WH II Honors: Ch. 12 Sec. 3 Preliminary Quiz Analysis

Ch. 12 Sec. 3

Period 3

Number of Grades 25
Range of Grades (0% - 100%)
Mean 76%
Median 80%
Mode 80%

Grade Distribution by Grouping

%
0 - 9 1 Assessment(s) (1)
10 - 19
20 - 29 1 Assessment(s) (1)
30 - 39
40 - 49
50 - 59
60 - 69
70 - 79 6 Assessment(s) (6)
80 - 89 9 Assessment(s) (9)
90 - 99 6 Assessment(s) (6)
100+ 2 Assessment(s) (2)

Grade Distribution of each Grade

%
0 1 Assessment(s) (1)
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20 1 Assessment(s) (1)
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70 6 Assessment(s) (6)
71
72
73
74
75
76
77
78
79
80 9 Assessment(s) (9)
81
82
83
84
85
86
87
88
89
90 6 Assessment(s) (6)
91
92
93
94
95
96
97
98
99
100 2 Assessment(s) (2)

Period 4

Ch. 12 Sec. 3

Number of Grades 35
Range of Grades (0% - 100%)
Mean 81.4%
Median 90%
Mode 100%

Grade Distribution by Grouping

%
0 - 9 2 Assessment(s) (2)
10 - 19
20 - 29
30 - 39
40 - 49
50 - 59 1 Assessment(s) (1)
60 - 69
70 - 79 5 Assessment(s) (5)
80 - 89 9 Assessment(s) (9)
90 - 99 7 Assessment(s) (7)
100+ 11 Assessment(s) (11)

Grade Distribution of each Grade

%
0 2 Assessment(s) (2)
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50 1 Assessment(s) (1)
51
52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70 5 Assessment(s) (5)
71
72
73
74
75
76
77
78
79
80 9 Assessment(s) (9)
81
82
83
84
85
86
87
88
89
90 7 Assessment(s) (7)
91
92
93
94
95
96
97
98
99
100 11 Assessment(s) (11)

Period 5

Ch. 12 Sec. 3

Number of Grades 35
Range of Grades (70% - 100%)
Mean 95.1%
Median 100%
Mode 100%

Grade Distribution by Grouping

%
0 - 9
10 - 19
20 - 29
30 - 39
40 - 49
50 - 59
60 - 69
70 - 79 2 Assessment(s) (2)
80 - 89 2 Assessment(s) (2)
90 - 99 7 Assessment(s) (7)
100+ 24 Assessment(s) (24)

Grade Distribution of each Grade

%
70 2 Assessment(s) (2)
71
72
73
74
75
76
77
78
79
80 2 Assessment(s) (2)
81
82
83
84
85
86
87
88
89
90 7 Assessment(s) (7)
91
92
93
94
95
96
97
98
99
100 24 Assessment(s) (24)

Period 7

Ch. 12 Sec. 3

Number of Grades 35
Range of Grades (70% - 100%)
Mean 97.7%
Median 100%
Mode 100%

Grade Distribution by Grouping

%
0 - 9
10 - 19
20 - 29
30 - 39
40 - 49
50 - 59
60 - 69
70 - 79 1 Assessment(s) (1)
80 - 89 1 Assessment(s) (1)
90 - 99 3 Assessment(s) (3)
100+ 30 Assessment(s) (30)

Grade Distribution of each Grade

%
70 1 Assessment(s) (1)
71
72
73
74
75
76
77
78
79
80 1 Assessment(s) (1)
81
82
83
84
85
86
87
88
89
90 3 Assessment(s) (3)
91
92
93
94
95
96
97
98
99
100 30 Assessment(s) (30)

WH II Honors: 8 January 2010

Prayer (alphabetical):

As listed on our class calender, a Quiz is scheduled for today. This is a ten Question, fill-in type of Quiz, similar to the last Quiz. Be sure to put your name/Period on the Quiz. You may write on the Quiz.

If you finish early, you may take out non-History material while you are waiting.

