over 30.
IV. Instability in Ireland
§ In the 1600s, English and Scottish settlers colonized Ireland, taking possession of much of the best farmland.
§ Irish never accepted English rule because they bitterly resented settlers, especially absentee landlords who owned large estates but did not live on them.
§ Irish peasants live in desperate poverty, while paying high rents to landlords living in England. Irish’s majority were Catholics and they had to pay tithes to support the Church of England.
2. Irish Nationalism
§ Nationalist leader Daniel O’Connell organized an Irish Catholic League and held mass meetings to demand repeal of unfair laws.
§ Britain slowly moved to improve conditions in Ireland. In 1829, Parliament passed the Catholic Emancipation Act, which allowed Irish Catholics to vote and hold political office.
3. Struggle for Home Rule
§ The famine of Ireland left them with a legacy of bitterness and distrust toward Britain. In the 1850s, come Irish militants organized the Fenian Brotherhood. Its goal was to liberate Ireland from British rule by force.
§ Charles Stewart Parnell rallied Irish members to Parliament to press home rule, or local self-government.
* Political parties were so deeply split over the Irish questions that they could not take care of other business. Gladstone ended the use of Irish tithe money to support the Anglican church and tried to ease the hardship of Irish tenant farmers.
Chapter 23: The Growth of Western Democracies
Section 4: Expansion of the United States
In the 1800s, the American economy was growing rapidly, offering jobs to newcomers. The Constitution and Bill of Rights held out the hope of political and religious freedom.
1. Territorial Expansion
* The U.S followed a policy of expansionism, or extending the nation’s boundaries.
* At first the U.S stretched only from the Atlantic coast to the Mississippi River. In 1803, Pres. Thomas Jefferson brought the Louisiana territory from France. The Louisiana Purchase virtually doubled the size of the nations.
* By 1846, the U.S had expanded to include Florida, Oregon and the Republic of Texas. The Mexican added California and the Southwest.
* Americans claimed that their nation was destined to spread across the entire continent, from sea to sea. This was known to be Manifest Destiny.
* In 1867, it brought Alaska from Russia and in 1898 annexed the Hawaiian Islands.
2. Expanding Democracy
* Two crusades highlighted the limits of American democracy- the abolition movement and the women’s rights movement.
1. Calls for Abolition
* In the early 1800s, a few Americans began to call for an immediate and complete end to slavery.
* William Lloyd Garrisan pressed the antislavery cause through his newspaper, the Liberator.
* Frederick Douglass was born into slavery and escaped, and he spoke eloquently in the North about the evils of the system.
* Harriet Beecher Stowe’s novel Uncle Tom’s Cabin helped convince many northerners that slavery was a great social evil.
2. Women’s Right Movement
* In 1848, in Seneca Falls, New York, Lucretia Mott and Elizabeth Cady Stanton organized the first women’s right convention. It passed the resolution, based on the Declaration of Independence.
* The women’s right movement set as its goal equality before the law, in the workplace, and in education.
3. The Civil War and the Aftermath
* Lincoln opposed extending slavery into new territories. Southerners feared that he would abolish slavery altogether and that the federal government would infringe on their states’ rights.
1. North Verses South
* Most Southern states seceded, or withdraw, from the Union and formed the Confederate States of America. This action sparked the Civil War, which lasted from 1861 to 1865.
* The Southern fought fiercely to defend their cause. The Confederacy finally surrenders in 1865.
2. Challenges for African American
* Lincoln issued the Emancipation Proclamation, by which enslaved African Americans in the South were declared free. Three amendments to the Constitution banned slavery throughout the country and granted political rights to African Americans.
* In the South, state laws imposed segregation, or legal separation of the races, in hospital, schools, and in other public places. Other state laws imposed conditions for voters’ eligibility that, despite the 15th Amendment, prevented African Americans from voting.
4. Economic Growth and Social Reforms
* The U.S grew to lead the world in industrial and agricultural production. A special combination of factors made this possible including political stability, private property rights, a free enterprise system, an inexpensive supply of land and labor, and a growing network of transportations and communications technologies.
1. Business and Labor
* In factories, wages were low and conditions were often brutal. American workers organized labor unions such as the American Federation of labor because they sought for better wages hours and working conditions. Slowly, the workers made gains.
2. Populists and Progressives
* Farmers also organized themselves to defend their interests so in the 1890s, they joined city workers to support the new Populist Party. The Populist never became a major party, but their platform of reforms eventually became law.
* By 1900, reformers known as Progressive sought laws to ban child labor, limit working hours, regulate monopolies, and give voters more power. Also obtaining voting rights for women.
* American suffragists finally won the vote in 1920, when the 19th Amendment went into effects.