Thursday, March 25, 2010

WH II History: 26 March 2010

Prayer







The Ch. 16 Sec. 3 Quiz is today. Be sure to put your name on the Quiz. You may write on the Quiz. If you finish early you may take out non-History material.

Section 4 End of the War

The Paris Peace Conference

Note Taking

Reading Skill: Categorize

One way to summarize information is to divide it into categories. In the table below, the left-hand column lists issues the world faced after World War I. As you read and listen to the lecture, categorize the information in the text in one of the second two columns.



The Treaty of Versailles

In June 1919, the Allies ordered representatives of the new German Republic to sign the treaty they had drawn up at the palace of Versailles (vur sy) outside Paris. The German delegates were horrified. The treaty forced Germany to assume full blame for causing the war. It also imposed huge reparations that would burden an already damaged German economy. The reparations covered not only the destruction caused by the war, but also pensions for millions of Allied soldiers or their widows and families. The total cost of German reparations would later be calculated at $30 billion (the equivalent of about $2.7 trillion today).

A New Map of Europe

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?

mandates

Europe 1914, Europe 1920

Cf. http://www.phschool.com/atschool/dsp_swf.cfm?pathname=/atschool/worldhistory/audio_guided_tours/&filename=WH07A00837.swf&w=760&h=460

Web Code: nap-2641

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?

Other parts of the treaty were aimed at weakening Germany. The treaty severely limited the size of the once-feared German military. It returned Alsace and Lorraine to France, removed hundreds of square miles of territory from western and eastern Germany, and stripped Germany of its overseas colonies. The treaty compelled many Germans to leave the homes they had made in Russia, Poland, Alsace-Lorraine, and the German colonies to return to Germany or Austria.

The Germans signed because they had no choice. However, German resentment of the Treaty of Versailles would poison the international climate for 20 years. It would help spark an even deadlier world war in the years to come.

The Allies drew up separate treaties with the other Central Powers. Like the Treaty of Versailles, these treaties left widespread dissatisfaction. Discontented nations waited for a chance to revise the peace settlements in their favor.

Where the German, Austrian, and Russian empires had once ruled, a band of new nations emerged. Poland became an independent nation after more than 100 years of foreign rule. The Baltic states of Latvia, Lithuania, and Estonia fought for and achieved independence.

Three new republics—Czechoslovakia, Austria, and Hungary—rose in the old Hapsburg heartland. In the Balkans, the peacemakers created a new South Slav state, Yugoslavia, dominated by Serbia.

European colonies in Africa, Asia, and the Pacific had looked to the Paris Peace Conference with high hopes. Colonial leaders expected that the peace would bring new respect and an end to imperial rule. However, the leaders at Paris applied self-determination only to parts of Europe. Outside Europe, the victorious Allies added to their overseas empires. The treaties created a system of mandates, territories administered by Western powers. Britain and France gained mandates over German colonies in Africa. Japan and Australia were given mandates over some Pacific islands. The treaties handled lands that used to be part of the Ottoman empire as if they were colonies, too.

In theory, mandates were to be held until they were able to stand alone. In practice, they became European colonies. From Africa to the Middle East and across Asia, people felt betrayed by the peacemakers.

The War's Legacy

Reading Check

Identifying

What clause in the Treaty of Versailles particularly angered the Germans?


Preview: Chapter 17 The West Between the Wars 1919-1939

Chapter Overview

The peace settlements at the end of World War I combined with severe economic problems to produce widespread discontent across Europe. Democratic rule in many states gave way to fascism, authoritarianism, and the totalitarianism of Stalin and Hitler.

Section 1 The Futile Search for Stability
The peace settlement at the end of World War I left many nations unhappy and border disputes simmering throughout Europe. The League of Nations proved a weak institution. Democracy was widespread, and women in many European countries gained the right to vote. However, economic problems plagued France, Great Britain, and the German Weimar Republic. When Germany declared that it could not continue to pay reparations, France occupied one German region as a source of reparations. An American plan reduced the burden of reparations and led to a period of prosperity and American investment in Europe. The prosperity ended with the economic collapse of 1929 and the Great Depression. European governments tried different approaches to ending the depression. Many middle-class Germans began to identify with anti-democratic political parties. The new American president, Franklin Delano Roosevelt, pursued a policy of active government intervention in the economy that came to be known as the New Deal.

Section 2 The Rise of Dictatorial Regimes
By 1939 most European democracies had collapsed. Only France and Great Britain remained democratic. Benito Mussolini began his political career as a Socialist, but he abandoned socialism for fascism, which glorified the state and justified the suppression of all political dissent. In Italy, Mussolini outlawed most political opposition, but also compromised with powerful groups and never achieved totalitarian control. After the Russian civil war, Lenin restored capitalist practices to prevent economic and political collapse. After Lenin's death, Joseph Stalin emerged as the most powerful Communist figure. Stalin sidelined the Bolsheviks of the revolutionary era and established totalitarian rule. His program of rapid industrialization and collectivization forced horrendous sacrifices on the population. His political purges caused millions to be arrested, imprisoned, and executed. Elsewhere in Eastern Europe and in Francisco Franco's Spain, authoritarian regimes were mainly concerned with preserving the existing social order.

