Monday, October 18, 2010

Honors World History II: 19 October 2010

Prayer
Current Events:

Everything is OK

or, is everything OK?

During ABC's "The View," Fox's Bill O'Reilly expresses his opinion as Whoopi Goldberg and Joy Behar walk off the set during a debate on the mosque proposed for two blocks from Ground Zero in New York. Barbara Walters apologized for her co-hosts' behavior.



Please note: Test #1, Ch. 10, is scheduled for Wednesday, October 20.

Chapter 10 Test Prep page

Honors World History II Chapter 10 Test Prep Page

Cf. http://shanawiki.wikispaces.com/Honors+World+History+II+Fall+2010+Chapter+10+Test+Prep+Page

These questions may be--but there is no guarantee--on the Test. They are here as possible questions on the Test for study purposes.

The Enlightenment and the American Revolution (1700–1800)
Philosophy in the Age of Reason

Cf. http://www.phschool.com/webcodes10/index.cfm?fuseaction=home.gotoWebCode&wcprefix=naa&wcsuffix=1719

Enlightenment Ideas Spread Self-Test

Cf. http://www.phschool.com/webcodes10/index.cfm?fuseaction=home.gotoWebCode&wcprefix=naa&wcsuffix=1729

Birth of the American Republic Self-Test

Cf. http://www.phschool.com/webcodes10/index.cfm?fuseaction=home.gotoWebCode&wcprefix=naa&wcsuffix=1739

Chapter Self-Test

Cf. http://www.phschool.com/webcodes10/index.cfm?fuseaction=home.gotoWebCode&wcprefix=naa&wcsuffix=1749

HW Avatar is available below (per our usual procedure HW is also posted at the bottom of the daily blog post as well as being posted on GradeConnect):

Preview

Chapter 11 The French Revolution and Napoleon, 1789–1815

Chapter Overviews

Section 1 The French Revolution Begins

Poverty and deep social divisions were the backdrop of the French Revolution. On the eve of the revolution, financial crisis gripped the government of Louis XVI. Rather than accept higher taxes, the commoners in France's legislative body, the Estates-General, broke off to form a National Assembly. Anticipating an attack by the king's forces, commoners then stormed the Bastille prison, marking the start of the Revolution. The new Assembly took control of the Catholic Church and adopted the Declaration of the Rights of Man and the Citizen. The document was inspired in part by the American Declaration of Independence and Constitution. The Assembly then wrote a constitution establishing a limited monarchy and a Legislative Assembly. France was soon at war with Austria, where some feared the revolution might spread. Louis XVI was taken captive by the Paris Commune. The Commune called for a National Convention and forced the revolution into a more violent phase.

Chapter Overviews



Section 1 The French Revolution Begins

Poverty and deep social divisions were the backdrop of the French Revolution. On the eve of the revolution, financial crisis gripped the government of Louis XVI. Rather than accept higher taxes, the commoners in France's legislative body, the Estates-General, broke off to form a National Assembly. Anticipating an attack by the king's forces, commoners then stormed the Bastille prison, marking the start of the Revolution. The new Assembly took control of the Catholic Church and adopted the Declaration of the Rights of Man and the Citizen. The document was inspired in part by the American Declaration of Independence and Constitution. The Assembly then wrote a constitution establishing a limited monarchy and a Legislative Assembly. France was soon at war with Austria, where some feared the revolution might spread. Louis XVI was taken captive by the Paris Commune. The Commune called for a National Convention and forced the revolution into a more violent phase.

Section 2 Radical Revolution and Reaction

During the first years of the revolution, a republic was established, Louis XVI was executed, and thousands of people were killed on suspicion of opposing the revolution. While factions fought over control within France, European states fearing the spread of revolution made plans to invade France. The National Convention responded by forming a Committee of Public Safety. The committee led a 12-month Reign of Terror, executing close to 40,000 suspected enemies and expunging signs of Catholic influence. The committee also raised the largest army in European history and repelled the invading armies. With the crisis past, the National Convention ended the Reign of Terror and executed its zealous leader, Maximilien Robespierre. Power shifted into the hands of more moderate middle-class leaders who produced a constitution in 1795. The constitution called for a two-house legislative body and an executive committee, called the Directory. The Directory faced mounting problems. In 1799 a popular General, Napoleon Bonaparte, seized power in a coup d'état.