Ch. 12 Sec. 4 Culture: Romanticism and Realism

A similar experiment in musical evolution has been tried with Darwin Tunes by professors at the Imperial College, London. You can participate and let the organizers know what you think of the evolving music. As they state:

The organic world – animals, plants, viruses – is the product of Darwinian evolution by natural selection. Natural selection expresses the idea that organisms (more accurately their genes) vary and that variability has consequences. Some variants are bad and go extinct; others are good and do exceptionally well. This process, repeated for two billion years, has given us the splendours of life on earth.

It has also given us the splendours of human culture. This may seem like a bold claim, but it is self-evidently true. People copy cultural artefacts – words, songs, images, ideas – all the time from other people. Copying is imperfect: there is "mutation". Some cultural mutants do better than others: most die but some are immensely successful; they catch on; they become hits. This process, repeated for fifty thousand years, has given us all that we make, say and do; it is the process of "cultural evolution".

However, the underlying mechanisms are poorly understood. For example, how important is human creative input compared to audience selection? Is progress smooth and continuous or step-like? We set up DarwinTunes as a test-bed for the evolution of music, the oldest and most widespread form of culture; and, thanks to your participation, these questions will soon be answered.

DarwinTunes: a test-tube for cultural evolution

One of the most important scientific thinkers of our day is Richard Dawkins. Dawkins explains his thoughts on Charles Darwin and Natural Selection.



Reading Check, p. 390

Describing

How did Darwin's theory of natural selection influence the way in which people viewed the world?

Realism
The Call to Realism: Audio

By the mid-1800s, a new artistic movement, realism, took hold in the West. Realism was an attempt to represent the world as it was, without the sentiment associated with romanticism. Realists often focused their work on the harsh side of life in cities or villages. Many writers and artists were committed to improving the lot of the unfortunates whose lives they depicted.

Novels Depict Grim Reality

The English novelist Charles Dickens vividly portrayed the lives of slum dwellers and factory workers, including children. In Oliver Twist, Dickens tells the story of a nine-year-old orphan raised in a grim poorhouse. In response to a request for more food, Oliver is smacked on the head and sent away to work. Later, he runs away to London. There he is taken in by Fagin, a villain who trains homeless children to become pickpockets. The book shocked many middle-class readers with its picture of poverty, mistreatment of children, and urban crime. Yet Dickens’s humor and colorful characters made him one of the most popular novelists in the world.

Oliver! (1968) - Theatrical Trailer - © Columbia Pictures
Starring: Mark Lester as Oliver Twist, an orphan, Ron Moody, Shani Wallis, Oliver Reed, Jack Wild. Directed by: Carol Reed. Story written by: Charles Dickens "Oliver Twist" (novel). Screenplay & Dialogues written by: Vernon Harris. Distributed by: © Columbia Pictures. Theatrical Release Date: September 26, 1968 (UK).

Synopsis:
"Oliver!" is a 1968 musical film directed by Carol Reed. The film is based on the stage musical Oliver!, with book, music and lyrics written by Lionel Bart. The screenplay was written by Vernon Harris.

Both the film and play are based on the famous Charles Dickens novel Oliver Twist. The musical includes several musical standards, including "Food, Glorious Food", "Consider Yourself", "As Long as He Needs Me", "You've Got to Pick a Pocket or Two", "Oom-Pah-Pah" and "Where is Love?".

The film version was a Romulus Films production and was distributed internationally by Columbia Pictures. It was filmed in Shepperton Film Studio in Surrey and various other locations in England.

In 1968 Oliver! won Six Academy Awards, including awards for Best Picture, Carol Reed Best Director.

Plot:
Oliver Twist is sold to a Dunstable undertaker after asking for more dinner at the orphanage. Escaping to London he is taken in by Fagin to join his gang of child pickpockets. Wrongly accused of a theft he meets a more kindly gentleman who takes him in, to the concern of one of Fagin's old pupils, the violent Bill Sykes. In the middle is Nancy, Sykes' girl whom Oliver has come to trust.

French novelists also portrayed the ills of their time. Victor Hugo, who moved from romantic to realistic novels, revealed how hunger drove a good man to crime and how the law hounded him ever after in Les Misérables (lay miz ehr ahb). The novels of Émile Zola painted an even grimmer picture. In Germinal, Zola exposed class warfare in the French mining industry. To Zola’s characters, neither the Enlightenment’s faith in reason nor the romantic movement’s feelings mattered at all.