Section 3 Hitler and Nazi Germany
Adolf Hitler, a failed student and artist, built up a small racist, anti-Semitic political party in Germany after World War I. Hitler's Beer Hall Putsch failed. In prison, he wrote Mein Kampf—an account of his movement and his views. As democracy broke down, right-wing elites looked to Hitler for leadership. In 1933 Hitler became chancellor. Amid constant chaos and conflict, Hitler used terror and repression to gain totalitarian control. Meanwhile, a massive rearmament program put Germans back to work. Mass demonstrations and spectacles rallied Germans around Hitler's policies. All major institutions were brought under Nazi control. Women's primary role was to bear Aryan children. Hitler's Nuremberg Laws established official persecution of Jews. A more violent anti-Semitic phase began in 1938 with a destructive rampage against Jews and the deportation of thousands to concentration camps. Increasingly drastic steps barred Jews from attending school, earning a living, or engaging in Nazi society.

Section 4 Cultural and Intellectual Trends
After World War I, radio and film became sources of entertainment as well as propaganda tools. Hitler and the Nazis made wide use of both. Work patterns after the war allowed many people to enjoy mass leisure activities such as professional sporting events, as well as train, bus, and car travel. The Nazis organized events such as concerts for workers. The revolution in physics continued with Werner Heisenberg's uncertainty principle. The uncertainty of the post-war world became a prominent theme in art. Dadaism and the surrealism of Salvador DalĂ­ reflected absurdity in the world. Nazi art was intended to be authentically German. In fact, it was largely derived from nineteenth-century folk art. Literary interest in the unconscious produced the "stream of consciousness" technique of James Joyce's Ulysees. The German novelist Hermann Hesse was influenced by psychology and Asian religions.

Primary Documents - Treaty of Versailles, 28 June 1919 Cf. http://www.firstworldwar.com/source/versailles.htm

Chapter Preview

A Story that Matters

The Great Depression

This is Depression era photography of Dorothea Lange to the sound of Bing Crosby singing 'Buddy, Can You Spare A Dime,' (Yip Harburg wrote this iconic song), 2:25
In the early 1930s, a worldwide economic depression threw thousands out of work and into lives of poverty. The song below summed up the mood of the time:

“They used to tell me I was building a dream

With peace and glory ahead—

Why should I be standing in line,

Just waiting for bread?

Once I built a railroad, I made it run,

Made it race against time.

Once I built a railroad, now it’s done—

Brother, can you spare a dime?”

— from the song “Brother, Can You Spare a Dime?,” lyrics by E.Y. Harburg

Lyrics are reproduced for educational purposes only: copyright remains in the hands of the legitimate owners.



Ch. 17 References on the Great Depression

The Great Depression

Photo Essay on the Great Depression

Cf. http://www.pbs.org/wnet/historyofus/tools/browser12.html

Poor Farmer

Poor Farmer

This haunting photograph shows a farmer ruined by the dustbowl of 1936. A woman and nursing child, possibly part of his family, sit behind him under a makeshift shelter.

Diaries of people who lived during the Depression

Cf. http://teacher.scholastic.com/activities/our_america/great_depression/

People and events of the Dust Bowl

Cf. http://www.pbs.org/wgbh/americanexperience/films/dustbowl/

Original photographs from the times

Cf. http://memory.loc.gov/ammem/fsahtml/fatop1.html


The Dust Bowl

In Dorothea Lange’s famous 1936 photo Migrant Mother, Nipomo, California, a mother looks into the future with despair. She migrated to escape scenes like the one below, where huge dust storms buried farm equipment in Dallas, Texas. How did geography help aggravate the depression in the United States?

The Great Flu Epidemic

Hospitals "Full-Up": The 1918 Influenza Pandemic, 8:24

A documentary comparing the 1918 Spanish Influenza pandemic with modern-day health capabilities, in the event of an act of bioterrorism or any large-scale infectious disease outbreak.



Section 1

The peace settlement at the end of World War I left many nations unhappy and border disputes simmering throughout Europe. The League of Nations proved a weak institution. Democracy was widespread, and women in many European countries gained the right to vote. However, economic problems plagued France, Great Britain, and the German Weimar Republic. When Germany declared that it could not continue to pay reparations, France occupied one German region as a source of reparations. An American plan reduced the burden of reparations and led to a period of prosperity and American investment in Europe. The prosperity ended with the economic collapse of 1929 and the Great Depression. European governments tried different approaches to ending the depression. Many middle-class Germans began to identify with anti-democratic political parties. The new American president, Franklin Delano Roosevelt, pursued a policy of active government intervention in the economy that came to be known as the New Deal.

League of Nations, 2:52



Uneasy Peace, Uncertain Security

A Weak League of Nations

The peace was fragile. Although the Kellogg-Briand Pact outlawed war, it provided no way of enforcing the ban. The League of Nations, too, was powerless to stop aggression. In 1931, the League vigorously condemned Japan’s invasion of Manchuria, but did not take military action to stop it. Ambitious dictators in Europe noted the League’s weakness and began to pursue aggressive foreign policies.

Analyzing Political Cartoons

An End to War?

The Kellogg-Briand Pact raised hopes for an end to war. But not everyone was so optimistic, as this 1929 American cartoon shows.