Section 3 The Age of Napoleon

Napoleon formed a new government, the consulate, in which he held absolute power. In 1802 he was crowned emperor and signed a peace treaty with Russia, Great Britain, and Austria. At home, he made peace with the Catholic Church and created a functioning bureaucracy. His Napoleonic Code preserved many of the rights gained in the revolution. War was soon renewed. By 1807, Napoleon had created a French empire. In parts of the empire, Napoleon sought to spread the revolution. However, his invasions had contributed to the spread of nationalism as well. This, along with British sea power, would spell his defeat. After a disastrous invasion of Russia, other European nations attacked Napoleon's army and captured Paris. Napoleon was exiled from France, and the monarchy was restored. Napoleon returned to power briefly, only to face final military defeat against a combined Prussian and British force at Waterloo and to be exiled once again.

After surveying the Chapter, we begin in Section 1 The French Revolution Begins

We can consider the "Causes of the French Revolution."

To cover the entire French Revolution is a lofty task but to deal with the subject as best we can there is a good reference in the "Detailed Guide to the Revolution."

One of the most interesting characters of the period is "Marie Antoinette."

Or, alternatively, we can listen to "Liberty, Equality, and Fraternity: Exploring the French Revolution" in song.

If someone is studying French, perhaps they can translate the anthem of the republican Revolution:

The Marseillaise (War Song for the Army of the Rhine)

Marseillaise
(Chant de guerre pour l'armée du Rhin)

Allons enfants de la patrie!
Le jour de gloire est arrivé;
Contre nous de la tyrannie
L'étendard sanglant est levé.
L'étendard sanglant est levé.

Entendez-vous dans les campagnes
Mugir ces féroces soldats?
Ils viennent jusque dans vos bras
Egorger vos fils, vos compagnes!

Refrain:

Aux armes, citoyens, formez vos bataillons,
Marchez, marchez, qu'un sang impur
abreuve nos sillons.

Que veut cet horde d'esclaves,
De traîtres, de rois conjurés?
Pour qui ces ignobles entraves,
Ces fers dès longtemps préparés?
Ces fers dès longtemps préparés?

Francais! Pour nous, ah quel outrage!
Quels transports il doit exciter!
C'est nous qu'on ose méditer
De rendre à l'antique esclavage?

Refrain

Amour sacré de la patrie,
Conduis, soutiens nos bras vengeurs
Liberté, Liberté chérie!
Combats avec tes défenseurs
Combats avec tes défenseurs

Sous nos drapeaux que la Victoire
Accourt à tes mâles accents:
Que tes ennemis expirants
Voient ton triomphe et notre gloire

Refrain

Refrain
One of the most arresting images of the Revolution, no pun intended, is the guillotine.



Chapter 11 Section 1 The French Revolution Begins

Objectives

*Describe the social divisions of France’s old order.
*List reasons for France’s economic troubles in 1789.
*Explain why Louis XVI called the Estates-General and summarize what resulted.
*Understand why Parisians stormed the Bastille.

Witness History

The Loss of Blood Begins (Audio)

On July 14, 1789, after a daylong hunting expedition, King Louis XVI returned to his palace in Versailles. Hours earlier, armed Parisians had attacked the Bastille. They had cut the chains of the prison drawbridge, crushing a member of the crowd, and poured into the courtyard. Chaos ensued as shots rang out, blood was spattered, and heads were paraded down the streets on spikes. When Louis heard the news, he exclaimed, “Then it’s a revolt?” “No, sire,” replied the duke bearing the news, “it’s a revolution!” The French Revolution had begun. Witness History relates the fall of the Bastille.


The Conquerors of the Bastille before the Hotel de Ville, painted by Paul Delaroche



Preview

Chapter Focus Question

What were the causes and effects of the French Revolution, and how did the revolution lead to the Napoleonic era?

Fall of the Bastille

On July 14, 1789, the city of Paris seized the spotlight from the National Assembly meeting in Versailles. The streets buzzed with rumors that royal troops were going to occupy the capital. More than 800 Parisians assembled outside the Bastille, a grim medieval fortress used as a prison for political and other prisoners. The crowd demanded weapons and gunpowder believed to be stored there.

The commander of the Bastille refused to open the gates and opened fire on the crowd. In the battle that followed, many people were killed. Finally, the enraged mob broke through the defenses. They killed the commander and five guards and released the handful of prisoners who were being held there, but found no weapons.

The Bastille was a symbol to the people of France representing years of abuse by the monarchy. The storming of and subsequent fall of the Bastille was a wake-up call to Louis XVI. Unlike any other riot or short-lived protest, this event posed a challenge to the sheer existence of the regime. Since 1880, the French have celebrated Bastille Day annually as their national independence day.

