AP Economics: 23 October 2009

Prayer:
Current events:

AlJazeera English reviews the American financial crisis.

Today's lesson plan and HW is available on the blog: http://gmicksmithsocialstudies.blogspot.com/

Email: gmsmith@shanahan.org

The Shanawiki page (http://shanawiki.wikispaces.com/) has updated class information.

LibraryThing has bibliographic resources.

I moved the "Blog Archive" to the top right on the blog page so it should be easier to find the daily lesson, HW, and other class material.

Chapter Three, Demand and Supply

Extended Examples in the Chapter

Examples Used in the End-of-Chapter Questions

For Further Analysis

The Supply and Demand Effects of the Increased Use of Ethanol

Handout 3-1 is an in-class group exercise with your small group.

Students are asked to draw graphs illustrating shifts in demand and supply
and changes in quantity demanded and supplied. Asking students to document
research about specifics in this topic (for example, changes in planted acreage).

Learning objectives: application of concepts of changes in quantity demanded
and quantity supplied versus changes in demand and supply; demonstration of mastery of graphing techniques; and reinforcement of critical thinking skills.

Web-based Exercise

What’s Been Driving Gasoline Prices?

This example can be used as an in-class group exercise.

Asking students to perform (and document) additional research allows you
to use it as a case study or group project as well. For example, students can be
asked to document gasoline sales to see if, as predicted, an increase in demand
results in both a higher price and a greater quantity sold.

Learning objectives: application of concepts of changes in quantity demanded
and quantity supplied versus changes in demand and supply; demonstration of mastery of graphing techniques; and reinforcement of critical thinking skills.

The Supply and Demand Effects of the Increased Use of Ethanol

Draw a supply and demand graph showing the market for corn in equilibrium. Label the demand curve as “DOld” and the supply curve as “S”. Then illustrate the effect of an increased demand for corn due to its being used to produce ethanol. Explain the changes in price and equilibrium quantity using the vocabulary of “changes in quantity demanded,” and “changes in quantity supplied,” as well as “change in demand” and “change in supply.”

Use a supply and demand graph to illustrate and explain the impact of a higher price of corn on any one of a wide variety of food products; be sure to include the effect on the cost of high-fructose corn syrup.

Send HW in email to gmsmith@shanahan.org for this exercise.

If you already finished Hand-out 3.1 in class; you have no HW; otherwise, finish whatever we did not get to finish in class.

We got as far as:

Supply and Demand

HANDOUT 3

Draw a supply and demand graph showing the market for corn in equilibrium. Label the demand curve as “DOld” and the supply curve as “S”. Then illustrate the effect of an increased demand for corn due to its being used to produce ethanol. Explain the changes in price and equilibrium quantity using the vocabulary of “changes in quantity demanded,” and “changes in quantity supplied,” as well as “change in demand” and “change in supply.”

Use a supply and demand graph to illustrate and explain the impact of a higher price of corn on any one of a wide variety of food products; be sure to include the effect on the cost of high-fructose corn syrup.

Use a supply and demand graph to illustrate and explain the impact of higher corn price on cost of animal feeds and the resulting impact on prices of beef, pork, etc.

Use a supply and demand graph to illustrate the response by farmers to higher corn prices in terms of planting more acres in corn.

Will the increased planting of corn lead to decreased production of other crops such as soybeans and wheat? If so, what is the impact on the prices of goods that use those ingredients? Use a supply and demand graph to illustrate and explain.

HW: gmsmith@shanahan.org

WH II: 23 October 2009

Prayer:
Current events:

He's Barack Obama

Try JibJab Sendables® eCards today!

Today's lesson plan and HW is available on the blog: http://gmicksmithsocialstudies.blogspot.com/

Email: gmsmith@shanahan.org

The Shanawiki page (http://shanawiki.wikispaces.com/) has updated class information.

The online version of a portion of the Textbook is available.

LibraryThing has bibliographic resources.

I moved the "Blog Archive" to the top right on the blog page so it should be easier to find the daily lesson, HW, and other class material.

Sr. has advised students to check online teaching materials (as we have been doing since the first day of school).


Chapter 11 (newer edition Ch. 18): The French Revolution and Napoleon, 1789–1815

Ch. 11 Section 1 The French Revolution Begins

The King Concedes (Cf. http://www.librarything.com/work/4250524/book/34672675).

