Monday, May 03, 2010

WH II Honors: 4 May 2010

Prayer
Current Events:

UN Walkout as Ahmadinejad claims "Israel is a racist government"; Iran: Punish U.S. for "shameful" nuclear threats.


Western diplomats have walked out of a speech by the Iranian president at a UN anti-racism conference after he described Israel as a "racist government". Israel was described by former President Jimmy Carter as an apartheid state.

Ahmadinejad, said Jewish migrants from Europe and the United States had been sent to the Middle East after World War II "in order to establish a racist government in the occupied Palestine".

He continued "And in fact, in compensation for the dire consequences of racism in Europe, they helped bring to power the most cruel and repressive racist regime in Palestine."

Paltalk News - Ahmadinejad UN Protest


As Iranian Pres. Mahmood Ahmadinejad prepared to address a UN conference on nuclear non-proliferation, members of Green (young pro-Liberty groups within Iran) Movement protested outside.

Bitta Mustofi of the group Where Is My Vote? wants to hold the international community accountable for not addressing the human rights violations in Iran, while focusing only on the threat of nuclear weapons development.

She argues that additional sanctions or military action would only hurt the average Iranian, not the regime.

Chapter 18: Nationalism Around the World, 1919–1939

Gandhi's March to the Sea

Section 1 Nationalism in the Middle East


Decline and Fall of the Ottoman Empire
Impact of World War I
Massacre of the Armenians
Emergence of the Turkish Republic
Biography
Atatürk (1881–1938)
The Modernization of Turkey
Atatürk’s Reforms in Turkey
Westernization Transforms Turkey
The Beginnings of Modern Iran
Arab Nationalism
The Middle East, 1920s, Cf. http://www.phschool.com/webcodes10/index.cfm?fuseaction=home.gotoWebCode&wcprefix=nap&wcsuffix=2721

Col. William A. Eddy reported on when President Franklin D. Roosevelt (right) met with King Abdul Aziz (Ibn Saud), of Saudi Arabia, on board USS Quincy (CA-71) in the Great Bitter Lake, Egypt, on 14 February 1945.

Award of the Saudi Order of Merit, 3 June 2009
The Problem of Palestine
Two Views of One Place
The Arab-Israeli Conflict: A Brief History

Since Roman times, Jews had dreamed of returning to the land of Judea, or Israel. In 1897, Theodor Herzl (hurt sul) responded to growing anti-Semitism, or prejudice against Jewish people,in Europe by founding the modern Zionist movement. His goal was to rebuild a Jewish state in Palestine. Among other things, violent pogroms against Jews in Russia prompted thousands of them to migrate to Palestine. They joined the small Jewish community that had lived there since biblical times.
During World War I, the Allies made two conflicting sets of promises. First, they promised Arabs their own kingdoms in former Ottoman lands, including Palestine. Then, in 1917, the British attempted to win the support of European Jews by issuing the Balfour Declaration. In it, the British advocated the idea of setting up “a national home for the Jewish people” in Palestine. The declaration noted, however, that “nothing shall be done which may prejudice the civil and religious rights of existing non-Jewish communities in Palestine.” Those communities were Arab. The stage was thus set for conflict between Arab and Jewish nationalists.

Vocabulary Builder

advocated—(ad vuh kayt id) v. supported or favored

From 1919 to 1940, tens of thousands of Jews immigrated to Palestine due to the Zionist movement and the effects of anti-Semitism in Europe. Despite great hardships, Jewish settlers set up factories, built new towns, and established farming communities. At the same time, the Arab population almost doubled. Many were immigrants from nearby lands. As a result, Palestine's population included a changing mix of newcomers. The Jewish population, which was less than 60,000 in 1919, grew to about 400,000 in 1936, while the Muslim population increased from about 568,000 in 1919 to about 1 million in 1940.

At first, some Arabs welcomed the money and modern technical skills that the newcomers brought with them. But as more Jews moved to Palestine, tensions between the two groups developed. Jewish organizations tried to purchase as much land as they could, while Arabs sought to slow down or stop Jewish immigration. Religious differences between Jews and Arabs heightened tensions. Arabs attacked Jewish settlements, hoping to discourage settlers. The Jewish settlers established their own military defense force. For the rest of the century, Arab and Jews fought over the land that Arabs called Palestine and Jews called Israel.

Reading Check

Explaining

Why did the Balfour Declaration produce problems in Palestine?

Chapter 18 References

The End of the British Empire, Cf. http://www.nationalarchives.gov.uk/education/empire/g3/default.htm

Video clips of Gandhi and other Indian leaders

The life of Gandhi

Find out more about African independence

The Arab-Israeli Conflict: A Brief History

Middle East

Oil

Section 2 Preview

Section 2 Nationalism in Africa and Asia
After World War I, Germany lost its African colonies to Britain and France. Violent suppression and the slow pace of reform in the colonies led many Africans to agitate for independence. Two African Americans, W.E.B. Du Bois and Marcus Garvey, were influential in building African cultural awareness and Pan-African unity. Mohandas Gandhi built a large movement for Indian independence through nonviolence. Indian Muslims felt sidelined by the largest independence organization, the Indian National Congress, and called for a separate Muslim state. Rapid industrialization in Japan led to support for territorial expansion to improve Japan's access to raw materials and markets. After a period of pacifism prompted in part by pressure from the United States, Japan conquered Manchuria, and the military took control of the government. The Communist International helped build Communist parties in China and Southeast Asia.