Background to the Revolution

The Three Estates

Financial Crisis

Economic woes in France added to the social unrest and heightened tensions. One of the causes of the economic troubles was a mushrooming financial crisis that was due in part to years of deficit spending. This occurs when a government spends more money than it takes in.

Louis XIV had left France deeply in debt. The Seven Years’ War and the American Revolution strained the treasury even further. Costs generally had risen in the 1700s, and the lavish court soaked up millions. To bridge the gap between income and expenses, the government borrowed more and more money. By 1789, half of the government’s income from taxes went to paying the interest on this enormous debt. Also, in the late 1780s, bad harvests sent food prices soaring and brought hunger to poorer peasants and city dwellers.

To solve the financial crisis, the government would have to increase taxes, reduce expenses, or both. However, the nobles and clergy fiercely resisted any attempt to end their exemption from taxes.

The heirs of Louis XIV were not the right men to solve the economic crisis that afflicted France. Louis XV, who ruled from 1715 to 1774, pursued pleasure before serious business and ran up more debts. Louis XVI was well-meaning but weak and indecisive. He did, however, wisely choose Jacques Necker, a financial expert, as an advisor. Necker urged the king to reduce extravagant court spending, reform government, and abolish burdensome tariffs on internal trade. When Necker proposed taxing the First and Second Estates, however, the nobles and high clergy forced the king to dismiss him.

As the crisis deepened, the pressure for reform mounted. The wealthy and powerful classes demanded, however, that the king summon the Estates-General, the legislative body consisting of representatives of the three estates, before making any changes. A French king had not called the Estates-General for 175 years, fearing that nobles would use it to recover the feudal powers they had lost under absolute rule. To reform-minded nobles, the Estates-General seemed to offer a chance of carrying out changes like those that had come with the Glorious Revolution in England. They hoped that they could bring the absolute monarch under the control of the nobles and guarantee their own privileges.

Reading Check

Identifying

What groups were part of the Third Estate?

From Estates-General to National Assembly

Reading Check

Examining

Why did the Third Estate object to each estate's having one vote in the Estates-General?

The Destruction of the Old Regime

Declaration of the Rights of Man

The King Concedes

Church Reforms

A New Constitution and New Fears

War with Austria

Rise of the Paris Commune

Reading Check

Evaluating

What was the significance of the Constitution of 1791?

Preview

Section 2 Radical Revolution and Reaction

HW: email me at gmsmith@shanahan.org.

1. Using print and Internet sources (a reference to La Marseilloise is made above, an English translation is also available), familiarize yourself with the lyrics to The Marseillaise, God Save the Queen (not the pop version),



and The Star Spangled Banner. How do they vary in subject matter, tone, theme, and style, and how are they similar?

Not required, but if helpful, create a chart listing your findings.

Bibliographic resources for the French Revolution

Previous to or the buildup to the Revolution

Cf. The Coming of the French Revolution (Princeton Classic Editions)
by Georges Lefebvre.


The Fall of the French Monarchy 1787-1792 (The French Revolution)
by Michel Vovelle.


Great Fear of 1789
by Georges Lefebvre.


General works on the Revolution

The Crowd in the French Revolution (Galaxy Books)
by George Rude.


A Short History of the French Revolution, 1789-1799
by Albert Soboul.


The Abolition Of Feudalism: Peasants, Lords, And Legislators In The French Revolution, by John Markoff.

Interpreting the French Revolution
by Francois Furet.


Citizens: A Chronicle of the French Revolution
by Simon Schama.


The Radical Revolution

The Sans-Culottes
by Albert Soboul.


The Vendee: A Sociological Analysis of the Counter-Revolution of 1793
by Charles Tilly.


Revolutionary Themes After the Revolution

Reflections on the Revolution in France (Oxford World's Classics)
by Edmund Burke.


The Age of Revolution: 1789-1848
by Eric Hobsbawm.


Work and Revolution in France: The Language of Labor from the Old Regime…
by William H. Sewell Jr.



The Course in German History by A.J.P. Taylor.

References:


Chapter 10 Test Prep page

Cf. http://shanawiki.wikispaces.com/Honors+World+History+II+Fall+2010+Chapter+10+Test+Prep+Page

These questions may be--but there is no guarantee--on the Test. They are here as possible questions on the Test for study purposes.

