Wednesday, September 08, 2010

Honors Business Economics Housekeeping Chapter 1 Section 1, 9 September 2010

Prayer

Intro and housekeeping matters.

Assigned seating chart and randomly generated student classroom number (this is separate from your regular student I.D. number; it is for the purposes of this class only).

Your class number will consist of three numbers: the first number designates the Period, the second number is the row you sit in, and the third number is your seat in that row.

For example, if a student in 1st Period is sitting in the first row (my left), and in the first seat, their number will be #111. Likewise, the student sitting in 8th Period, in the sixth row, in the sixth seat, will be #866. Every student should easily be able to determine their class number.

The number is used for anything you post online so no one can identify you other than the people you know right in class with you. Of course, nothing about your real name, school, or any personal information about you should ever be posted online.

Textbooks:

Textbooks are available in the room and you will have an assigned textbook.

In addition, I have material online and will supply work that can be done in-class as well. Anything you need is available in-class; any material available online is a supplement to in-class work. My policy towards technology is that all material and supplements should be accessible or tried: no technology is required.

For example, this is your first Homework assignment (a cry of enthusiasm goes up from the crowd).

Cf. http://mp3s.soundscalpel.com/27/33648_1246033810160.mp3

Answer the question. Note that it can be answered online, emailed to me at gmsmith@shanahan.org, or as a hard copy. All three ways of doing your HW are acceptable. Nonetheless, it is most likely easiest to answer online.


Should homework assignments be posted on Friday for the following week?

Grading:

The class grade is calculated automatically by GradeConnect using the Category Weighted Assessments feature.

"Each assessment is assigned to a category (ex [sic] Tests, Labs, Presentations,etc [sic]) and the category is assigned a weight (ex [sic] Tests - 40%, Presentations - 20%, etc). Individual assessment weights are then automatically calculated by GradeConnect.com based on these category weights."

Tests 65%

HW & Daily Class Work 20%

Quizzes 15%

Grading is based on Quizzes, Tests, and other participatory work such as in-class work, daily participation, and other assignments.

Quizzes are smaller exams and may be unannounced.

Tests are always scheduled, announced well in advance, and worth more points.

Homework & Daily in-class work is required. There is HW and Daily in-class work due every day. HW is due daily barring absence, and with your absence, HW is due the day you return.

If you are absent for a longer period simply inform me and we can make separate arrangements. HW is posted and available online even when you are absent.

Emailed HW and daily in-class assignments might be best, but it is not required if you do not have access to a computer. I am in seven places during our eight period day thus I am not tethered to a specific room. I am connected online most of the day so I generally will be available.

Class participation includes debate, discussion, reactions, games, and projects of various sorts, details will be provided as we come to these more involved assignments.

All written work follows the Honor Code stating:

This is my work and I have not cheated in any way.

Access to a bathroom during class time is a privilege, not a right, and of course it is necessary in case of an emergency. The admonition here is that you are to remain on task throughout the period. You should not have access to materials for other classes or other distractions in this class. I consider this behavior to be defiance and you will receive demerits.


Students are using learning tools--such as the creation of an avatar--that reflects the use of vastly different materials than the types of learning aids that students traditionally used. In fact, learning for your generation is so different than previous learners that you have often been described as the "Digital Generation" (the first generation living entirely since the Internet has been invented) or as the "Millennials" (since you were born around the turn of the Millennium). Your cohort is characterized by:

Doting parents

Confidence

Connected

Open to Change

Value Collaboration

The list describes the leading characteristics of the Digital Millenials. Next, we will consider what endeavors you should strive for as a student. In short, your task as a student should be the (what was described by Sr. last year as Quadrant D) dedicated endeavors that Sr. reviewed at our Faculty Orientation this week to (they are listed in descending order):

Create

Evaluate

Analyze

Apply

Understand

Remember

You will realize that you have arrived as a student when you can apply yourself to real world, unpredictable situations. I am fond of saying that the old chaos is the new normal. In short, this is the unpredictable world that we are living in currently. Events are taking place rapidly, change is constant, and the challenges are enormous. Yet, this is an exciting time to be studying disciplines such as history or Economics for their practical application.

Honors Economics

Economics: Principles and Practices

Economics Web Links

Participating in the Fed Challenge

Games & Simulations

Stock Market Game (SMG)

"Student teams are $15 each."