Movements toward Independence in Africa
African nationalism brought little political change, except to Egypt. Egyptians had suffered during World War I. After the war, protests, strikes, and riots forced Britain to grant Egypt independence in 1922. However, Britain still controlled Egypt’s monarchy.

Displeased with this state of affairs, during the 1930s many young Egyptians joined an organization called the Muslim Brotherhood. This group fostered a broad Islamic nationalism that rejected Western culture and denounced corruption in the Egyptian government.

Muslim Brotherhood in the United States
The Muslim Brotherhood has been active in the US since the 1960s. Its stated goals have included creating havens for Muslims in the US. According to the Washington Post, some Muslim activists "express anti-U.S. views or support resistance against Israelis."

The Holy Land Foundation trial has led to the release as evidence of several documents on the Muslim Brotherhood. One of these documents, dated in 1991, explains that the goal of the Muslim Brotherhood in the U.S. is “settlement”, defined by the author as a form of jihad aimed at destroying Western civilization from within and allowing for the victory of Islam over other religions. In another one of these documents, "Ikhwan in America", the author alleges that the activities of the Muslim Brotherhood in the US include going to camps to do weapons training (referred to as Special work by the Muslim Brotherhood), as well as engaging in counter-espionage against US government agencies such as the FBI and CIA (referred to as Securing the Group). In November 2008 the Holy Land Foundation was found guilty of illegally funding Palestinian terrorist group Hamas, which is designated by the United States as a terrorist group. Tariq Ramadan, the grandson of the Muslim Brotherhood founder, speaks in the U.S.

African Protests

New Leaders

African American scholar and activist W.E.B. DuBois (doo boys) organized the first Pan-African Congress in 1919. It met in Paris, where the Allies were holding their peace conference. Delegates from African colonies, the West Indies, and the United States called on the Paris peacemakers to approve a charter of rights for Africans. Although the Western powers ignored their demands, the Pan-African Congress established cooperation among African and African American leaders.

In the 1920s, a movement known as Pan-Africanism began to nourish the nationalist spirit and strengthen resistance. Pan-Africanism emphasized the unity of Africans and people of African descent worldwide. Among its most inspiring leaders was Jamaica-born Marcus Garvey. He preached a forceful, appealing message of “Africa for Africans” and demanded an end to colonial rule. Garvey’s ideas influenced a new generation of African leaders.

Jomo Kenyatta was a leader in Kenya’s struggle for independence from British rule. During the 1920s and 1930s, a new generation of leaders, proud of their unique heritage, struggled to stop imperialism and restore Africa for Africans.

Reading Check

Analyzing

Why did many Africans become more politically active after World War I?

The Movement for Indian Independence

Protest and Reform

Gandhi’s philosophy reflected Western as well as Indian influences. He admired Christian teachings about love. He believed in the American philosopher Henry David Thoreau’s ideas about civil disobedience, the refusal to obey unjust laws. Gandhi was also influenced by Western ideas of democracy and nationalism. He urged equal rights for all Indians, women as well as men. He fought hard to end the harsh treatment of untouchables, who were members of the lowest caste, or class.

A Push for Independence

Since 1885, the Indian National Congress party, called the Congress party, had pressed for self-rule within the British empire. After Amritsar, it began to call for full independence. But party members were mostly middle-class, Western-educated elite who had little in common with the masses of Indian peasants. In the 1920s, a new leader named Mohandas Gandhi emerged and united Indians across class lines.

New Leaders and New Problems

In 1939, a new world war exploded. Britain outraged Indian leaders by postponing independence and bringing Indians into the war without consulting them. Angry nationalists launched a campaign of noncooperation and were jailed. Millions of Indians, however, did help Britain during World War II.

When the war ended in 1945, India’s independence could no longer be delayed. As it neared, Muslim fears of the Hindu majority increased. Conflict between Hindus and Muslims would trouble the new nation in the years to come.

Reading Check

Identifying

What three non-British conflicts affected the Indian independence movements in the 1930s?

The Rise of a Militarist Japan

A Zaibatsu Economy

Japan and the West

The Rise of Militarism

In 1931, a group of Japanese army officers provoked an incident that provided an excuse to seize Manchuria. They set explosives and blew up tracks on a Japanese-owned railroad line. Then, they claimed that the Chinese had committed the act. Claiming self-defense, the army attacked Chinese forces. Without consulting their own government, the Japanese military forces conquered all of Manchuria and set up a puppet state there that they called Manzhouguo (man choo kwoo). They brought in Puyi, the last Chinese emperor, to head the puppet state. When politicians in Tokyo objected to the army’s highhanded actions, public opinion sided with the military.