*Kellogg-Briand Pact framed as a fire insurance policy
*Adequate navy as a fire extinguisher
*Uncle Sam looking at both

1. Do you think that the cartoonist feels that a fire insurance policy is enough to prevent a fire?

2. What point do you think the cartoonist is making about the Kellogg-Briand Pact?

French Demands

Inflation in Germany

The Treaty of Locarno

The Locarno Treaties and Germany's Entry into the League, :59



Despite disagreements, many people worked for peace in the 1920s. Hopes soared in 1925 when representatives from seven European nations signed a series of treaties at Locarno, Switzerland. These treaties settled Germany’s disputed borders with France, Belgium, Czechoslovakia, and Poland. The Locarno treaties became the symbol of a new era of peace.

The Kellogg-Briand Pact, which was sponsored by the United States in 1928, echoed the hopeful “spirit of Locarno.” Almost every independent nation signed this agreement, promising to “renounce war as an instrument of national policy.” In this optimistic spirit, the great powers pursued disarmament, the reduction of armed forces and weapons. The United States, Britain, France, Japan, and other nations signed treaties to reduce the size of their navies. However, they failed to agree on limiting the size of their armies.

Reading Check

Explaining

Why was the League of Nations unable to maintain peace?

The Great Depression

The post-war prosperity did not last. At the end of the 1920s, an economic crisis began in the United States and spread to the rest of the world, leaving almost no corner untouched.

Causes of the Depression

The wealth created during the 1920s in the United States was not shared evenly. Farmers and unskilled workers were on the losing end. Though demand for raw materials and agricultural products had skyrocketed during the war, demand dwindled and prices fell after the war. Farmers, miners and other suppliers of raw materials suffered. Because they earned less, they bought less. At the same time, better technology allowed factories to make more products faster. This led to overproduction, a condition in which the production of goods exceeds the demand for them. As demand slowed, factories cut back on production and workers lost their jobs.

Meanwhile, a crisis in finance—the management of money matters, including the circulation of money, loans, investments, and banking—was brewing. Few saw the danger. Prices on the New York Stock Exchange were at an all-time high. Eager investors acquired stocks through risky methods. To slow the run on the stock market, the Federal Reserve, the central banking system of the United States, which regulates banks, raised interest rates in 1928 and again 1929. It didn’t work. Instead, the higher interest rates made people nervous about borrowing money and investing, thereby hurting demand.

In the autumn of 1929, jitters about the economy caused many people to sell their stocks at once. Financial panic set in. Stock prices crashed, wiping out the fortunes of many investors. The Great Depression, a painful time of global economic collapse, had begun quietly in the summer of 1929 with decreasing production. The October stock market crash aggravated the economic decline.

Responses to the Depression

In 1931, the Federal Reserve again increased the interest rate, with an even more disastrous effect. As people bought and invested less, businesses closed and banks failed, throwing millions out of work. The cycle spiraled steadily downward. The jobless could not afford to buy goods, so more factories had to close, which in turn increased unemployment. People slept on park benches and lined up to eat in soup kitchens.

The economic problems quickly spread around the world. American banks stopped making loans abroad and demanded repayment of foreign loans. Without support from the United States, Germany suffered. It could not make its reparations payments. France and Britain were not able to make their loan payments.

Desperate governments tried to protect their economies from foreign competition. The United States imposed the highest tariffs in its history. The policy backfired when other nations retaliated by raising their tariffs. In 1932 and 1933, global world trade sank to its 1900 level. As you have read, the Great Depression spread misery from the industrial world to Latin America, Africa, and Asia.

Reading Check

Summarizing

What were the results of the Great Depression?

Democratic States After the War
Note Taking

Reading Skill: Identify Main Ideas

Record main ideas from this section in a table like the one below.



In 1919, the three Western democracies—Britain, France, and the United States—appeared powerful. They had ruled the Paris Peace Conference and boosted hopes for democracy among the new nations of Eastern Europe. Beneath the surface, however, postwar Europe faced grave problems. To make matters worse, many members of the younger generation who might have become the next great leaders had been killed in the war.

At first, the most pressing issues were finding jobs for returning veterans and rebuilding war-ravaged lands. Economic problems fed social unrest and made radical ideas more popular.

In addition to problems at home, the three democracies faced a difficult international situation. The peace settlements caused friction, especially in Germany and among some ethnic groups in Eastern Europe.

Germany

From its headquarters in Geneva, Switzerland, the League of Nations encouraged cooperation and tried to get members to make a commitment to stop aggression. In 1926, after signing the Locarno agreements, Germany joined the League. Later, the Soviet Union was also admitted.

France

Like Britain, France emerged from World War I both a victor and a loser. Political divisions and financial scandals plagued the government of the Third Republic. Several parties—from conservatives to communists—competed for power. The parties differed on many issues, including how to get reparations payments from Germany. A series of quickly changing coalition governments ruled France.

France’s chief concern after the war was securing its borders against Germany. The French remembered the German invasions of 1870 and 1914. To prevent a third invasion, France built massive fortifications called the Maginot Line along its border with Germany. However, the line would not be enough to stop another German invasion in 1940.