The Enlightenment and the American Revolution (1700–1800)
Philosophy in the Age of Reason

Cf. http://www.phschool.com/webcodes10/index.cfm?fuseaction=home.gotoWebCode&wcprefix=naa&wcsuffix=1719

Enlightenment Ideas Spread Self-Test

Cf. http://www.phschool.com/webcodes10/index.cfm?fuseaction=home.gotoWebCode&wcprefix=naa&wcsuffix=1729

Birth of the American Republic Self-Test

Cf. http://www.phschool.com/webcodes10/index.cfm?fuseaction=home.gotoWebCode&wcprefix=naa&wcsuffix=1739

Chapter Self-Test

Cf. http://www.phschool.com/webcodes10/index.cfm?fuseaction=home.gotoWebCode&wcprefix=naa&wcsuffix=1749

HW: email (or hard copy) me at gmsmith@shanahan.org.

1. Monday HW

p. 334, Picturing History, What happened to the royal family after their capture?

Email only if you answer (i.e., you voluntarily choose to participate):

Last week what I liked least about the class was . . .
Last week what I enjoyed most about the class was . . .

Study for the Test on Ch. 10, Wednesday


Get a Voki now!

1. Tuesday HW

What was the significance of the Constitution of 1791?

2. Study for the Test on Ch. 10, Wednesday

Chapter 10 Test Prep page

Honors World History II Chapter 10 Test Prep Page

Cf. http://shanawiki.wikispaces.com/Honors+World+History+II+Fall+2010+Chapter+10+Test+Prep+Page


Get a Voki now!

Honors Business Economics Chapter 2, 19 October 2010

Prayer:

Current Events:


The government representative notes that she has a Masters degree in landscape architecture and regional planning which must be all that it takes.

She states: “it’s gonna take a huge effort to educate the public about the importance of public transportation.”

Study for Test #1, Chapter 1 (detailed in-class and on the wiki). The Test will be on Wednesday, 20 October.

Honors Business Economics Test #1 Chapter 1 Test Prep Page
Cf. http://shanawiki.wikispaces.com/HonorsBusinessEconomicsTest1Chapter1Fall2010

Chapter 1 Review

Chapter 1: What Is Economics? Self-Check Quizzes

Cf. http://glencoe.mcgraw-hill.com/sites/0078747643/student_view0/unit1/chapter1/self-check_quizzes.html

Crossword Puzzle

Cf. http://www.glencoe.com/olc_games/game_engine/content/gln_ss/epp_05/chapter01/index_ch01.html

The Circular Flow of Economic Activity

Cf. http://glencoe.com/sites/common_assets/socialstudies/in_motion_08/epp/EPP_p15.swf

Chapter 2 Economic Systems and Decision Making

Chapter Overviews

Section 1: Economic Systems

Economic systems help societies provide for the wants and needs of their people. Three major economic systems have evolved over the years: traditional, command, and market economies. In the traditional economy, the WHAT, HOW, and FOR WHOM questions are answered by tradition, customs, and even habits handed down from generation to generation. In a command economy, a central authority answers the three basic questions. In a market economy, decision making is decentralized with consumers and entrepreneurs playing a central role. Most economies in the world today feature some mix of traditional, command, and market economies.

May 2009 cover of the American magazine, Newsweek:



BULGARIA - From a Command to a Market Economy, 4:43

Cf. http://learnecon.info/moodle/mod/resource/view.php?id=11

1.1 Quiz

Cf. http://learnecon.info/moodle/mod/quiz/attempt.php?id=137

Chapter 2: Economic Systems and Decision Making

Cf. http://glencoe.mcgraw-hill.com/sites/0078747643/student_view0/unit1/chapter2/self-check_quizzes.html

Drag and Drop

Cf. http://www.glencoe.com/sec/socialstudies/tutor/economics/econprinciples2005/puzzles/epp2005_02.html

Flashcards

Cf. http://www.glencoe.com/qe/efcsec.php?qi=15412

Section 2 Evaluating Economics Performance

The seven major economic and social goals used to evaluate the performance of an economic system are economic freedom, economic efficiency, economic equity, economic security, full employment, price stability, and economic growth. If the system does not perform as people would like, people can lobby for laws to achieve their goals. One example would be the Social Security program that was enacted to achieve the goal of economic security.

Guide to Reading, p. 43

Reading Strategy (Graphic Organizer)

Economic Freedom

Economic Efficiency

Economic Equity

Economic Security

Full Employment

Price Stability

Economic Growth

Economic and Social Goals, p. 44

Economists normally measure growth as the annual percentage change in either real GDP or real per capita GDP. (The latter measure is a better measure of how growth affects a typical individual in the economy.) While a small difference in growth rates will have a small effect on output in a given year, the cumulative effects of differences in growth rates is rather dramatic as a result of compound growth. This result can be seen quite easily by examining the rule of 72.