Realism in Drama

Norwegian dramatist Henrik Ibsen brought realism to the stage. His plays attacked the hypocrisy he observed around him. A Doll’s House show a woman caught in a straitjacket of social rules. In "An Enemy of the People," a doctor discovers that the water in a local spa is polluted. Because the town’s economy depends on its spa, the citizens denounce the doctor and suppress the truth. Ibsen’s realistic dramas had a wide influence in Europe and the United States.

Part 1 of 12. Arthur Miller's adaptation of Ibsen's "An Enemy Of the People," which first aired in 1966 on "NET Playhouse." Stars Emmy-award winner James Daly, Kate Reid, George Voskovec, James Olson, William Prince, Philip Bosco and Ken Kercheval. All copyrights acknowledged. For research and commentary purposes only.

Arts Reject Romantic Ideas

Painters also represented the realities of their time. Rejecting the romantic emphasis on imagination, they focused on ordinary subjects, especially working-class men and women. “I cannot paint an angel,” said the French realist Gustave Courbet (koor bay) “because I have never seen one.” Instead, he painted works such as The Stone Breakers, which shows two rough laborers on a country road.

The Stone Breakers, Gustave Courbet, 1849, this is a file from the Wikimedia Commons.

A slide collection of Courbet's paintings, 5:08.

This is a "mockumentary" about Courbet, the French realist painter. You can see puppets bring to life the intriguing story of the man brave enough to use a pallette knife and stand against the wave of current trends.

Later in the century, The Gross Clinic, by Philadelphia painter Thomas Eakins, shocked viewers with its realistic depiction of an autopsy conducted in a medical classroom.

The Gross Clinic, Thomas Eakins, 1875, this is a file from the Wikimedia Commons.

Gross Clinic Bounce: Excerpt, :40, a clip from the 2009 Penn Reading Project music video by The Indoorfins.

David Fox, the Director of New Student Orientation, introduces the 2009 Penn Reading Project: Thomas Eakins' "The Gross Clinic," 4:15.

Dr. David B. Brownlee discusses ways of looking at art more deeply, Penn Reading Project: Learning to Look, 11:57.

Dr. Kathleen Howard and Dr. David B. Brownlee discuss 19th-century Philadelphia artist Thomas Eakins to help prepare the discussion leaders for the 2009 Penn Reading Project, 1:14:48.

Vocabulary Builder

emphasis—(em fuh sis) n. special attention given to something to make it stand out

Checkpoint

How did the realism movement differ from the romantic movement?

Reading Check, p. 391

Evaluating

What factors helped to produce the movement known as realism?

Resources:

HW email to gmsmith@shanahan.org

1. Study for the next Quiz/Test which will include Ch. 12, Sec. 4, more details to be announced next week.

AP Economics: 8 January 2010

Prayer (alphabetical):

The scheduled Quiz is today: Ch. 15 Short Answer Quiz.

If you finish early, you may take out non-Economics material while you wait. Just cover your Quiz.

If we have time, we will pick up where we left off: Ch. 16, PowerPoint presentation and Handout Ch. 16 question.

Chapter 16

Measuring Inflation and Unemployment

Chapter Overview

In this chapter students will learn how to define and measure both inflation and
unemployment. Some cautions about evaluating the statistics are also presented, in
particular the issue of discouraged workers.

Chapter Outline

We were reviewing the effects of Inflation on Detroit. Part 2/4 is a good summary of the entire series, 6:18.

Hyperinflation (p. 436)

Peter Schiff Discusses Hyperinflation On Fast Money 12/22/09, 4:36.

Hyperinflation in Germany 1923 (during the Weimar Republic is one of the classic examples of hyperinflation, 3:25.