Mankiw Macroeconomics Presidential Game

Please note: this game requires the Shockwave version 7.0 or higher: test page for Shockwave.

About JA Titan

Set in the year 2035, JA Titan creates a world in which players are CEOs of their own companies. The game is associated with Junior Achievement.

There is an abundance of economics resources for Mankiw (edition 5e) as well.

What is Economics (Video Library)? 2:07

Cf. http://www.glencoe.com/video_library/index_with_mods.php?PROGRAM=9780078747649&VIDEO=4756&CHAPTER=1&MODE=2

1. What was the effect of Hurricane Katrina on the local economy?
2. What is the problem?
3. What do recruiters have to do to find workers?

Loss of jobs
Housing
Pursue job fairs

Making Sense of Economics

Current Events and Interactive Time Line

Interactive Graphic Organizers, Chapter 1, Section 1 - Reading Strategy

Graphic Organizer: Chapter 1, Section 1 - Review

National Geographic MapMachine

Study-to-Go: download a portable version of your textbook-related materials onto your Palm or Pocket PC, including Self-Check Quizzes.

Glencoe Graphing Tool: the Glencoe Graphing Tool allows users to create data tables and then use the data tables to create various types of graphs.

Principles of Macroeconomics by John Kane - Department of Economics, SUNY-Oswego has an abundance of material useful for economics notes and PowerPoint presentations.

A similar set of resources, PowerPoint, Flash, and QuickTime, are available for Microeconomics as well.

Schmoop for Economics includes, plain-spoken analysis, charts galore, and role-playing games where you make the tough decisions. Music videos to help burn key concepts into your memory.

Unit 1 Fundamental Economic Concepts

Chapter 1: What Is Economics?

Web Activity Lesson Plans

Student Web Activity

Chapter Overviews

Section 1: Scarcity and the Science of Economics

Economics is a social science that deals with the fundamental economic problem of scarcity—a condition caused by the combination of seemingly unlimited wants and limited resources. Because of this, people are forced to make choices and decisions about how they will use their resources. People have needs such as food, clothing, and shelter; people have wants, which are nonessential ways of expressing needs. The notion of TINSTAAFL, which stands for There Is No Such Thing As A Free Lunch, is often used to remind us that resources are scarce and that we must make careful economic decisions regarding WHAT, HOW, and FOR WHOM to produce. Other concepts relevant to economics are the four factors of production: land, capital, labor, and entrepreneurs. And the four key elements to this study are description, analysis, explanation, and prediction.

Section 2: Basic Economic Concepts

The concepts of goods, services, consumers, markets, factor markets, product markets, productivity, economic growth, and economic interdependence are explained and are linked in the circular flow diagram. Productivity is necessary for economic growth, and growth takes place when specialization and the division of labor are present. In addition, human capital, the sum of our skills, abilities, health, and motivations are other important components of growth.

Section 3: Economic Choices and Decision Making

Choices are explained in terms of trade-offs, or alternatives that are available whenever a decision is made. The cost of every decision is measured in terms of its opportunity cost, which is the cost of the next best alternative use of money, time, or resources when one choice is made rather than another. Trade-offs can be analyzed with a production possibilities frontier, a diagram representing various combinations of goods and services an economy can produce when all its resources are in use. Furthermore, economists use cost-benefit analysis to evaluate choices.


Prayer

Current Event

Chapter 1: What Is Economics?

Estimated Length of Study in Class Days: 8

Chapter Overview

Section 1: Scarcity and the Science of Economics

Economics is a social science that deals with the fundamental economic problem of scarcity—a condition caused by the combination of seemingly unlimited wants and limited resources. Because of this, people are forced to make choices and decisions about how they will use their resources. People have needs such as food, clothing, and shelter; people have wants, which are nonessential ways of expressing needs. The notion of TINSTAAFL, which stands for There Is No Such Thing As A Free Lunch, is often used to remind us that resources are scarce and that we must make careful economic decisions regarding WHAT, HOW, and FOR WHOM to produce. Other concepts relevant to economics are the four factors of production: land, capital, labor, and entrepreneurs. And the four key elements to this study are description, analysis, explanation, and prediction.

Why It Matters, p. 4

The BIG Idea

The Essential Question in the chapter launch activity ties in to the Big Idea and helps students think about and understand important chapter concepts.

Activity: Launching the Chapter, p. 4

Students should brainstorm common needs and wants such as food items, clothing or entertainment expenses. Explain why each item proves important to many people.