Rule of 72

The rule of 72 states that:



approximate number of years for a balance to double = 72 / growth rate (as a percentage)

Suppose, for simplicity that an individual lives for 72 years. If he or she resides in an economy in which per capita real GDP grows by 2% per year, output will double in approxmately 36 (=72/2) years. This means that per capita output at the time of a typical person's death will be approximately 4 times as large as it was at that person's birth. If the economy grows at an annual rate of 4%, however, output will double in 18 years. In this case, per capita output will double by the time this person turns 18, double again by age 36, again by age 54, and again by the time this typical person dies at age 72. This means that output will be 16 times as large at the time of a typical person's death as it would be if per capita output grew at an annual rate of 2%. The difference becomes even more pronounced over longer time periods. In the long run, the most important determinant of the standard of living for a typical person is the rate of economic growth. For this reason, economists devote a great deal of effort to an analysis of the factors that influence economic growth.

Problems with using economic growth as a measure of economic welfare

There are, of course, a number of problems with using real GDP growth as a measure of social welfare. Among the problems are:
  • the distribution of income also matters,
  • per capita real GDP does not measure the quality of life,
  • it does not take leisure time into account, and
  • it does not take externalities into account.

    Externalities, 2:13

    What is an externality? Milton Friedman describes it as the effect of a transaction between two parties on a third party who is not involved in the transaction. A technical sounding term that basically means let somebody else deal with the problems the corporation creates.


    (In economics, an externality (or transaction spillover) is a cost or benefit, not transmitted through prices, incurred by a party who did not agree to the action causing the cost or benefit. A benefit in this case is called a positive externality or external benefit, while a cost is called a negative externality or external cost).

Kramer makes George realize what a miserable person he is: he has a meaningless quality of life, :52.

Cf. http://www.youtube.com/watch?v=QurYZ6Bsjqs&feature=related

Can GDP Buy You Happiness? About 35 years ago, the king of Bhutan decided that the well-being of his country was not best measured by its GDP, but rather by something he called its “Gross National Happiness.” A very useful source is the article by Andrew C. Revkin in The New York Times (October 4, 2005) titled “A New Measure of Well-Being from a Happy Little Kingdom,” available on the Web at: "A New Measure of Well-Being From a Happy Little Kingdom. Cf. http://www.nytimes.com/2005/10/ 04/science/04happ.html?ei=5088&en=a4c0250cf8730dca&ex= 1286078400&partner=rssnyt&emc=rss&pagewanted=all

Determinants of growth

Economic growth is affected by:
  • changes in the quantity and quality of available resources, and
  • changes in technology
Less developed economies generally have relatively high rates of fertility (and mortality). This results in a relatively large growth in the quantity of labor available in such economies. Industrialized economies, on the other hand, tend to experience relatively low rates of growth in the labor force (since birth rates are lower in countries at higher levels of economic development). The quality of the labor force may be enhanced by investments in human capital (through investments in health care, education, and training programs).

Developing economies tend to lag behind industrialized economies in access to capital and in technological development. Foreign direct investment and international aid programs that provide technological assistance, though, help to provide a technology transfer from industrialized to developing nations.

For example, according to the Wall Street Journal, Obama Financed Offshore Drilling in Brazil.

And again, according to the Brookings Institution, Obama supported entrepreneurship in Muslim majority Middle Eastern nations.

Productivity and economic growth

The rate of economic growth can be expressed as:


Economic growth = growth rate of TFP + Growth rate of resources
where: TFP = total factor productivity (a measure of the overall productivity of resources)

Changes in total factor productivity result from technological improvements. In industrialized countries, most growth is the result of increases in total factor productivity and in the quantity of capital.

In summary, these are the economic growth goals (as a review): Economic Freedom, Economic Efficiency, Economic Equity, Economic Security, Full Employment, Price Stability, Economic Growth.

Future Goals

Reading Check Interpreting What major themes can you identify in the list of seven economic goals?
Did You Know?
Resolving Trade-Offs Among Goals, p. 46 Determining Cause and Effect: Graphic Organizer

The action helps achieve the goals of economic security or full employment while working against the goal of economic efficiency.

Reading Check
Explaining
Why do trade-offs among goals exist?

Section 3 American Free Enterprise, p. 48

Free enterprise, another term used to describe the American economy, refers to the competition that is allowed to flourish with a minimum of government interference. A capitalistic free enterprise economy has five important characteristics: economic freedom, voluntary exchange, private property rights, the profit motive, and competition. Another key component is the entrepreneur, who is the risk-taking individual in the economy that starts new businesses and undertakes new ways of doing things in search of profits. The consumer is sometimes thought of as being "king" or sovereign of the market, and government is involved in the economy primarily because people want it to be involved. Because of the government involvement as the protector, provider, regulator, and consumer, the American economy can also be described as a mixed economy, or a modified free enterprise economy.