When the League of Nations condemned Japanese aggression against China, Japan simply withdrew itself from the League. Soon, the Japanese government nullified the agreements limiting naval armament that it had signed with the Western democracies in the 1920s. The League’s member states failed to take military action against Japanese aggression.

Japan's Expanding Empire to 1934

Cf. http://www.phschool.com/webcodes10/index.cfm?fuseaction=home.gotoWebCode&wcprefix=nap&wcsuffix=2651

Visit: PHSchool.com
Web Code: nap-2651

Map Skills

Japan expanded its territory in Asia between 1918 and 1934. From their conquered lands, the Japanese acquired natural resources to fuel their industries.

1. Locate:

(a) Japan (b) Korea (c) Manchuria (d) Taiwan

2. Region

Where were Japan’s main manufacturing areas located?

3. Draw Conclusions

What natural resource does Korea lack but Manchuria have?

In the early 1930s, ultranationalists were winning support from the people for foreign conquests and a tough stand against the Western powers. Members of extreme nationalist societies assassinated a number of politicians and business leaders who opposed expansion. Military leaders plotted to overthrow the government and, in 1936, briefly occupied the center of Tokyo.

Civilian government survived, but the unrest forced the government to accept military domination in 1937. To please the ultranationalists, the government cracked down on socialists and suppressed most democratic freedoms. It revived ancient warrior values and built a cult around Emperor Hirohito, whom many believed was descended from the sun goddess. To spread its nationalist message, the government used schools to teach students absolute obedience to the emperor and service to the state.

Reading Check

Examining

How did the Japanese government change from the 1920s to the 1930s?

Nationalism and Revolution in Asia

The Spread of Communism

Some Chinese turned to the revolutionary ideas of Marx and Lenin. The Soviet Union was more than willing to train Chinese students and military officers to become the vanguard, or elite leaders, of a communist revolution. By the 1920s, a small group of Chinese Communists had formed their own political party.

Communist Parties in Asia

Reading Check

Evaluating

What was the relationship between communism and imperialism?

Preview

Section 3 Revolutionary Chaos in China

Nationalists and Communists

Reading Check

Explaining

How did Chiang Kai-shek change the Communist-Nationalist alliance?

The Communists in Hiding

Reading Check

Identifying

Which group did Mao believe would start the Communist Revolution in China?

The Long March

Reading Check

Explaining

Why did it seem that communism was no longer a threat to China after the Long March?

The New China of Chiang Kai-shek

Reading Check

Identifying

What was the intended final stage of Chiang Kai-shek's reform program?


Maher Zain - Palestine Will Be Free | ماهر زين - فلسطين سوف تتحرر

Awakening Records, Palestine will be Free, performed by Maher Zain.


How To Take Effective Notes
Email to gmsmith@shanahan.org

Tuesday: p. 565, Geography Skills, #1-2

p. 565

Reading Check

Evaluating

How did the Ottoman Empire finally end?

AP Economics: 4 May 2010

Prayer
Current Events (none today because of the test):



The Chapter 21 Multiple Choice Test, composed of 50 questions, is today. Be sure to put your name on the Test; you may write on the Test. If you finish early you may take out non-Economics material.

The Chapter 22 Multiple Choice Test, composed of 50 questions, is on Friday: per the 4th Quarter procedure, there are no Test Prep pages.

After these Tests, however, more Test sample questions, will be posted.

Now that the lecture presentations are complete we can review for the Test. Be sure to review Chapters 23-26 (we will have Tests on this material as well if we have time, TBA). I will hand out a packet from the most recent AP Economics Workshop Handbook 2008-2009 which includes sample questions and student answers which will help you review.

In the meantime, re-arrange yourselves into your three small groups and you can review sample Chapter multiple choice questions to answer. Decide within the groups how you want to sub-divide the questions and we can then review the suggested answers.

As we have time we can attempt diagnostic, full-length tests, and detailed answer explanations as well.

Review of Chs. 15 - 20 Multiple Choice Sample Questions


Ch. 26
Ideas for Capturing Your Classroom Audience

Chapter Checkpoints

Monetary and Fiscal Policy in an Open Economy
Question: The United States seems to rely more on monetary policy to maintain stable prices, low interest rates, low unemployment, and healthy economic growth.
Does the fact that the United States has really embraced global trade (imports and
exports combined are over 25% of gross domestic product) and we have a flexible
(floating) exchange rate help explain why monetary policy seems more important
than fiscal policy?