Much of the crowd’s anger was directed at the Austrian-born queen, One of the most interesting characters of the period is "Marie Antoinette," sometimes referred to as the Teen Queen, not to be confused with later teen queens. Marie Antoinette (daughter of Maria Theresa and brother of Joseph II). The queen lived a life of great pleasure and extravagance, and this led to further public unrest. Although compassionate to the poor, her small acts went largely unnoticed because her lifestyle overshadowed them. She was against reforms and bored with the French court. She often retreated to the Petit Trianon, a small chateau on the palace grounds at Versailles where she lived her own life of amusement.

The women refused to leave Versailles until the king met their most important demand—to return to Paris. Not too happily, the king agreed. The next morning, the crowd, with the king and his family in tow, set out for the city. At the head of the procession rode women perched on the barrels of seized cannons. They told bewildered spectators that they were bringing Louis XVI, Marie Antoinette, and their son back to Paris. “Now we won’t have to go so far when we want to see our king,” they sang. Crowds along the way cheered the king, who now wore the tricolor. In Paris, the royal family moved into the Tuileries (twee luh reez) palace. For the next three years, Louis was a virtual prisoner.

Church Reforms

The National Assembly soon followed the king to Paris. Its largely bourgeois members worked to draft a constitution and to solve the continuing financial crisis. To pay off the huge government debt—much of it owed to the bourgeoisie—the Assembly voted to take over and sell Church lands.

In an even more radical move, the National Assembly put the French Catholic Church under state control. Under the Civil Constitution of the Clergy, issued in 1790, bishops and priests became elected, salaried officials. The Civil Constitution ended papal authority over the French Church and dissolved convents and monasteries.

Reaction was swift and angry. Many bishops and priests refused to accept the Civil Constitution. The pope condemned it. Large numbers of French peasants, who were conservative concerning religion, also rejected the changes. When the government punished clergy who refused to support the Civil Constitution, a huge gulf opened between revolutionaries in Paris and the peasantry in the provinces.

A New Constitution and New Fears

The National Assembly completed its main task by producing a constitution. The Constitution of 1791 set up a limited monarchy in place of the absolute monarchy that had ruled France for centuries. A new Legislative Assembly had the power to make laws, collect taxes, and decide on issues of war and peace. Lawmakers would be elected by tax-paying male citizens over age 25.

To make government more efficient, the constitution replaced the old provinces with 83 departments of roughly equal size. It abolished the old provincial courts, and it reformed laws.

To moderate reformers, the Constitution of 1791 seemed to complete the revolution. Reflecting Enlightenment goals, it ensured equality before the law for all male citizens and ended Church interference in government. At the same time, it put power in the hands of men with the means and leisure to serve in government.

War with Austria

This is a file from the Wikimedia Commons. Painting information, Artist: Victor Adam
Title, English: Battle of Varoux in French Revolution

The radicals soon held the upper hand in the Legislative Assembly. In April 1792, the war of words between French revolutionaries and European monarchs moved onto the battlefield. Eager to spread the revolution and destroy tyranny abroad, the Legislative Assembly declared war first on Austria and then on Prussia, Britain, and other states. The great powers expected to win an easy victory against France, a land divided by revolution. In fact, however, the fighting that began in 1792 lasted on and off until 1815.

Rise of the Paris Commune

Paris, too, was in turmoil. As the capital and chief city of France, it was the revolutionary center. A variety of factions, or dissenting groups of people, competed to gain power. Moderates looked to the Marquis de Lafayette, the aristocratic “hero of two worlds” who fought alongside George Washington in the American Revolution. Lafayette headed the National Guard, a largely middle-class militia organized in response to the arrival of royal troops in Paris. The Guard was the first group to don the tricolor—a red, white, and blue badge that was eventually adopted as the national flag of France.

A more radical group, the Paris Commune, replaced the royalist government of the city. It could mobilize whole neighborhoods for protests or violent action to further the revolution. Newspapers and political clubs—many even more radical than the Commune—blossomed everywhere. Some demanded an end to the monarchy and spread scandalous stories about the royal family and members of the court.



Preview

Section 2 Radical Revolution and Reaction

The Sans-Culottes
by Albert Soboul

HW: email me at gmsmith@shanahan.org.

Announcement: Chapter 11, Section 1, multiple choice question Test on Wednesday, Cf. Chapter 11 Section 1 material on Shanawiki (http://shanawiki.wikispaces.com/) for updated class information.