In its quest for security, France also strengthened its military and sought alliances with other countries, including the Soviet Union. It insisted on strict enforcement of the Versailles treaty and complete payment of reparations. France’s goal was to keep the German economy weak.

Great Britain

Britain disagreed with this aim. Almost from the signing of the Treaty of Versailles, British leaders wanted to relax the treaty’s harsh treatment of Germany. They feared that if Germany became too weak, the Soviet Union and France would become too powerful.

In Britain during the 1920s, the Labour party surpassed the Liberal party in strength. The Labour party gained support among workers by promoting a gradual move toward socialism. The Liberal party passed some social legislation, but it traditionally represented middle-class business interests. As the Liberal party faltered, the middle class began to back the Conservative party, joining the upper class, professionals, and farmers. With this support, the Conservative party held power during much of 1920s. After a massive strike of over three million workers in 1926, Conservatives passed legislation limiting the power of workers to strike.

Britain still faced the “Irish question.” In 1914, Parliament passed a home-rule bill that was shelved when the war began. On Easter 1916, a small group of militant Irish nationalists launched a revolt against British rule. Although the Easter Rising was quickly suppressed, it stirred wider support for the Irish cause. When Parliament again failed to grant home rule in 1919, members of the Irish Republican Army (IRA) began a guerrilla war against British forces and their supporters. In 1922, moderates in Ireland and Britain reached an agreement. Most of Ireland became the self-governing Irish Free State. The largely Protestant northern counties remained under British rule. However, the IRA and others fought for decades against the division.

Ireland 1916 - The Easter Rising, 4:45


The Irish Resist

Members of the Irish Republican Army prepare to resist the British occupation of Dublin in 1921 by erecting a barbed wire barricade. The Irish Free State, established in 1922, was a compromise between the opposing sides, but peace was short-lived. The conflict has continued since that time.

Paul McCartney and Wings - Give Ireland back to the Irish, 3:43



The United States

In contrast, the United States emerged from World War I in good shape. A late entrant into the war, it had suffered relatively few casualties and little loss of property. However, the United States did experience some domestic unrest. Fear of radicals and the Bolshevik Revolution in Russia set off a “Red Scare” in 1919 and 1920. Police rounded up suspected foreign-born radicals, and a number were expelled from the United States.

The “Red Scare” fed growing demands to limit immigration. Millions of immigrants from southern and eastern Europe had poured into the United States between 1890 and 1914. Some native-born Americans sought to exclude these newcomers, whose cultures differed from those of earlier settlers from northern Europe. In response, Congress passed laws limiting immigration from Europe. Earlier laws had already excluded or limited Chinese and Japanese immigration.

Reading Check

Explaining

What did John Maynard Keynes think would resolve the Great Depression?

John Maynard Keynes and the Great Depression, 2:10

Hughes Rudd narrates:



Ch. 17 References

The Great Depression

Photo Essay on the Great Depression

Cf. http://www.pbs.org/wnet/historyofus/tools/browser12.html

Diaries of people who lived during the Depression

Cf. http://teacher.scholastic.com/activities/our_america/great_depression/

People and events of the Dust Bowl

Cf. http://www.pbs.org/wgbh/americanexperience/films/dustbowl/

Original photographs from the times

Cf. http://memory.loc.gov/ammem/fsahtml/fatop1.html

Cf. Click on links to view original documents from Mussolini's life and times.

Cf. http://www.nationalarchives.gov.uk/education/heroesvillains/g3/

Click on "Germany Image Gallery" for the slideshow.

Cf. http://www.worldwar2database.com/cgi-bin/slideviewer.cgi?list=preludegermany.slides

Read a detailed account of the life of Hitler

Cf. http://library.thinkquest.org/19092/hitler.html

Test yourself on how Hitler came to power

Cf. http://www.schoolhistory.co.uk/lessons/riseofhitler/index.htm

Nazi propaganda posters: Election, Sower of peace, 'One People, One Nation, One Leader,' Saving for a Volkswagen, Jews, Anti-Bolshevism.

Cf. http://www.bbc.co.uk/history/worldwars/wwtwo/nazi_propaganda_gallery.shtml

Soviet Russia

Stalin and Industrialization of the USSR
See original documents and learn more about Stalin's methods.

Cf. http://www.nationalarchives.gov.uk/education/heroesvillains/g4/

View Soviet posters

Cf. http://www.internationalposter.com/country-primers/soviet-posters.aspx

Review Stalin's takeover of power

Cf. http://www.bbc.co.uk/schools/gcsebitesize/history/mwh/russia/stalinsact.shtml

Find out more about jazz

Cf. http://www.smithsonianjazz.org/class/whatsjazz/wij_start.asp

Paul McCartney and Wings - Give Ireland back to the Irish, 3:43

Song about the British in the north eastern counties of Ireland which denies the Irish people the right of national self-determination.

Song performed by Wings.