Essential Question

How do limitations on people's time and income affect these needs and wants?

In addition, the Hands-On Chapter Project relates the content from each section to the Big Idea. This Chapter Project is:

Participating in the Fed Challenge

The steps in each section build on each other and culminate in the Wrap-Up Activity on the Visual Summary page (p. 27).

Economics and You Video

What is Economics (Video Library)? 2:07

Cf. http://www.glencoe.com/video_library/index_with_mods.php?PROGRAM=9780078747649&VIDEO=4756&CHAPTER=1&MODE=2

1. What was the effect of Hurricane Katrina on the local economy?
2. What is the problem?
3. What do recruiters have to do to find workers?

Loss of jobs
Housing
Pursue job fairs

Definition of Economics

The first thing that we should discuss is the definition of "economics." Economists generally define economics as the study of how individuals and societies use limited resources to satisfy unlimited wants. To see how this concept works, think about your own situation. Do you have enough time available for everything that you wish to do? Can you afford every item that you would like to own? Economists argue that virtually everyone wants more of something. Even the wealthiest individuals in society do not seem to be exempt from this phenomenon.

This problem of limited resources and unlimited wants also applies to society as a whole. Can you think of any societies in which all wants are satisfied? Most societies would prefer to have better health care, higher quality education, less poverty, a cleaner environment, etc. Unfortunately, there are not enough resources available to satisfy all of these goals.

Thus, economists argue that the fundamental economic problem is scarcity. Since there are not enough resources available to satisfy everyone’s wants, individuals and societies have to choose among available alternatives. An alternative, and equivalent, definition of economics is that economics is the study of how such choices are made.

Section 1: Scarcity and the Science of Economics, p. 5
Guide to Reading

Section Preview

Content Vocabulary

Academic Vocabulary

Interactive Graphic Organizers, Chapter 1, Section 1 - Reading Strategy, p. 5 (Cf. Fill-in, p. 7).



WHAT to Produce

HOW to Produce

FOR WHOM to Produce

People in the News

Teens in the Red

The Fundamental Economic Problem, p. 6

Scarcity
Scarcity, 2:54

According to the video, why are goods and services scarce? What is in short supply? What three elements supply the economy?












Scarcity & Choice (Shhh, the volume is low), 4:36

According to the video, what is Economics? What is scarcity? Can you provide an example of a choice that is not rational nor is it in your self-interest?



Definition of Economics



Definition of scarcity
Needs and Wants

TINSTAAFL (There Is No Such Thing As A Free Lunch)

Reading Check

Contrasting

What's the difference between a need and a want?

Three Basic Questions, p. 7

WHAT to Produce

HOW to Produce

FOR WHOM to Produce

Reading Check

Analyzing

Why are societies faced with the three basic questions of WHAT, HOW, and FOR WHOM?

The Factors of Production, p. 8

Graphic Organizer: Chapter 1, Section 1 - Review, The (4) Factors of Production, p. 8


p. 8: Descriptions of Land, Capital, Labor, and Entrepreneurs

Land

Capital

Labor

Entrepreneurs, p. 9

A good is said to be an economic good (also known as a scarce good) if the quantity of the good demanded exceeds the quantity supplied at a zero price. In other words, a good is an economic good if people want more of it than would be available if the good were available for free.

A good is said to be a free good if the quantity of the good supplied exceeds the quantity demanded at a zero price. In other words, a good is a free good if there is more than enough available for everyone even when the good is free. Economists argue that there are relatively few, if any, free goods.

An item is said to be an economic bad if people are willing to pay to avoid the item. Examples of economic "bads" include things like garbage, pollution, and illness.

Goods that are used to produce other goods or services are called economic resources (and are also known as inputs or factors of production). These resources are often categorized into the following groups:

1. Land,
2. Labor,
3. Capital, and
4. Entrepreneurial ability.

The category of "land" includes all natural resources. These natural resources include the land itself, as well as any minerals, oil deposits, timber, or water that exists on or below the ground. This category is sometimes described as including only the "free gifts of nature," those resources that exist independent of human action.

The labor input consists of the physical and intellectual services provided by human beings. The resource called "capital" consists of the machinery and equipment used to produce output. Note that the use of the term "capital" differs from the everyday use of this term. Stocks, bonds, and other financial assets are not capital under this definition of the term.