Guide to Reading

Section Preview

Content Vocabulary

free enterprise

voluntary exchange

private property rights

profit

profit motive

competition

consumer sovereignty

mixed or modified free enterprise economy

Taped in the 70s, Economist Milton Friedman informs Phil Donahue when asked to equate greed with capitalism, 2:30.

Milton Friedman, 1912 - 2006


Companies in the News

Hot Growth at Claire's

Characteristics of Free Enterprise Capitalism, p. 49

Economic Freedom

Voluntary Exchange

Private Property Rights, p.50

Profit Motive

Competition

Reading Check

Summarizing

How does voluntary exchange work in the free enterprise economy?

The Role of the Entrepreneur

Reading Check, p. 51

Analyzing

Why are entrepreneurs considered both spark plugs and catalysts of the free enterprise economy?

The Role of the Consumer

Reading Check

Summarizing

What role do consumers play in a free enterprise system? p. 52

The Role of Government

Protector

Provider

Regulator

Consumer, p. 53

Modified Free Enterprise

Reading Check

Why do Americans want government to play a role in the economy? Use specific examples.

Profiles in Economics

Tony Hawk

Resources

Hayek's 'The Road to Serfdom' in Five Minutes, 5:01

What do all forms of collectivism (command economy) lead to?
Are there differences--in terms of control exercised--between Nazism or Communism?
How is order achieved in these systems?
Can democracies be on the road to serfdom?
In the 1940s, Look Magazine made a comic strip of Hayek's classic book 'The Road to Serfdom'. Hayek went on to win the Nobel Prize in Economics in 1974.
Cf. http://en.wikipedia.org/wiki/The_Road...
Hayek's central thesis is that all forms of collectivism lead logically and inevitably to tyranny, and he used the Soviet Union and Nazi Germany as examples of countries which had gone down "the road to serfdom" and reached tyranny. Hayek argued that within a centrally planned economic system, the distribution and allocation of all resources and goods would devolve onto a small group, which would be incapable of processing all the information pertinent to the appropriate distribution of the resources and goods at the central planners' disposal. Disagreement about the practical implementation of any economic plan combined with the inadequacy of the central planners' resource management would invariably necessitate coercion in order for anything to be achieved. Hayek further argued that the failure of central planning would be perceived by the public as an absence of sufficient power by the state to implement an otherwise good idea. Such a perception would lead the public to vote more power to the state, and would assist the rise to power of a "strong man" perceived to be capable of "getting the job done". After these developments Hayek argued that a country would be ineluctably driven into outright totalitarianism. For Hayek "the road to serfdom" inadvertently set upon by central planning, with its dismantling of the free market system, ends in the destruction of all individual economic and personal freedom. Hayek argued that countries such as the Soviet Union and Nazi Germany had already gone down the "road to serfdom", and that various democratic nations are being led down the same road. In The Road to Serfdom he wrote: "The principle that the end justifies the means is in individualist ethics regarded as the denial of all morals. In collectivist ethics it becomes necessarily the supreme rule."
Cf. http://www.youtube.com/watch?v=mkz9AQhQFNY
Activity: Interdisciplinary Connection
Read 19th-century short stories by Russian authors such as Anton Chekhov or Nikolay Gogal. As you read, list details that describe effects of the Soviet Union's command economy--for example, details about jobs, economic and social status, property rights, individual freedoms, and the government. Write a report summarizing the economic effects that you fin din the story.
MARKET AND COMMAND SYSTEMS, 12:44
Cf. http://learnecon.info/moodle/mod/resource/view.php?id=10
BULGARIA - From a Command to a Market Economy, 4:43
Cf. http://learnecon.info/moodle/mod/resource/view.php?id=11
1.1 Quiz
Cf. http://learnecon.info/moodle/mod/quiz/attempt.php?id=137
IBM Corp. has launched CityOne, an online interactive simulation game designed to enable local government officials find innovative solutions for energy, water, traffic, banking and retail problems in their communities.
Players can explore more than 100 simulated crisis scenarios in CityOne. The solutions must balance various financial, environmental, social and budgetary goals. The solutions include technologies such as business process management, service reuse, cloud computing and collaborative technologies.
Cf. http://www-01.ibm.com/software/solutions/soa/innov8/cityone/index.jsp

HW email to gmsmith@shanahan.org or hand in hard copy.