Give ireland back to the irish
Dont make them have to take it away
Give ireland back to the irish
Make ireland irish today
Great britian you are tremendous
And nobody knows like me
But really what are you doin
In the land across the sea

Tell me how would you like it
If on your way to work
You were stopped by irish soliders
Would you lie down do nothing
Would you give in, or go berserk

Give ireland back to the irish
Dont make them have to take it away
Give ireland back to the irish
Make ireland irish today

Great britian and all the people
Say that all people must be free
Meanwhile back in ireland
Theres a man who looks like me

And he dreams of God and country
And hes feeling really bad
And hes sitting in a prison
Should he lie down do nothing
Should give in or go mad

Give ireland back to the irish
Dont make them have to take it away
Give ireland back to the irish
Make ireland irish today

Give ireland back to the irish
Dont make them have to take it away
Give ireland back to the irish
Make ireland irish today

Lyrics reproduced here for educational purposes only; copyright remains in the hands of the legitimate owners.



John & Yoko - Sunday Bloody Sunday, 5:03, from Lennon's 'Sometime In New York City' album.


Sunday Bloody Sunday - Wolfe Tones, 4:09

This is a song from their CD entitled Celtic Symphony.


References
One helpful animation is:

Animated Map: The Western Front, 1914 - 1918

Animated battle of the Somme

Cf. http://www.bbc.co.uk/history/worldwars/wwone/launch_ani_somme_map.shtml

Among other animations, you can view: Life in the Trenches

Cf. http://www.bbc.co.uk/history/interactive/animations/wwone_movies/index_embed.shtml

You can try your luck during several front line missions with

Trench warfare:

Cf. http://www.bbc.co.uk/schools/worldwarone/hq/trenchwarfare.shtml

By the time the Yanks get involved there is a popular song which memorialized American involvement:

Cf. http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/activities/songs/

American involvement in WW I, 4:11

The Great War #1, World War 1 Era Period Music and Pictures. WW 1 spanned from August of 1914 to November of 1918 and raged across the globe. The United States was officially involved in the war from April 1917 to the end.

The dough boys are nearly forgotten today in the shadow of World War 2, Vietnam and Iraq. Millions of American men and women, black and white, served our country in The Great War. This series of shorts shows the music of their time and photographs from the Great War.



Links

BBC Schools Links

GCSE Bitesize Revision - History
bbc.co.uk/schools/gcsebitesize/history/
A secondary revision resource for GCSE exams covering the First World War.

The Bitesize series features audio clips from history and commentators:

Cf. http://www.bbc.co.uk/schools/gcsebitesize/history/mwh/

Standard Grade Bitesize Revision - History
bbc.co.uk/scotland/learning/bitesize/standard/history/
A secondary revision resource for Standard Grade covering the First World War.

BBC Sites

BBC History - World War One
bbc.co.uk/history/worldwars/wwone/
This World War One site from BBC History features interactive movies, animations, feature articles and 3-d models.

One helpful animation is:

Animated Map: The Western Front, 1914 - 1918

Cf. http://www.bbc.co.uk/history/worldwars/wwone/launch_ani_western_front.shtml

History Trail – How to do History
bbc.co.uk/history/lj/how_to_do_historylj/preview.shtml
Follow in the footsteps of professional historians and find out how they do history. Discover how postcards, council records, tapestries and people's memories of the past are all valuable sources for the historian.

Other Sites

Learning Curve – The Great War
http://www.learningcurve.gov.uk/greatwar
This is a comprehensive offering from the Public Records Office, which tells the story of the First World War through six different source based investigations. It aims to show how the War developed and includes teachers' notes.

Spartacus Educational – The First World War
http://www.spartacus.schoolnet.co.uk/FWW.htm
Spartacus' World War One website offers a growing encyclopaedia of entries about the war, as well as links to other websites.

First World War.com - The war to end all wars
http://www.firstworldwar.com
This site gives a general overview of the First World War. It offers a collection of insightful feature articles, photos and footage, memoirs and diaries.

Spark Notes – World War 1 (1914-1918)
http://www.sparknotes.com/history/european/ww1/
Gives a summary and commentary on each main study area of the First World War.

Art of the First World War
http://www.art-ww1.com/gb/present.html
Presents 100 paintings from international collections from around the world to commemorate the First World War.

The World War One Document Archive
http://www.art-ww1.com/gb/present.html
The World War One Document Archive presents primary documents concerning the Great War.

World War 1 - Web Links
http://www.historyteacher.net/APEuroCourse/WebLinks/WebLinks-WorldWar1.htm
This site lists links to in-depth articles on all aspects of the First World War, including a large collection of links to primary source material.

National Curriculum Online: History
http://curriculum.qcda.gov.uk/key-stages-3-and-4/subjects/history/index.aspx?return=/key-stages-3-and-4/subjects/index.aspx
Information about the National Curriculum for History, QCDA and DfEE schemes of work, pupils' work and information about standards and support materials.

QCDA History
http://www.qcda.gov.uk/6354.aspx
The Qualifications and Curriculum Development Authority (QCDA) History section.

Examine key issues with the help of original documents.

Cf. http://www.nationalarchives.gov.uk/education/greatwar/g1/

The best overall war reference for the entire modern period:

War Made New: Weapons, Warriors, and the Making of the Modern World by Max Boot

All Quiet on the Western Front by Erich Maria Remarque

Cassell Military Classics: Iron Fist: Classic Armoured Warfare by Bryan Perrett

Day of the Assassins: A Jack Christie Novel by Johnny O'Brien

War in the Air 1914-45 (Smithsonian History of Warfare) by Williamson Murray
The Encyclopedia of Warfare: The Changing Nature of Warfare From Prehistory to Modern-day Armed Conflicts by Robin Cross, pp. 170-193.