The point is to check that students can: understand how the exchange rate system
(fixed or flexible) impacts the effectiveness of monetary and fiscal policy.
Examples Used in the End-of-Chapter Questions
Question 2 refers to remittances. For a map illustrating the amounts of remittances to various countries see the Web site of the Multilateral Investment Fund from the Inter-American Development Bank. The site is located on the Web at: http://www.iadb.org/mif/remesas_map.cfm?language=English&parid=5&item1d=2.
Question 4 asks “how are most exchange rates determined?” and the answer is by
supply and demand in free markets. China has been viewed as an exception, but in
2005 the Chinese government took an important step toward allowing its currency
to float. For more information see the story by Peter S. Goodman in The
Washington Post titled, “China Ends Fixed-Rate Currency: Administration Hails
Policy Shift” (July 22, 2005, page A01, available on the Web at: http://www .washingtonpost.com/wp-dyn/content/article/2005/07/21/AR2005072100351.html.
Question 11 refers to the devaluation of Zimbabwe’s currency in mid-2006. But they
“only” (in simple terms) removed three 0’s. Turkey, in January 2005, took six 0’s off in the “redenomination” of their currency. Learn more about Turkey (and how things have worked out) on this site from the BBC: http://news.bbc.co.uk/1/hi/business/1833730.stm.
For Further Analysis
Using the AS/AD Model to Explore the Impacts of Changes in the Value of the
Dollar
The example provided in the student handout can be used as an in-class small group
exercise or as an individual in-class exercise. It is designed to complement and
extend the text’s material exchange rates and their effect on the U.S. economy using the AS/AD model. The exercise begins with the analysis described by Figure 4 in the chapter and then has students consider the opposite case (of dollar appreciation).
The exercise concludes asking students to evaluate the differing effects and
address the question of “what’s better” for the U.S. economy: a strong dollar or a
weak dollar?
The format of the exercise asks students to demonstrate their understanding by
analyzing a reverse situation to that described in the text. It also provides a chance to introduce students to the debates about economics and to get them to think about whether appreciation or depreciation is better for an economy and whether it benefits or hurts certain portions of society.
If you wish to elaborate on the analysis you can ask students to consider financial effects such as capital flows and the interest rate; this material is covered in the chapter. You may wish to supplement the assignment with current articles about the value of the dollar and views as to whether the U.S. government should “manage” the dollar more than it does at present. Other points that could be addressed include how long the long run really is and whether the short-run effects may swamp the long run. Stone’s section in microeconomics about the different definitions of time in economics is very useful.
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 purchasing power parity and the Big Mac Index to get a feel for forecasting exchange rates. The exercise asks students to look at the Big Mac Index data from some previous period(s) and see if the currencies noted as “overvalued” subsequently depreciated and if those noted as “undervalued” subsequently appreciated.
You can change how extensive this assignment is by adding more past periods of
time or supplementing the Big Mac data with articles about various currencies
explaining the factors affecting them.
Students may also be intrigued by The Economist’s “lattenomics” that uses
Starbucks coffee instead of burgers. A video clip and explanation are among the
resources on the site at http://www.economist.com/markets/Bigmac/Index.cfm.
PPP and the Big Mac
As described in the text, the Big Mac Index published by The Economist has always
been meant to be a humorous and intuitive way to explain purchasing power parity.
However, as simple as it is, the Big Mac Index has been pretty good at predicting the future course of some currencies. Visit the Web site for the Big Mac Index at
http://www.economist.com/markets/Bigmac/Index.cfm and answer the following:
Collect data to answer the following:
1) Pick three currencies that were listed as overvalued at the time and three
that were listed as undervalued. Have those currencies subsequently moved
in the indicated directions?
2) Describe the limitations of the Big Mac Index.

Tips from a Colleague
The most challenging part of this chapter is the material on the current and capital accounts. Students are likely to understand that if we import more than we export we have a trade deficit, but the logic of why this results in a capital account surplus is likely to elude them. You might consider a simple intuitive illustration of swapping goods. Offer to trade an inexpensive stick pen for a student’s hat or other item which has an obviously higher value. Explain that such a direct swap of goods would be similar to imports and exports. When the student suggests that the goods being traded are not equal in value, offer different amounts of money (hypothetically) to make up the difference. Explain that the willingness of someone to take U.S. money to make up the difference is analogous to the increased holdings of U.S. assets by foreigners that make up the capital account.


Email HW to gmsmith@shanahan.org
1. Be sure to review Chapters 22-26 (we will have Tests on this material as well if we have time, TBA). Some students have asked to be tested as close as possible after covering the material.

2. Monetary and Fiscal Policy in an Open Economy
Question: The United States seems to rely more on monetary policy to maintain stable prices, low interest rates, low unemployment, and healthy economic growth.
Does the fact that the United States has really embraced global trade (imports and
exports combined are over 25% of gross domestic product) and we have a flexible
(floating) exchange rate help explain why monetary policy seems more important
than fiscal policy?

The point is to check that students can: understand how the exchange rate system
(fixed or flexible) impacts the effectiveness of monetary and fiscal policy.

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

Review Questions (Princeton):
39. In the aggregate expenditure/Keynesian Cross model, saying that some components are autonomous means that they

a) do not depend on income
b) do not depend on the price level
c) are determined entirely by the price level
d) do not depend on the interest rate
e) are determined entirely by income

40. According to Say's Law,

a) when price goes up, supply goes up
b) it is better to give than receive
c) demand creates its own supply
d) supply creates its own demand
e) demand and supply are mutually independent

41. A budget deficit exists when

a) the total amount that the government owes at a given time is positive
b) government spending exceeds tax collections for a given period
c) exports exceed imports in a given year
d) imports exceed exports in a given year
e) the total amount that the government owes at a given time is negative

WH II Honors: 3 May 2010

Prayer
Current Events: none today because of the Quiz.