Entrepreneurial ability refers to the ability to organize production and bear risks.

The resource payment associated with each resource is listed in the table below:

Economic Resource Resource Payment
land rent
labor wages
capital interest
entrepreneurial ability profit

And, again here below:

Production

Reading Check

Interpreting

What would happen if one of the factors of production was missing?

The Global Economy & You

Global Entrepreneurs Drive the Economy

The Scope of Economics

Description

Analysis, p. 10

Explanation

Prediction

Reading Check

Explaining

Why is economics considered to be a social science?

Web Activity Lesson Plans

The Student Web Activity is based on the class lesson. For example, students should look up and define these three terms before the Activity begins:

human capital

trade-offs

opportunity cost

Terms defined:






Student Web Activity
Chapter 1: What Is Economics?

Student Web Activity

"Learning About an Occupation"

Introduction

The freedom to make our own economic decisions, including our occupations, employers, and when and where we work, is one of our most cherished freedoms. Information available on the World Wide Web makes these choices increasingly easier to explore. One useful source is the Occupational Outlook Handbook from the U.S. Bureau of Labor Statistics. It has detailed information on hundreds of occupations—from "able seamen" to "zoologists"—including job descriptions, earnings, job outlooks, and educational requirements. It is never too early to think about an occupation. The Handbook may even help you to decide which courses you want to take before you graduate. One occupation you might want to consider is that of an economist. Economists have one of the higher paying jobs in the economy and it's a career worth considering.

The class will be divided into four groups and one of the questions below will be assigned to your group. Your group is expected to find a suggested answer to your assigned question.


1. Read the description under "Nature of the Work." Then, describe several aspects of the job that appeal to you.

2. If you were to decide to become an economist, what other academic disciplines would you have to study in college? Why is this so?

3. Where do economists find employment, and what salaries can economists expect to make?

4. What are the opportunity costs that you are likely to encounter if you decide to become an economist?





Textbook site:

Economics: Principles and Practices

Economics Web Links

Games & Simulations

Stock Market Game (SMG)

"Student teams are $15 each."

Mankiw Macroeconomics Presidential Game

Please note: this game requires the Shockwave version 7.0 or higher: test page for Shockwave.

There is an abundance of economics resources for Mankiw (edition 5e) as well.








The outro video is a student project on scarcity.

Tyler Gaston - Scarcity, 4:37



ECN211 Macroeconomics Video Project
'Scarcity' - words and music by Tyler S. Gaston

~Lyrics~

When theres nothing to do, nothing to say, when nothing in life is going your way thats economics, oh, scarcity
When you want that car, that will get you far, but all youve found you got an empty penny jar thats economic, oh scarcity,

Scarcity, nothing in the world for free yeah scarcity, cause money dont grow on trees yeah scarcity just look around and see

When you want that grade, and your bed to be made, but wasted all that time tryin to hit a fade thats economics, oh scarcity,
When you want that steak, and then that cake, but give the hungry kids a break thats economics, oh scarcity

Scarcity, nothing in the world for free yeah scarcity, cause money dont grow on trees yeah scarcity just look around and see

With so many wants, and much fewer needs, its up to you what kind of life youll lead thats economics, oh scarcity,
So make the choice, and make it wise, cause you may not get another try thats economics, oh scarcity

Scarcity, nothing in the world for free yeah scarcity, cause money dont grow on trees yeah scarcity just look around and see

References
Textbook site:

Economics: Principles and Practices

Economics Web Links

Games & Simulations

National Geographic MapMachine and maps to illustrate areas.

Study-to-Go: download a portable version of your textbook-related materials onto your Palm or Pocket PC, including Self-Check Quizzes.

ECONOMY WATCH

This Index page collects all of the stories that we have written about the nation’s economic and financial crisis.

Cf. http://blog.glencoe.com/blog/2010/08/25/economy-watch/

Cf. Scarcity

Energy Crisis: Resource Scarcity, Oil Wars & Climate Change, 1:25:18

Participants: George Soros; Mary Kaldor; Yahia Said; Sir Nicholas Stern. Chaired by Howard Davies

Description: This event seeks to promote their political agenda and thinking about energy security, and marks the launch of the publication Oil Wars, edited by Mary Kaldor, Terry Karl and Yahia Said.

July 4, 2007 at the London School of Economics.