The Encyclopedia of Weaponry: The Development of Weaponry from Prehistory to 21st Century Warfare, Ian V. Hogg, pp. 112-139.

Battles and Campaigns (Mapping History) by Malcolm Swanston

A documentary about the battle of the Somme 1916 part 1, 9:58







War and Revolution in Russia 1914 - 1921

By Dr Jonathan Smele

Cf. http://www.bbc.co.uk/history/worldwars/wwone/eastern_front_01.shtml
World War One News Report, High School History Project


World War 1 Songs, 5:40

Songs are in this order: It's A Long Way to Berlin but We'll Get There, The Yanks Started Yankin, I May Stay Away A Little Longer, It's A Long Way to Tipperary, What Kind of an American Are You, How Ya Gonna Keep Them Down on the Farm

Cf. http://www.youtube.com/watch?v=sH4-fYIfC-E

Elvis Costello's (What's So Funny 'Bout) Peace, Love and Understanding, 3:18



Peace Train Cat Stevens, 4:13



Creedence Clearwater Revival: Fortunate Son, 2:19



How To Take Effective Notes
The Ch. 16 Sec. 3 Quiz will be Friday. Be sure to consider the Ch. 16 Sec. 3 Quiz page.

Email to gmsmith@shanahan.org

Friday: p. 526, #8-9

Reading Check

Identifying

What clause in the Treaty of Versailles particularly angered the Germans?

AP Economics: 26 March 2010

Prayer

Today we have the Ch. 19 Multiple Choice Test. Cf. the Ch. 19 Test Prep page for both the Multiple Choice Test and the TBA Ch. 19 Short Answer Test. Put your name on both the Test and the Scantron. You may write on the Test. If you finish early you may take out non-Economics material.





We will pick up where we left off in Chapter 22, Monetary Policy; we can begin Ch. 23.

Chapter Overview

Having introduced the Federal Reserve System and its tools for monetary policy in Chapter 21, this chapter begins by considering how money affects the economy (both the long-run quantity theory and the short-run analysis of interest rate channels are covered). The next section discusses the lags in monetary policy (you may wish to relate this section to the corresponding section in the chapter on fiscal policy). The chapter continues with a section on implementing monetary policy that raises the questions of rules versus discretion and which (if any) targets should be used by the Federal Reserve. A final consideration of transparency and the Fed concludes the chapter.

Chapter Outline


Transparency and the Federal Reserve


Ideas for Capturing Your Classroom Audience



Chapter Checkpoints


Transparency is controversial within the Fed, particularly with regard to “forwardlooking transparency.” Some believe that statements about the Fed’s views of where the economy is headed can tie its hand by revealing likely future courses of action. (NOTE: The key to understanding that view is believing that if the market expects the Fed to change rates (in either direction) it will change bond purchasing behavior and so will affect interest rates even before the Fed actually does anything, in effect making the Fed’s action, when it comes, have no further effect on the markets.)

This section references an article by Greg Ip, “The Fed’s Big Question: Not What to Do, But What to Say” (The Wall Street Journal, October 27, 2003, page A1). The
debate about transparency that occurs within the Fed cites two articles by William
Poole (President of the Federal Reserve Bank of St. Louis); they are “Fed
Transparency: How, Not Whether,” from the Federal Reserve Bank of St. Louis
Review, November/December 2003 and “FOMC Transparency,” also from the
Federal Reserve Bank of St. Louis Review, January/February 2005.

“Fed
Transparency: How, Not Whether,” from the Federal Reserve Bank of St. Louis
Review, November/December 2003

Cf. http://research.stlouisfed.org/publications/review/03/11/poole.pdf

“FOMC Transparency”

Cf. http://research.stlouisfed.org/publications/review/05/01/Poole.pdf

Past issues of the review are available on the Bank’s Web site at http://research.stlouisfed.org/
publications/review/past/.

Also cited is a response by Ben Bernanke, Thomas Laubach, Frederic Mishkin, and
Adam S. Posen to a review of their book Missing the Mark: The Truth About
Inflation Targeting. Writing in Foreign Affairs (September/October 1999), the
authors restate their theses in response to the review that had been written by
James K. Galbraith. The response can be read on the Web at: http://www.
foreignaffairs.org/19990901faresponse1013/ben-bernanke-thomas-laubachfrederic-
mishkin-adam-s-posen/missing-the-mark-the-truth-about-inflationtargeting.
html.

Examples Used in the End-of-Chapter Questions

Question 1 cites an article by Brian Wesbury titled “Economic Rehab” from The Wall
Street Journal, June 7, 2006, p. A14. In the article Wesbury suggests that Bernanke
is being unfairly criticized for a series of missteps. To put this in the context of
transparency, look at the list of Bernanke statements compiled by Liz Rappaport of
TheStreet.com. Full text of article is available at http://www.thestreet.com/markets/
marketfeatures/10289904.html but a concise table with “translations” can be found
at: http://bigpicture.typepad.com/comments/2006/06/tracking_bernan.html.

Question 3 references the European Central Bank. For a statement on the Bank’s
policy with regard to inflation and other information about its functions and objectives, see its Web site at http://www.ecb.int/mopo/html/index.en.html.