Checkpoint: Inflation

Unemployment, p. 437

Unemployment, 2:50

The Historical Record, p. 437

2009 vs 1887: A Grim Look at History of Unemployment, 5:24

The Household Survey, p. 440

Defining and Measuring Unemployment, p. 440

Employed

Unemployed

Labor Force

Problems with Unemployment Statistics

Underemployment and Discouraged Workers

Checkpoint: Unemployment

Unemployment and the Economy

Types of Unemployment

Frictional Unemployment, p. 443

Structural Unemployment, p. 443

Cyclical Unemployment, p. 443

Summary of all: Types of Unemployment, 4:19

Defining Full Employment

The Natural Rate of Unemployment

NAIRU or Natural Rate of Unemployment, 2:58 (Micro video but applies to Macro as well).

History of the Natural Rate of Unemployment (a Micro video but it relates to Macro issues as well), 1:21

Checkpoint: Unemployment and the Economy

Job Gains and Losses: Establishment (or Payroll) Survey versus Household
Survey

Ideas for Classroom Discussion:
■ Illustrate the changing purchasing power of a dollar by using the CPI calculator
on the Web site of the Federal Reserve Bank of Minneapolis at http://www.
minneapolisfed.org/research/data/us/calc/.
The site enables you to enter an amount of money in a particular year and see
what it would be worth in another time period. You may want to prepare for this
by having students gather “data” in the form of prices their parents or grandparents remember; the “when I was a youngster I could go to the movies for 5 cents!” data. See what that would be worth today.
■ Illustrate a hyperinflation. Screen the PBS video “Commanding Heights” or look
at the page on the PBS Web site at http://www.pbs.org/wgbh/commandingheights/
shared/minitext/ess_germanhyperinflation.html.

Particular points of interest: there was a 1,000-billion German mark note in circulationand few people bothered to take the change when they spent it! Also note the mention of people buying real assets—including pianos—because of the
depreciating value of the currency.

Chapter Checkpoints

Inflation
Question: If you lived in a country where you saw the signs of a government beginning to spend excessively relative to its tax base and was funding this immense spending by printing new money, what would you do to protect yourself and your monetary assets?

The point is to check that students can: point out the link between hyperinflation
and excessive money creation.

Unemployment
Question: Does it seem reasonable to require that to be counted as unemployed, a
person must be actively seeking work? Why not simply count those who do not
have a job but indicate they would like to work?

The point is to check that students can: understand statistics are based on assumptions and methodologies. Also, this question serves to reinforce the definition of unemployment as currently used.

Unemployment and the Economy
Question: After the Berlin Wall fell and the Soviet Union split into several countries, the defense industry in the United States underwent a serious decline as part of the “peace dividend.” Many high-skilled engineers and other workers became unemployed as the industry retrenched. For many, their skills were so specialized that they were unable to find new jobs at their old salaries. Were these people frictionally, structurally, or cyclically unemployed? What policies might the government implement to reduce the impact of this type of unemployment?

The point is to check that students can: apply the definitions of the different types of unemployment to this specific scenario.

Extended Examples in the Chapter
Job Gains and Losses: Establishment (or Payroll) Survey versus Household
Survey

The term “jobless recovery” came into common use around 2004, and referred to
continuing job loss even after the economy moved from a recession into a recovery
(you’d expect job gains in such circumstances). There is a measurement problem in
assessing this situation. The Labor Department tries to assess the labor market by
surveying businesses (the demand for labor, in theory) and by surveying households
(the supply of labor). In recent years the two measures have not been tracking in
the same way. It is suggested that the Establishment Survey overstates job loss, particularly since people who lose a job but start their own businesses may not be
counted. However, self-employment may be a low-paying alternative to a person’s
previous occupation, leading some to suggest that the Household Survey overstates
how well the economy is doing.

The sources cited for this section are “Two Measures of Employment: How
Different Are They?” by Tao Wu (Federal Reserve Bank of San Francisco Economic
Letter, August 27, 2004) and Edmund L. Andrews, “Two Tales of American Jobs”
(The New York Times, February 22, 2004, page BU-6). The first source is available
on the Web at http://www.frbsf.org/publications/economics/letter/2004/el2004-23.html.

Examples Used in the End-of-Chapter Questions

Question 10 references how the Bureau of Labor Statistics measures unemployment.
For more detail, see the Web site at http://www.bls.gov/cps/cps_htgm.htm.