(Audio only unfortunately)



Sometimes, a Song Says it Better: Welcome to Paradise, by Green Day, 3:46

Once you move out of your parent’s home, you may be “feelin' so alone” and find the creature comforts that Mom and Dad have are scarce.

Official version of the song

Dear Mother
Cant you hear me whining?
It's been 3 whole weeks
Since I have left your home
This sudden fear has left me trembling
'cause now it seems that I am out here on my own
& I'm feelin so alone

Pay attention to the cracked streets & the broken homes
Some call it slums some call it nice
I wanna take you through a wasteland I like to call my home
Welcome to paradise

A gunshot rings out at the station
Another urchin snaps & left dead on his own
It makes me wonder why I'm still here
For some strange reason it's now feelin like my home
& I'm never gonna go

Pay attention to the cracked streets & the broken homes

Some call it slums some, call it nice
I wanna take you through a wasteland I like to call my home
Welcome to paradise

Dear Mother
Can you hear me laughing?
It's been 6 whole months
Since I have left your home
It makes me wonder why I'm still here
For some strange reason it's now feelin like my home
& I'm never never gonna go

Pay attention to the cracked streets & the broken homes
Some call it slums, some call it nice
I wanna take you through a wasteland I like to call my home
Welcome to paradise
Paradise....

Lyrics are reproduced for educational purposes only; copyright remains in the hands of the legal owners.

Song version with lyrics

Honors World History II: Housekeeping, 9 September 2010

Prayer

Intro and housekeeping matters.

Assigned seating chart and randomly generated student classroom number (this is separate from your regular student I.D. number; it is for the purposes of this class only).

Your class number will consist of three numbers: the first number designates the Period, the second number is the row you sit in, and the third number is your seat in that row.

For example, if a student in 1st Period is sitting in the first row (my left), and in the first seat, their number will be #111. Likewise, the student sitting in 8th Period, in the sixth row, in the sixth seat, will be #866. Every student should easily be able to determine their class number.

The number is used for anything you post online so no one can identify you other than the people you know right in class with you. Of course, nothing about your real name, school, or any personal information about you should ever be posted online.

Textbooks:

Textbooks are available in the room and you will have an assigned textbook.

In addition, I have material online and will supply work that can be done in-class as well. Anything you need is available in-class; any material available online is a supplement to in-class work. My policy towards technology is that all material and supplements should be accessible or tried: no technology is required.

For example, this is your first Homework assignment (a cry of enthusiasm goes up from the crowd).

Cf. http://mp3s.soundscalpel.com/27/33648_1246033810160.mp3

Answer the question. Note that it can be answered online, emailed to me at gmsmith@shanahan.org, or as a hard copy. All three ways of doing your HW are acceptable. Nonetheless, it is most likely easiest to answer online.


Should homework assignments be posted on Friday for the following week?

Grading:

The class grade is calculated automatically by GradeConnect using the Category Weighted Assessments feature.

"Each assessment is assigned to a category (ex [sic] Tests, Labs, Presentations,etc [sic]) and the category is assigned a weight (ex [sic] Tests - 40%, Presentations - 20%, etc). Individual assessment weights are then automatically calculated by GradeConnect.com based on these category weights."

Tests 65%

HW & Daily Class Work 20%

Quizzes 15%

Grading is based on Quizzes, Tests, and other participatory work such as in-class work, daily participation, and other assignments.

Quizzes are smaller exams and may be unannounced.

Tests are always scheduled, announced well in advance, and worth more points.

Homework & Daily in-class work is required. There is HW and Daily in-class work due every day. HW is due daily barring absence, and with your absence, HW is due the day you return.

If you are absent for a longer period simply inform me and we can make separate arrangements. HW is posted and available online even when you are absent.

Emailed HW and daily in-class assignments might be best, but it is not required if you do not have access to a computer. I am in seven places during our eight period day thus I am not tethered to a specific room. I am connected online most of the day so I generally will be available.

Class participation includes debate, discussion, reactions, games, and projects of various sorts, details will be provided as we come to these more involved assignments.

All written work follows the Honor Code stating:

This is my work and I have not cheated in any way.

Access to a bathroom during class time is a privilege, not a right, and of course it is necessary in case of an emergency. The admonition here is that you are to remain on task throughout the period. You should not have access to materials for other classes or other distractions in this class. I consider this behavior to be defiance and you will receive demerits.