1. How might the goal of protecting the environment conflict with the goals of efficiency or full employment?

2. Study for Test #1, Chapter 1 (detailed in-class and on the wiki). The Test will be on Wednesday, 20 October.

Honors Business Economics Test #1 Chapter 1 Test Prep Page
Cf. http://shanawiki.wikispaces.com/HonorsBusinessEconomicsTest1Chapter1Fall2010

Honors World History II: HW for Next Week, Mon. - Fri.

1. Monday HW

p. 334, Picturing History, What happened to the royal family after their capture?

Email only if you answer (i.e., you voluntarily choose to participate):

Last week what I liked least about the class was . . .
Last week what I enjoyed most about the class was . . .

Study for the Test on Ch. 10, Wednesday

1. Tuesday HW

What was the significance of the Constitution of 1791?

2. Study for the Test on Ch. 10, Wednesday

1. Wednesday HW

p. 335, #4

1. Thursday HW

p. 335, #5

1. Friday HW

p. 335, #6

Honors World History II: 18 October 2010

Prayer
Current Events:

The French crisis issue is discussed with experts in this edition of News Analysis. Press TV is the first Iranian international news network, broadcasting in English on a round-the-clock basis.

France has witnessed the most massive demonstrations as protesters in Paris and other large cities rallied to decry French President Nicolas Sarkozy's plans to increase retirement age from 60 to 62.

The strikes have closed hundreds of schools, refineries and train stations and grounded flights amid concerns that the situation could get worse.

Meanwhile, unions have promised to step up their protests in the coming days.


Honors World History II, Preliminary Assessment, Quiz 3, Chapter 10 Section 3

Cf. http://gmicksmithsocialstudies.blogspot.com/2010/10/honors-world-history-ii-preliminary_15.html

If you need a Make-Up Quiz it should be done today: Chapter 10 Section 3 The Impact of the Enlightenment.

Cf. http://shanawiki.wikispaces.com/Honors+World+History+II+Fall+2010+Chapter+10+Section+3+The+Impact+of+the+Enlightenment

Please note: Test #1, Ch. 10, is scheduled for Wednesday, October 20.

Chapter 10 Test Prep page

Honors World History II Chapter 10 Test Prep Page

Cf. http://shanawiki.wikispaces.com/Honors+World+History+II+Fall+2010+Chapter+10+Test+Prep+Page

These questions may be--but there is no guarantee--on the Test. They are here as possible questions on the Test for study purposes.

The Enlightenment and the American Revolution (1700–1800)
Philosophy in the Age of Reason

Cf. http://www.phschool.com/webcodes10/index.cfm?fuseaction=home.gotoWebCode&wcprefix=naa&wcsuffix=1719

Enlightenment Ideas Spread Self-Test

Cf. http://www.phschool.com/webcodes10/index.cfm?fuseaction=home.gotoWebCode&wcprefix=naa&wcsuffix=1729

Birth of the American Republic Self-Test

Cf. http://www.phschool.com/webcodes10/index.cfm?fuseaction=home.gotoWebCode&wcprefix=naa&wcsuffix=1739

Chapter Self-Test

Cf. http://www.phschool.com/webcodes10/index.cfm?fuseaction=home.gotoWebCode&wcprefix=naa&wcsuffix=1749

HW Avatar is available below (per our usual procedure HW is also posted at the bottom of the daily blog post as well as being posted on GradeConnect):

Preview

Chapter 11 The French Revolution and Napoleon, 1789–1815

Chapter Overviews

Poverty, social divisions, and economic crisis led to the French Revolution and a reign of terror. Napoleon Bonaparte took power in a coup d'etat and tried to overthrow Europe's old order. After his costly military campaigns, he was defeated at Waterloo, Belgium, and exiled.

Section 1 The French Revolution Begins

Poverty and deep social divisions were the backdrop of the French Revolution. On the eve of the revolution, financial crisis gripped the government of Louis XVI. Rather than accept higher taxes, the commoners in France's legislative body, the Estates-General, broke off to form a National Assembly. Anticipating an attack by the king's forces, commoners then stormed the Bastille prison, marking the start of the Revolution. The new Assembly took control of the Catholic Church and adopted the Declaration of the Rights of Man and the Citizen. The document was inspired in part by the American Declaration of Independence and Constitution. The Assembly then wrote a constitution establishing a limited monarchy and a Legislative Assembly. France was soon at war with Austria, where some feared the revolution might spread. Louis XVI was taken captive by the Paris Commune. The Commune called for a National Convention and forced the revolution into a more violent phase.