For Further Analysis

Calculating a Very Simple Inflation Measure

This example (in the student handout at the end of this chapter) can be used as a
small group exercise or as an individual exercise. It is designed to complement the text’s material on how to measure inflation by giving students a hands-on opportunity to see how an index is constructed. This exercise uses no weighting but it can easily be expanded to allow you to explore the meaning of a weighted average. By asking students to research prices of goods they will also get a feel for the data collection performed by the Bureau of Labor Statistics.

Web-Based Exercise

This example below requires students to find current data on the inflation rate and the unemployment rate. You may wish to combine this exercise with a current
events article to add more of a research and analytical component. Points for possible discussion to extend the material in the text would include: different measures of the CPI (for urban consumers, etc.); seasonal adjustment; core inflation measures; state and regional unemployment numbers. You may also wish to discuss whether the two measures move together or inversely to each other.

How Is the Economy Doing?

Two of the most important measures of how well the economy is doing are the inflation rate and the unemployment rate. Go to the Bureau of Labor Statistics Web site at http://www.bls.gov/bls/whatsnew.htm to answer the following:

1) What is the current inflation rate? Put it in the context of previous period’s
data.

2) What is the current unemployment rate? Compare that to the last period’s
data.

Answer: Student responses will vary depending on when this assignment is
given.
1) As of the middle of June 2007, the Consumer Price Index showed an
increase of 0.6% in May, which made it 2.7% higher than it was in May
2006. For data see the Web site at http://www.bls.gov/news.release/cpi.
toc.htm.

2) As of the middle of June 2007 the unemployment rate was 4.5%,
unchanged since May. For data see the Web site at http://www.bls.gov/
news.release/laus.toc.htm.

Tips

Current events are often the best way to motivate students with regard to the material in this chapter. Consider reading an article about current inflation and/or unemployment (even take a short “quiz” on it) and then repeat the activity
after covering the course material. Students may enjoy feeling that they can read
a business story and understand the statistics being discussed.

Handout 16.1

Calculating a Very Simple Inflation Measure

Resources

Dr. Marc Faber on CNBC on 30 December 2009, 10:38.

The American Revolution and Hyperinflation by a young American, 6:17.

Project for AP Economics 2009 (the class or school that made this video is not identified; I do not know where it is from):

Lyrics:

The productivity, is the GDP
Take the sum up of the C I G
There's no X in a closed economy
Open it up and free trade is what you'll see
The CPI is your price index
Shows you what you pay for a bottle of windex
Compared to the price level of last year
We should keep it at 100, now y'hear?

**Macroeconomics, study as a whole,
The wealth of a nation, or so I'm told
A one letter change and we're looking at a firm
But macro's what we're here for, sit back and learn.

A phillips curve, shows you the tradeoffs
'tween inflation/unemployment, yeah those layoffs.
Take the two rates, do not perplex,
The sum is known as the misery index
Did you know that money has speed?
Actually, it's called, velocity
P Q over M, that's what V
is equal to in, this economy

**

Something that's important yeah to me
is known to you as the MPC
It is the Marginal Propensity
to consume and shop and spend money
If aggregate demand, and aggregate supply
shift to the right, then GDP's up high
Don't know bout chu, but more output is fly
That's the way it is so don't ask me why

**

Say's law says supply creates demand
It's something that you should probably understand
Gave classical theory the the upper hand
'Til Keynes came along, what a man
Short run was the game of his theory
Didn't think that the world's economy
Functioned at its full capacity
Pessimistic Negativity?

Break it down...

Inflation the nation
cuz theres a justification
Of its short term relation
Between unemployment otherwise
Oh, dont get a bruther-wise
When rational expectation-wise
The sacrifice ratio-nality
Due to contractionary policy
Is smaller than expected in the theory
Of rational expectation, oh
Just ask my man Volcker,
Who went up to that suckah
Stagflation and smackd hah [her],
Like Alan Greenspan,
Who went up to tha man,
Inflation, and he demanded
Some respect, or lest
He get charged of vehicular manslaughter
Of inflations mother and daughter.
To OPEC he said, who's your father, boy?

Email HW to gmsmith@shanahan.org.

Be sure to continue reviewing Ch. 15 for the multiple choice Test; Ch. 16 Quizzes will follow.