Ch. 17 Sec. 2 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.

Chapter 18: Nationalism Around the World, 1919–1939

Gandhi's March to the Sea

Section 1 Nationalism in the Middle East


Decline and Fall of the Ottoman Empire
Impact of World War I
Massacre of the Armenians
Emergence of the Turkish Republic
Biography
Atatürk (1881–1938)
The Modernization of Turkey
Atatürk’s Reforms in Turkey
Westernization Transforms Turkey
The Beginnings of Modern Iran
Arab Nationalism
The Middle East, 1920s, Cf. http://www.phschool.com/webcodes10/index.cfm?fuseaction=home.gotoWebCode&wcprefix=nap&wcsuffix=2721

Arabs were outraged by the European-controlled mandates set up at the Paris Peace Conference. During World War I, Arabs had helped the Allies against the Central Powers, especially the Ottoman empire. In return for their help, the Allies led the Arabs to believe that they would gain independence after the war. Instead, the Allies carved up the Ottoman lands, giving France mandates in Syria and Lebanon and Britain mandates in Palestine and Iraq. Later, Britain gave a large part of the Palestinian mandate, Trans-Jordan to Abdullah for a kingdom.

Col. William A. Eddy reported on when President Franklin D. Roosevelt (right) met with King Abdul Aziz (Ibn Saud), of Saudi Arabia, on board USS Quincy (CA-71) in the Great Bitter Lake, Egypt, on 14 February 1945. The King is speaking to the interpreter, Colonel William A. Eddy, USMC. Fleet Admiral William D. Leahy, USN, the President's Aide and Chief of Staff, is at left. Note ornate carpet on the ship's deck, and life raft mounted on the side of the 5"/38 twin gun mount in the background.

A typical dictator of the area was King Abdul Aziz Al Saud, King (Malik) of Saudi Arabia, the first monarch of The Third Saudi State known as Saudi Arabia: of his full name Abdul Aziz bin Abdur Rahman Al Saud, he was commonly referred to as ibn Saud. He had 48 legitimate sons, 22 declared wives, and later in life, several concubines. Some marriages were made only to firm up alliances, but all were consummated. Charles Crane, "the entrepreneur and philanthropist who became the Arabs' outstanding champion in America (Oren, p. 373)," the anti-Semitic (Oren, p. 374) Crane laid the foundation for American-Saudi cooperation during the 1930s.

Crane described Adolf Hitler as "the real bulwark of Christian culture" and he assured President Franklin Roosevelt that ibn Saud was the most important man in Arabia since Mohammed (Oren, pp. 416-417).

The glowing assessments of ibn Saud sold to President FDR were largely mythical. There was no democracy in Saudi Arabia and only nominal tolerance for non-Muslims. "We Muslims have the one, true faith," ibn Saud matter-of-factly informed one American diplomat." We will use your iron, but leave our faith alone (Oren, p. 417)." The Saudi policy largely remains the same in regards to the U.S. since the '30s through the Persian Gulf Wars and up to the present (Cf. Craig Unger, House of Bush, House of Saud: The Secret Relationship Between the World's Two Most Powerful Dynasties).

Award of the Saudi Order of Merit, 3 June 2009

Arabs felt betrayed by the West—a feeling that has endured to this day. During the 1920s and 1930s, their anger erupted in frequent protests and revolts against Western imperialism. A major center of turmoil was the British mandate of Palestine. There, Arab nationalists and Jewish nationalists, known as Zionists, increasingly clashed.

Reading Check

Examining

How were many Middle Eastern states created after World War I?

The Problem of Palestine



Two Views of One Place

Posters encouraged visitors and settlers to go to Palestine. At the same time, Palestinian Arabs tried to limit Jewish settlement in the area.
The Arab-Israeli Conflict: A Brief History

Since Roman times, Jews had dreamed of returning to the land of Judea, or Israel. In 1897, Theodor Herzl (hurt sul) responded to growing anti-Semitism, or prejudice against Jewish people,in Europe by founding the modern Zionist movement. His goal was to rebuild a Jewish state in Palestine. Among other things, violent pogroms against Jews in Russia prompted thousands of them to migrate to Palestine. They joined the small Jewish community that had lived there since biblical times.
During World War I, the Allies made two conflicting sets of promises. First, they promised Arabs their own kingdoms in former Ottoman lands, including Palestine. Then, in 1917, the British attempted to win the support of European Jews by issuing the Balfour Declaration. In it, the British advocated the idea of setting up “a national home for the Jewish people” in Palestine. The declaration noted, however, that “nothing shall be done which may prejudice the civil and religious rights of existing non-Jewish communities in Palestine.” Those communities were Arab. The stage was thus set for conflict between Arab and Jewish nationalists.

Vocabulary Builder

advocated—(ad vuh kayt id) v. supported or favored

From 1919 to 1940, tens of thousands of Jews immigrated to Palestine due to the Zionist movement and the effects of anti-Semitism in Europe. Despite great hardships, Jewish settlers set up factories, built new towns, and established farming communities. At the same time, the Arab population almost doubled. Many were immigrants from nearby lands. As a result, Palestine's population included a changing mix of newcomers. The Jewish population, which was less than 60,000 in 1919, grew to about 400,000 in 1936, while the Muslim population increased from about 568,000 in 1919 to about 1 million in 1940.