Question 9 could be extended to a discussion of whether or not there is such a thing as a “liquidity trap.” If you choose to address that topic, recent experiences in Japan provide interesting illustrations.

Question 12 discusses transparency and inflation targets. For more discussion of
this topic with regard to Federal Reserve Chairman Ben Bernanke (and Governor
Frederic Mishkin) see the article from The Economist titled “The Federal Reserve’s
Chairman Hitting his Stride” (February 1, 2007, available on the Web at http://www.economist.com/finance/displaystory.cfm?story_id=8641615).

For Further Analysis

Using the AS/AD Model to Explore the Impacts of Expansionary Monetary
Policy

This example can be used as an in-class small group exercise or as an individual inclass exercise. It is designed to complement the text’s material by employing the graphical analysis of the AS/AD model to illustrate the effects of expansionary monetary policy when the economy is below full employment and when it is above full employment. It would not be difficult to adapt the handout to have students consider contractionary policy as well.

The third question in the handout can be deleted if desired; it asks students to
explain the circumstances under which cuts in the target federal funds rate might
NOT occur. This can be useful if you want to discuss the time period during which
the Fed kept the target rate unchanged.

Note that #13 of the end-of-chapter Questions and Problems uses only short-run
analysis and asks students to compare monetary policy actions in the context of
demand shocks versus supply shocks. The purpose of this exercise is to show how
monetary policy can make things worse if the current position of the economy versus long-run aggregate supply is unclear.

Web-Based Exercise

This example can be used as a small group exercise or as an individual exercise.
The exercise provides an opportunity for students to apply the material in the chapter about the FOMC and how it communicates with the public by having students
read the latest press release. It is advisable to review how the process works before giving this assignment (for example, what is the target federal funds rate?). You may also wish to assign more than one press release to have students “track” the FOMC’s views over time.

Links to all the FOMC statements can be found at: http://www.federalreserve.
gov/FOMC/#calendars.

Reading the Tea Leaves: The Latest from the FOMC

Read the latest press release from the FOMC. Visit its Web site at: http://www.
federalreserve.gov/FOMC/#calendars and click on the “Statement” link for the most
recent date on the calendar.

After reading the statement, answer the following:
1) What did the FOMC decide to do?
2) What is the “tilt” statement embedded in the statement?
3) Was the vote on the statement unanimous? What do you conclude from the
voting result?

Tips from a Colleague

This material can be of great interest to students when they realize how critical the Fed’s conduct of monetary policy is to the action in financial markets. You may wish to create a compilation of articles in the business/financial press in advance of an FOMC meeting and then those following it to emphasize how expectations were formed about the Fed’s actions and whether those expectation were met or not.

Using the AS/AD Model to Explore the Impacts of Expansionary Monetary Policy
The job of the FOMC is to assess the current (and future) path of the economy and decide whether or not monetary policy action is indicated at any point in time. One of the many challenges they face is trying to evaluate where the economy is relative to its full employment level.

References

Milton Friedman - Socialized Medicine, 9:37

Nobel Laureate Economist Milton Friedman explores the unsettling dynamics set into motion when government imposes itself into the health care system. (1978)


Hayek on Milton Friedman and Monetary Policy, 4:56

Friedrich Hayek discusses Milton Friedman's Monetarism and monetary policy.

For more on Hayek's ideas on monetary policy see
Choice in Currency: A way to stop inflation
(for a concise summary) at

http://www.iea.org.uk/files/upld-book...

or see The Denationalisation
of Money for a more a more detailed proposal at

http://www.iea.org.uk/files/upld-book...

This is an excerpt from a longer interview which can be found here http://www.vimeo.com/4063439


Milton Friedman on Slavery and Colonization, 8:43


Modern monetary theory - Mitchell and Wray

This is a series of Modern monetary theory interviews - Professors Bill Mitchell and Randy Wray. See billy blog (http://bilbo.economicoutlook.net/blog) for more information on this approach to macroeconomics. You can also get more information from Centre of Full Employment and Equity (http://e1.newcastle.edu.au/coffee).

Questions asked:
A fundamental or central part of the research of both of you is centred on the nature of money. Could you perhaps talk a little bit about the nature of money and particularly explain to non-economists what fiat money is and what the implications it has on policy formation?



The Ch. 19 Multiple Choice Test will be Friday. Be sure to consult the Ch. 19 Test Prep page for both the Multiple Choice Test and the TBA Ch. 19 Short Answer Test.

Email HW to gmsmith@shanahan.org

1. Be sure to review Chapters 20-22 (we will have Tests on this material as well, TBA). Some students have asked to be tested as close as possible after covering the material.

2. Wed.-Thur. Questions: the Chapter review section references an article by Greg Ip, “The Fed’s Big Question: Not What to Do, But What to Say” (The Wall Street Journal, October 27, 2003, page A1). The debate about transparency that occurs within the Fed cites two articles by William Poole (President of the Federal Reserve Bank of St. Louis); they are “Fed Transparency: How, Not Whether,” from the Federal Reserve Bank of St. Louis Review, November/December 2003 and “FOMC Transparency,” also from the Federal Reserve Bank of St. Louis Review, January/February 2005.