Students are using learning tools--such as the creation of an avatar--that reflects the use of vastly different materials than the types of learning aids that students traditionally used. In fact, learning for your generation is so different than previous learners that you have often been described as the "Digital Generation" (the first generation living entirely since the Internet has been invented) or as the "Millennials" (since you were born around the turn of the Millennium). Your cohort is characterized by:

Doting parents

Confidence

Connected

Open to Change

Value Collaboration

The list describes the leading characteristics of the Digital Millenials. Next, we will consider what endeavors you should strive for as a student. In short, your task as a student should be the (what was described by Sr. last year as Quadrant D) dedicated endeavors that Sr. reviewed at our Faculty Orientation this week to (they are listed in descending order):

Create

Evaluate

Analyze

Apply

Understand

Remember

You will realize that you have arrived as a student when you can apply yourself to real world, unpredictable situations. I am fond of saying that the old chaos is the new normal. In short, this is the unpredictable world that we are living in currently. Events are taking place rapidly, change is constant, and the challenges are enormous. Yet, this is an exciting time to be studying disciplines such as history or Economics for their practical application.

We will begin the class with other challenging, game-changing periods in history.


Course material:

We will begin with the Scientific Revolution and the Enlightenment; we will finish with the contemporary world.

Chapter 10: Revolution and Enlightenment, 1550–1800

The Scientific Revolution gave rise to a intellectual movement—the Enlightenment. Enlightenment thought provided the philosophical foundations for the American Revolution. Britain lost its colonies in North America to the newly formed United States, while Spain and Portugal held onto their profitable Latin American colonies.

Section 1 The Scientific Revolution

Sixteenth-century Europeans began to question the scientific assumptions of the ancient authorities and to develop new theories about the universe. Nicholas Copernicus, Johannes Kepler, and Galileo Galilei revolutionized astronomy. Copernicus claimed that the sun, not the earth, was at the center of the universe—an idea considered heresy by the Catholic Church. Equally revolutionary were Isaac Newton's explanations of gravity and the movement of the planets. There were breakthroughs in medicine and chemistry, and numerous women contributed to the body of scientific research. The new view of the universe affected Western philosophy. The Frenchman Rene Descartes, the first rationalist, declared that matter could be independently investigated by reason. Francis Bacon, an English philosopher, developed the scientific method—a system for collecting and analyzing evidence.

Section 2 The Enlightenment
The Scientific Revolution gave rise to the Enlightenment, an eighteenth-century movement that stressed the role of philosophy and reason in improving society. Enlightenment intellectuals, known as philosophes, were chiefly social reformers from the nobility and the middle class. They often met in the salons of the upper classes to discuss the ideas of such giants as Montesquieu, Voltaire, and Diderot. In the economic sphere, Adam Smith put forth the doctrine of laissez-faire economics. The later Enlightenment produced social thinkers such as Jean-Jacques Rousseau and an early advocate of women's rights, Mary Wollstonecraft. Salon gatherings, along with the growth of book and magazine publishing, helped spread Enlightenment ideas among a broad audience. Most Europeans were still Christians. However, the desire for a more spiritual experience inspired new religious movements, such as the Methodism of John Wesley.

Section 3 The Impact of the Enlightenment
The Enlightenment influenced both art and politics. The baroque and neoclassical styles of art endured, while a more delicate style, called rococo, emerged. The works of Bach, Handel, Haydn, and Mozart represented one of the greatest periods in European music. Novels attracted a middle-class audience. The Enlightenment interested the absolutist rulers of Europe. However, only one, Joseph II of Austria, attempted far-reaching reforms based on Enlightenment ideas; they were largely a failure. The reforms of Catherine the Great of Russia and Frederick the Great of Prussia were far more limited. Territorial disputes in Europe and in the colonial empires of Britain and France produced the War of Austrian Succession, followed by the Seven Years' War. In the end, France lost India and most of North America, and Britain emerged as the world's greatest colonial power.

Section 4 Colonial Empires and the American Revolution
In the sixteenth century, Portugal came to control Brazil, while Spain established an empire in the Western Hemisphere that included parts of North America and most of Latin America. Portugal and Spain held onto their Latin American colonies for over 300 years. During that time, they profited richly by exporting Latin American gold, silver, and other natural resources and farm products. Spanish and Portuguese officials and Christian missionaries played important roles in Latin American societies. In North America, British control over its colonies began to unravel over issues of taxation. Multiple crises led the Americans to declare their independence in 1776 and to fight Britain until its defeat in 1783. The Articles of Confederation that formed the United States were soon replaced with a Constitution, which created a stronger central government. The Bill of Rights added important freedoms derived from the natural rights expressed by the philosophes.