At first, some Arabs welcomed the money and modern technical skills that the newcomers brought with them. But as more Jews moved to Palestine, tensions between the two groups developed. Jewish organizations tried to purchase as much land as they could, while Arabs sought to slow down or stop Jewish immigration. Religious differences between Jews and Arabs heightened tensions. Arabs attacked Jewish settlements, hoping to discourage settlers. The Jewish settlers established their own military defense force. For the rest of the century, Arab and Jews fought over the land that Arabs called Palestine and Jews called Israel.

Reading Check

Explaining

Why did the Balfour Declaration produce problems in Palestine?

Chapter 18 References

The End of the British Empire, Cf. http://www.nationalarchives.gov.uk/education/empire/g3/default.htm

Video clips of Gandhi and other Indian leaders

The life of Gandhi

Find out more about African independence

The Arab-Israeli Conflict: A Brief History

Middle East

Oil

Section 2 Preview
Movements toward Independence in Africa
African nationalism brought little political change, except to Egypt. Egyptians had suffered during World War I. After the war, protests, strikes, and riots forced Britain to grant Egypt independence in 1922. However, Britain still controlled Egypt’s monarchy.

Displeased with this state of affairs, during the 1930s many young Egyptians joined an organization called the Muslim Brotherhood. This group fostered a broad Islamic nationalism that rejected Western culture and denounced corruption in the Egyptian government.

African Protests

New Leaders

African American scholar and activist W.E.B. DuBois (doo boys) organized the first Pan-African Congress in 1919. It met in Paris, where the Allies were holding their peace conference. Delegates from African colonies, the West Indies, and the United States called on the Paris peacemakers to approve a charter of rights for Africans. Although the Western powers ignored their demands, the Pan-African Congress established cooperation among African and African American leaders.

In the 1920s, a movement known as Pan-Africanism began to nourish the nationalist spirit and strengthen resistance. Pan-Africanism emphasized the unity of Africans and people of African descent worldwide. Among its most inspiring leaders was Jamaica-born Marcus Garvey. He preached a forceful, appealing message of “Africa for Africans” and demanded an end to colonial rule. Garvey’s ideas influenced a new generation of African leaders.

Jomo Kenyatta was a leader in Kenya’s struggle for independence from British rule. During the 1920s and 1930s, a new generation of leaders, proud of their unique heritage, struggled to stop imperialism and restore Africa for Africans.

Reading Check

Analyzing

Why did many Africans become more politically active after World War I?

The Movement for Indian Independence

Protest and Reform

Gandhi’s philosophy reflected Western as well as Indian influences. He admired Christian teachings about love. He believed in the American philosopher Henry David Thoreau’s ideas about civil disobedience, the refusal to obey unjust laws. Gandhi was also influenced by Western ideas of democracy and nationalism. He urged equal rights for all Indians, women as well as men. He fought hard to end the harsh treatment of untouchables, who were members of the lowest caste, or class.

A Push for Independence

Since 1885, the Indian National Congress party, called the Congress party, had pressed for self-rule within the British empire. After Amritsar, it began to call for full independence. But party members were mostly middle-class, Western-educated elite who had little in common with the masses of Indian peasants. In the 1920s, a new leader named Mohandas Gandhi emerged and united Indians across class lines.

New Leaders and New Problems

In 1939, a new world war exploded. Britain outraged Indian leaders by postponing independence and bringing Indians into the war without consulting them. Angry nationalists launched a campaign of noncooperation and were jailed. Millions of Indians, however, did help Britain during World War II.

When the war ended in 1945, India’s independence could no longer be delayed. As it neared, Muslim fears of the Hindu majority increased. Conflict between Hindus and Muslims would trouble the new nation in the years to come.

Reading Check

Identifying

What three non-British conflicts affected the Indian independence movements in the 1930s?

The Rise of a Militarist Japan

A Zaibatsu Economy

Japan and the West

The Rise of Militarism

In 1931, a group of Japanese army officers provoked an incident that provided an excuse to seize Manchuria. They set explosives and blew up tracks on a Japanese-owned railroad line. Then, they claimed that the Chinese had committed the act. Claiming self-defense, the army attacked Chinese forces. Without consulting their own government, the Japanese military forces conquered all of Manchuria and set up a puppet state there that they called Manzhouguo (man choo kwoo). They brought in Puyi, the last Chinese emperor, to head the puppet state. When politicians in Tokyo objected to the army’s highhanded actions, public opinion sided with the military.

When the League of Nations condemned Japanese aggression against China, Japan simply withdrew itself from the League. Soon, the Japanese government nullified the agreements limiting naval armament that it had signed with the Western democracies in the 1920s. The League’s member states failed to take military action against Japanese aggression.

Japan's Expanding Empire to 1934

Cf. http://www.phschool.com/webcodes10/index.cfm?fuseaction=home.gotoWebCode&wcprefix=nap&wcsuffix=2651

Visit: PHSchool.com
Web Code: nap-2651

Map Skills

Japan expanded its territory in Asia between 1918 and 1934. From their conquered lands, the Japanese acquired natural resources to fuel their industries.