“FedTransparency: How, Not Whether,” from the Federal Reserve Bank of St. Louis
Review, November/December 2003

Cf. http://research.stlouisfed.org/publications/review/03/11/poole.pdf

“FOMC Transparency”

Cf. http://research.stlouisfed.org/publications/review/05/01/Poole.pdf

Read both articles and summarize--in three paragraphs--the issues related to transparency and the Fed.

Friday's HW

Also cited is a response by Ben Bernanke, Thomas Laubach, Frederic Mishkin, and
Adam S. Posen to a review of their book Missing the Mark: The Truth About
Inflation Targeting. Writing in Foreign Affairs (September/October 1999), the
authors restate their theses in response to the review that had been written by
James K. Galbraith. The response can be read on the Web at: http://www.
foreignaffairs.org/19990901faresponse1013/ben-bernanke-thomas-laubachfrederic-
mishkin-adam-s-posen/missing-the-mark-the-truth-about-inflationtargeting.
html.

Read the response and summarize--in three paragraphs--the issues related by Bernanke et. al., and their comments on targeting and the Fed.

3. As review for HW, typical questions that you may encounter on the actual AP Economics Macro Test are included daily:

Wed. - Thur. Section

Inflation, Unemployment, and Stabilization Policies, Review Questions

10. If the government does not react to cost-push inflation with any policy actions, then there is likely to be

a) an increase in RGDP
b) a lower unemployment rate
c) an inflation spiral that could become "hyperinflationary"
d) a recession
e) constant price level

There is no #11 & #12.

13. The phrase "monetizing the deficit" refers to

a) inflation reducing the real value of the debt
b) the Federal Reserve buying some of the government deficit
c) the Treasury repaying the debt
d) the Treasury issuing short-term securities in place of long-term securities
e) the Federal Reserve issuing government securities

14. An increase in the money supply causes

a) a long-run increase in the level of output
b) an increase in the level of output over both the long-run and the short-run
c) a short-run increase in the level of output
d) no change in the level of output
e) a short-run increase and a long-run decrease in the level of output

15. "Crowding out" refers to

a) an increase in investment caused by an increase in government spending
b) a decrease in investment caused by an increase in government spending
c) a decrease in government spending caused by a decrease in investment
d) an increase in investment caused by a decrease in government spending
e) a decrease in government spending caused by an increase in investment

Friday's Question

1. Free-Response Question (Hand-in as hard copy)

Assume that an economy is in recession

A) Draw a correctly labeled AD/AS graph and show the position of the economy
B) Suggest a fiscal policy alternative that can move the economy to full employment.
C) Amend the graph to show the effect of your policy. Show on the graph the effect of the change on both price level and output (RGDP). Explain how the following will impact the effect of your fiscal policy.

i. Crowding out
ii. The net export effect

WH II Honors: February HW

2 Feb.
1. Refresh your memory by reviewing your notes and Ch. 13 in the textbook.
2. p. 418, Preview Questions, #1-2.
3. Test Ch. 13 Friday.

4 Feb.
1. p. 423, Questions, #4-5.
2. Be sure to consider the Ch. 13 Test Prep page before Friday's Test.

5 Feb.
1. Be sure to consider the Ch. 13 Test Prep page before the Test.

7 Feb.
1. Degas

Introduction

Social trends in the mid-1800s in France are readily apparent in the works of many of the impressionist artists. The work of Edgar Degas is a good example. In this activity you will learn about impressionism and about the contribution of Degas to a new style in painting and sculpture.

Edgar Degas

Directions

* Read the information on the Web site about Degas. Take notes as you read.
* Click on “Life” and read the information.
* Go back and click on “Artistic Styles.” Read the information.
* Click on two of Degas’ paintings and review his works.

Use the information you found to answer the following questions. Cf. http://glencoe.mcgraw-hill.com/sites/0078799813/student_view0/unit4/chapter20/student_web_activities.html#

Be sure to fill in the information after the exercise: your name, your email, and email to the correct address: gmsmith@shanahan.org.

9 Feb.
1. Fill out the "Theodore Roosevelt Hand-out" as HW. Cf. http://gmicksmithsocialstudies.blogspot.com/2010/02/wh-ii-honors-theodore-roosevelt-hand.html.

15 Feb.
The Sepoy Mutiny

Infographic

The Sepoy Rebellion

Go Online
For: Audio guided tour
Visit: PHSchool.com
Web Code: nap-2441

1. How was the Sepoy Rebellion a clash of cultures?
2. Which regions were most greatly affected by the Sepoy Rebellion?

17 Feb.
1. p. 434, Questions, #4-6, 8.

18 Feb.
1. p. 442, Questions, #4-6, 8.

22 Feb.
1. Monday: p. 452, Questions, #4-6, 8-9.
2. Test Ch. 14 on Wednesday. Review the Ch. 14 Test Prep Page on Shanawiki.

24 Feb.
1. Wednesday: p. 471, #4-6, 8-9.

26 Feb.
1. For Wednesday, consider the
Ch. 15 Test Study Prep Page.

26 Feb.
1. For Wednesday, consider the
Ch. 15 Test Study Prep Page.
2. Tuesday: p. 488, Reviewing Key Facts, #9-21.