Lecture

The Scientific Revolution

In What Went Wrong?, Bernard Lewis writes of the key role of the Middle East in the rise of science in the Middle Ages, before things went wrong:

And then, approximately from the end of the Middle Ages, there was a dramatic change. In Europe, the scientific movement advanced enormously in the era of the Renaissance, the Discoveries, the technological revolution, and the vast changes, both intellectual and material, that preceded, accompanied, and followed them. In the Muslim world, independent inquiry virtually came to an end, and science was for the most part reduced to the veneration of a corpus of approved knowledge. There were some practical innovations — thus, for example, incubators were invented in Egypt, vaccination against smallpox in Turkey. These were, however, not seen as belonging to the realm of science, but as practical devices, and we know of them primarily from Western travelers.

Another example of the widening gap may be seen in the fate of the great observatory built in Galata, in Istanbul, in 1577. This was due to the initiative of Taqi al-Din (ca. 1526-1585), a major figure in Muslim scientific history and the author of several books on astronomy, optics, and mechanical clocks. Born in Syria or Egypt (the sources differ), he studied in Cairo, and after a career as jurist and theologian he went to Istanbul, where in 1571 he was appointed munejjim-bash, astronomer (and astrologer) in chief to the Sultan Selim II. A few years later her persuaded the Sultan Murad III to allow him to build an observatory, comparable in its technical equipment and its specialist personnel with that of his celebrated contemporary, the Danish astronomer Tycho Brahe. But there the comparison ends. Tycho Brahe's observatory and the work accomplished in it opened the way to a vast new development of astronomical science. Taqi al-Din's observatory was razed to the ground by a squad of Janissaries, by order of the sultan, on the recommendation of Chief Mufti. This observatory had many predecessors in the lands of Islam; it had no successors until the age of modernization.

The relationship between Christendom and Islam in the sciences was now reversed. Those who had been disciples now became teachers; those who had been masters became pupils, often reluctant and resentful pupils. They were willing enough to accept the products of infidel science in warfare and medicine, where they could make the difference between victory and defeat, between life and death. But the underlying philosophy and the sociopolitical context of these scientific achievements proved more difficult to accept or even recognize.

The Scientific Revolution
Objectives

* Explain how new discoveries in astronomy changed the way people viewed the universe.
* Understand the new scientific method and how it developed.
* Analyze the contributions that Newton and other scientists made to the Scientific Revolution.

Terms, People, and Places

Nicolaus Copernicus

heliocentric

Tycho Brahe

Johannes Kepler

Galileo

Francis Bacon

René Descartes

scientific method

hypothesis

Robert Boyle

Isaac Newton

gravity

calculus

The definitions of these Terms, People, and Places can be posted on our Shanawiki site,
Chapter 10 Section 1 The Scientific Revolution

Cf. http://shanawiki.wikispaces.com/Honors+World+History+II+Fall+2010+Chapter+10+Section+1+The+Scientific+Revolution

In 1609, Italian astronomer Galileo Galilei heard of a new Dutch invention, the telescope. It was designed to help people see distant enemy ships. Galileo was interested for another reason—he wondered what would happen if he trained a telescope on the night sky. So he built his own telescope for this purpose. When he pointed it at the sky, he was amazed. The new telescope allowed him to see mountains on the moon, fiery spots on the sun, and four moons circling the planet Jupiter. “I did discover many particulars in Heaven that had been unseen and unheard of until this our age,” he later wrote.

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Focus Question

How did discoveries in science lead to a new way of thinking for Europeans?

The Renaissance and the Reformation facilitated the breakdown of the medieval worldview. In the mid-1500s, a profound shift in scientific thinking brought about the final break with Europe’s medieval past. Called the Scientific Revolution, this movement pointed toward a future shaped by a new way of thinking about the physical universe. At the heart of the Scientific Revolution was the assumption that mathematical laws governed nature and the universe. The physical world, therefore, could be known, managed, and shaped by people.

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GradeConnect

HW or in-class work due the following day.

You may email to gmsmith@shanahan.org.