1. Locate:

(a) Japan (b) Korea (c) Manchuria (d) Taiwan

2. Region

Where were Japan’s main manufacturing areas located?

3. Draw Conclusions

What natural resource does Korea lack but Manchuria have?

In the early 1930s, ultranationalists were winning support from the people for foreign conquests and a tough stand against the Western powers. Members of extreme nationalist societies assassinated a number of politicians and business leaders who opposed expansion. Military leaders plotted to overthrow the government and, in 1936, briefly occupied the center of Tokyo.

Civilian government survived, but the unrest forced the government to accept military domination in 1937. To please the ultranationalists, the government cracked down on socialists and suppressed most democratic freedoms. It revived ancient warrior values and built a cult around Emperor Hirohito, whom many believed was descended from the sun goddess. To spread its nationalist message, the government used schools to teach students absolute obedience to the emperor and service to the state.

Reading Check

Examining

How did the Japanese government change from the 1920s to the 1930s?

Nationalism and Revolution in Asia

The Spread of Communism

Some Chinese turned to the revolutionary ideas of Marx and Lenin. The Soviet Union was more than willing to train Chinese students and military officers to become the vanguard, or elite leaders, of a communist revolution. By the 1920s, a small group of Chinese Communists had formed their own political party.

Communist Parties in Asia

Reading Check

Evaluating

What was the relationship between communism and imperialism?

Preview

Section 3 Revolutionary Chaos in China

Nationalists and Communists

Reading Check

Explaining

How did Chiang Kai-shek change the Communist-Nationalist alliance?

The Communists in Hiding

Reading Check

Identifying

Which group did Mao believe would start the Communist Revolution in China?

The Long March

Reading Check

Explaining

Why did it seem that communism was no longer a threat to China after the Long March?

The New China of Chiang Kai-shek

Reading Check

Identifying

What was the intended final stage of Chiang Kai-shek's reform program?

Ch. 17 Sec. 2 Quiz is on Monday. Be sure to consider the Quiz Prep Page.


How To Take Effective Notes
Email to gmsmith@shanahan.org
Monday: p. 562, History and You

p. 563, Preview Questions, #1-2

Finish the sentences:

Last week, what I liked least about the class was . . .

Last week, what I liked most about the class was . . .


AP Economics: 3 May 2010

Prayer
Current Events:


May 3 (Bloomberg) -- Robert Theleen, chairman and chief executive officer of ChinaVest Ltd., talks with Bloomberg's Susan Li about the Shanghai World Expo. The $44 billion Expo attracted thousands of visitors on its first day, causing long queues at the fairs pavilions in Chinas richest city. The exhibition runs for the next six months. Theleen also discusses China's economy and monetary policy. (Source: Bloomberg)

The Chapter 21 Multiple Choice Test, composed of 50 questions, is on Tuesday: per the 4th Quarter procedure, there are no Test Prep pages.

The Chapter 22 Multiple Choice Test, composed of 50 questions, is on Friday: per the 4th Quarter procedure, there are no Test Prep pages.

After these Tests, however, more Test sample questions, will be posted.

Now that the lecture presentations are complete we can review for the Test. Be sure to review Chapters 23-26 (we will have Tests on this material as well if we have time, TBA). I will hand out a packet from the most recent AP Economics Workshop Handbook 2008-2009 which includes sample questions and student answers which will help you review.

In the meantime, re-arrange yourselves into your three small groups and you can review sample Chapter multiple choice questions to answer. Decide within the groups how you want to sub-divide the questions and we can then review the suggested answers.

As we have time we can attempt diagnostic, full-length tests, and detailed answer explanations as well.

Review of Chs. 15 - 20 Multiple Choice Sample Questions


Ch. 26
Ideas for Capturing Your Classroom Audience

Chapter Checkpoints

Exchange Rates
Question: If China were to revalue its currency by 10% so in effect the yuan appreciated by 10%, would this have an impact on the U.S. current account?

The point is to check that students can: integrate the understanding of the effect of changes in currency values on imports and exports and therefore on the current account.
Monetary and Fiscal Policy in an Open Economy
Question: The United States seems to rely more on monetary policy to maintain stable prices, low interest rates, low unemployment, and healthy economic growth.
Does the fact that the United States has really embraced global trade (imports and
exports combined are over 25% of gross domestic product) and we have a flexible
(floating) exchange rate help explain why monetary policy seems more important
than fiscal policy?