1. Peruse Chapter 10 Revolution and Enlightenment, 1550-1800 (by Monday): in particular, when reading, be familiar with the material in Section 1 The Scientific Revolution;

2. If not answered already:

This was your first Homework assignment. Answer the question. Note that it can be answered online, emailed to me at gmsmith@shanahan.org, or as a hard copy. All three ways of doing your HW are acceptable. Nonetheless, it is most likely easiest to answer online.


Should homework assignments be posted on Friday for the following week?

3. On a first come, first serve basis (use your randomly generated student classroom number), accurately define the Terms, People, and Places at

Chapter 10 Section 1 The Scientific Revolution.

Cf. http://shanawiki.wikispaces.com/Honors+World+History+II+Fall+2010+Chapter+10+Section+1+The+Scientific+Revolution


If you can add more information than you see posted please free to add to the discussion. Comments and questions on the material can be posted on the wiki page.

Bismarck

Bismarck: Germany From Blood and Iron (clip)


Quotes from Bismarck


War and Civilization, Crimea, War, technology, and Industry, Blood & Iron


Franco-Prussian War (1870)


The causes of the Franco-Prussian War are rooted in the shifting balance of power in Europe after the Napoleonic wars. France and Prussia had fought against each other, with France beating Prussia in 1806, then losing in 1813-1815. In the following decades, Prussia was generally considered by the French as a modern, enlightened country. Republicans particularly favoured the prospect of seeing the German nation unite under Prussian leadership, displacing the old, catholic Austrian empire. Prussia hold similar views, but cultivated an image of France as the hereditary enemy: Prussia was to replace Austria as the head of Germany, and to replace France as the leader in continental Europe.
Napoleon III became emperor in France thanks to a coup in 1851. He initially supported the German unification policy of Otto von Bismarck, chancellor of Prussia under king Wilhelm I. It was only after the Austro-Prussian war of 1866 that France began to worry about the fast-rising Prussian power. To be able to face the Prussian conscription-based army, military reform was debated in the French parliament, but refused by the Left which considered there was no danger of war.
In July 1870, a diplomatic crisis broke, Bismarck managed to provoke the French into declaring war to Prussia — and French dipomacy fell in the trap. France had a good professional army, which was indeed able to face the Prussians. But a decisive strategic surprise came when all German states took side with Prussia: The French were overwhelmed, outmaneuvered and, in spite of ferocious combats, finally beaten. After Sept. 4th, the new Republic refused to sign an armistice, managed to hastily improvise "armies" out of civilian volunteers, but these were no match for the well-trained Prussians. The war ended when Parisians, besieged, bombarded and starved, surrendered.


The Prussian Army held a brief victory parade in Paris on 17 February, 1871, and Bismarck honoured the armistice by sending trainloads of food into Paris and moving Prussian forces to the east of the city. Prussian armies would occupy parts of France until the French completed the payment of a five-billion francs war indemnity.[53] Then, they would withdraw to Alsace and Lorraine. An exodus occurred from Paris as some 200,000 people, predominantly middle-class, left the city for the countryside. Paris was quickly re-supplied with free food and fuel by the United Kingdom and several accounts recall life in the city settling back to normal.

The war ended up with a complete triumph for Prussia, whose king was proclaimed emperor of Germany in the palace of Versailles — a supreme humiliation of the French and a Prussian revenge on Napoleon's victorious march in Berlin.
The Treaty of Frankfurt gave Germany Alsace and the northern portion of Lorraine (Moselle), where Germanic dialects were spoken by parts of the population. Most importantly, Germany now possessed Metz, a key fortified stronghold between the two countries. Part of the Alsacians refused to live under German rule and emigrated to "inner France".
The loss of this territory was a source of resentment in France for years to come, and revanchism even inspired an attempted coup in Paris in the 1880s. Yet, by 1900, new generations tended to consider it old history, while Alsacians adapted more or less reluctantly to German rule [see Barrès "Au service de l'Allemagne"]. No French political party put forward a reconquest of Alsace-Lorraine in its program. Compensations were found in colonization abroad. When World War I broke out, the French mobilized with the idea to defend their territory as it was, not to take back Alsace-Lorraine, as soldiers' diaries and letters indicate.

Had Germany not taken the option of war in 1914, its successful path paved by the 1870 triumph would have led it to become peacefully the uncontested leader in Europe.

Should homework assignments be posted on Friday for the following week?


Should homework assignments be posted on Friday for the following week?