The point is to check that students can: understand how the exchange rate system
(fixed or flexible) impacts the effectiveness of monetary and fiscal policy.
Examples Used in the End-of-Chapter Questions
Question 2 refers to remittances. For a map illustrating the amounts of remittances to various countries see the Web site of the Multilateral Investment Fund from the Inter-American Development Bank. The site is located on the Web at: http://www.iadb.org/mif/remesas_map.cfm?language=English&parid=5&item1d=2.
Question 4 asks “how are most exchange rates determined?” and the answer is by
supply and demand in free markets. China has been viewed as an exception, but in
2005 the Chinese government took an important step toward allowing its currency
to float. For more information see the story by Peter S. Goodman in The
Washington Post titled, “China Ends Fixed-Rate Currency: Administration Hails
Policy Shift” (July 22, 2005, page A01, available on the Web at: http://www .washingtonpost.com/wp-dyn/content/article/2005/07/21/AR2005072100351.html.
Question 11 refers to the devaluation of Zimbabwe’s currency in mid-2006. But they
“only” (in simple terms) removed three 0’s. Turkey, in January 2005, took six 0’s off in the “redenomination” of their currency. Learn more about Turkey (and how things have worked out) on this site from the BBC: http://news.bbc.co.uk/1/hi/business/1833730.stm.
For Further Analysis
Using the AS/AD Model to Explore the Impacts of Changes in the Value of the
Dollar
The example provided in the student handout can be used as an in-class small group
exercise or as an individual in-class exercise. It is designed to complement and
extend the text’s material exchange rates and their effect on the U.S. economy using the AS/AD model. The exercise begins with the analysis described by Figure 4 in the chapter and then has students consider the opposite case (of dollar appreciation).
The exercise concludes asking students to evaluate the differing effects and
address the question of “what’s better” for the U.S. economy: a strong dollar or a
weak dollar?
The format of the exercise asks students to demonstrate their understanding by
analyzing a reverse situation to that described in the text. It also provides a chance to introduce students to the debates about economics and to get them to think about whether appreciation or depreciation is better for an economy and whether it benefits or hurts certain portions of society.
If you wish to elaborate on the analysis you can ask students to consider financial effects such as capital flows and the interest rate; this material is covered in the chapter. You may wish to supplement the assignment with current articles about the value of the dollar and views as to whether the U.S. government should “manage” the dollar more than it does at present. Other points that could be addressed include how long the long run really is and whether the short-run effects may swamp the long run. Stone’s section in microeconomics about the different definitions of time in economics is very useful.
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 purchasing power parity and the Big Mac Index to get a feel for forecasting exchange rates. The exercise asks students to look at the Big Mac Index data from some previous period(s) and see if the currencies noted as “overvalued” subsequently depreciated and if those noted as “undervalued” subsequently appreciated.
You can change how extensive this assignment is by adding more past periods of
time or supplementing the Big Mac data with articles about various currencies
explaining the factors affecting them.
Students may also be intrigued by The Economist’s “lattenomics” that uses
Starbucks coffee instead of burgers. A video clip and explanation are among the
resources on the site at http://www.economist.com/markets/Bigmac/Index.cfm.
PPP and the Big Mac
As described in the text, the Big Mac Index published by The Economist has always
been meant to be a humorous and intuitive way to explain purchasing power parity.
However, as simple as it is, the Big Mac Index has been pretty good at predicting the future course of some currencies. Visit the Web site for the Big Mac Index at
http://www.economist.com/markets/Bigmac/Index.cfm and answer the following:
Collect data to answer the following:
1) Pick three currencies that were listed as overvalued at the time and three
that were listed as undervalued. Have those currencies subsequently moved
in the indicated directions?
2) Describe the limitations of the Big Mac Index.

Tips from a Colleague
The most challenging part of this chapter is the material on the current and capital accounts. Students are likely to understand that if we import more than we export we have a trade deficit, but the logic of why this results in a capital account surplus is likely to elude them. You might consider a simple intuitive illustration of swapping goods. Offer to trade an inexpensive stick pen for a student’s hat or other item which has an obviously higher value. Explain that such a direct swap of goods would be similar to imports and exports. When the student suggests that the goods being traded are not equal in value, offer different amounts of money (hypothetically) to make up the difference. Explain that the willingness of someone to take U.S. money to make up the difference is analogous to the increased holdings of U.S. assets by foreigners that make up the capital account.


Email HW to gmsmith@shanahan.org
1. Be sure to review Chapters 22-26 (we will have Tests on this material as well if we have time, TBA). Some students have asked to be tested as close as possible after covering the material.

2. Exchange Rates
Question: If China were to revalue its currency by 10% so in effect the yuan appreciated by 10%, would this have an impact on the U.S. current account?

The point is to check that students can: integrate the understanding of the effect of changes in currency values on imports and exports and therefore on the current account.

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

Review Questions (Princeton):
36. In order to reduce or eliminate crowding out, expansionary fiscal policy can be accompanied by

a) an increase in government spending
b) a decrease in investment
c) expansionary monetary policy
d) contractionary monetary policy
e) an increase in the interest rate

37. In order to go from national income to GDP one must

a) add depreciation expenses
b) add indirect taxes
c) subtract subsidies
d) add the net income of foreigners
e) all of the above

38. In the aggregate expenditure/Keynesian Cross model, saying that some components are autonomous means that they

a) a rightward shift in the aggregate supply curve
b) An increase in input costs that corresponds with an increase in unemployment
c) An increase in output that corresponds with a decrease in the price level
d) A leftward shift in the aggregate supply curve
e) A rightward shift in the aggregate demand curve