Chapter Overviews



Section 1 The French Revolution Begins

Poverty and deep social divisions were the backdrop of the French Revolution. On the eve of the revolution, financial crisis gripped the government of Louis XVI. Rather than accept higher taxes, the commoners in France's legislative body, the Estates-General, broke off to form a National Assembly. Anticipating an attack by the king's forces, commoners then stormed the Bastille prison, marking the start of the Revolution. The new Assembly took control of the Catholic Church and adopted the Declaration of the Rights of Man and the Citizen. The document was inspired in part by the American Declaration of Independence and Constitution. The Assembly then wrote a constitution establishing a limited monarchy and a Legislative Assembly. France was soon at war with Austria, where some feared the revolution might spread. Louis XVI was taken captive by the Paris Commune. The Commune called for a National Convention and forced the revolution into a more violent phase.

Section 2 Radical Revolution and Reaction

During the first years of the revolution, a republic was established, Louis XVI was executed, and thousands of people were killed on suspicion of opposing the revolution. While factions fought over control within France, European states fearing the spread of revolution made plans to invade France. The National Convention responded by forming a Committee of Public Safety. The committee led a 12-month Reign of Terror, executing close to 40,000 suspected enemies and expunging signs of Catholic influence. The committee also raised the largest army in European history and repelled the invading armies. With the crisis past, the National Convention ended the Reign of Terror and executed its zealous leader, Maximilien Robespierre. Power shifted into the hands of more moderate middle-class leaders who produced a constitution in 1795. The constitution called for a two-house legislative body and an executive committee, called the Directory. The Directory faced mounting problems. In 1799 a popular General, Napoleon Bonaparte, seized power in a coup d'état.

Section 3 The Age of Napoleon

Napoleon formed a new government, the consulate, in which he held absolute power. In 1802 he was crowned emperor and signed a peace treaty with Russia, Great Britain, and Austria. At home, he made peace with the Catholic Church and created a functioning bureaucracy. His Napoleonic Code preserved many of the rights gained in the revolution. War was soon renewed. By 1807, Napoleon had created a French empire. In parts of the empire, Napoleon sought to spread the revolution. However, his invasions had contributed to the spread of nationalism as well. This, along with British sea power, would spell his defeat. After a disastrous invasion of Russia, other European nations attacked Napoleon's army and captured Paris. Napoleon was exiled from France, and the monarchy was restored. Napoleon returned to power briefly, only to face final military defeat against a combined Prussian and British force at Waterloo and to be exiled once again.

After surveying the Chapter, we begin in Section 1 The French Revolution Begins

We can consider the "Causes of the French Revolution."

To cover the entire French Revolution is a lofty task but to deal with the subject as best we can there is a good reference in the "Detailed Guide to the Revolution."

One of the most interesting characters of the period is "Marie Antoinette."

Or, alternatively, we can listen to "Liberty, Equality, and Fraternity: Exploring the French Revolution" in song.

If someone is studying French, perhaps they can translate the anthem of the republican Revolution:

The Marseillaise (War Song for the Army of the Rhine)

Marseillaise
(Chant de guerre pour l'armée du Rhin)

Allons enfants de la patrie!
Le jour de gloire est arrivé;
Contre nous de la tyrannie
L'étendard sanglant est levé.
L'étendard sanglant est levé.

Entendez-vous dans les campagnes
Mugir ces féroces soldats?
Ils viennent jusque dans vos bras
Egorger vos fils, vos compagnes!

Refrain:

Aux armes, citoyens, formez vos bataillons,
Marchez, marchez, qu'un sang impur
abreuve nos sillons.

Que veut cet horde d'esclaves,
De traîtres, de rois conjurés?
Pour qui ces ignobles entraves,
Ces fers dès longtemps préparés?
Ces fers dès longtemps préparés?

Francais! Pour nous, ah quel outrage!
Quels transports il doit exciter!
C'est nous qu'on ose méditer
De rendre à l'antique esclavage?

Refrain

Amour sacré de la patrie,
Conduis, soutiens nos bras vengeurs
Liberté, Liberté chérie!
Combats avec tes défenseurs
Combats avec tes défenseurs

Sous nos drapeaux que la Victoire
Accourt à tes mâles accents:
Que tes ennemis expirants
Voient ton triomphe et notre gloire

Refrain

Refrain
One of the most arresting images of the Revolution, no pun intended, is the guillotine.




Chapter 11 Section 1 The French Revolution Begins

Objectives

*Describe the social divisions of France’s old order.
*List reasons for France’s economic troubles in 1789.
*Explain why Louis XVI called the Estates-General and summarize what resulted.
*Understand why Parisians stormed the Bastille.

Witness History

The Loss of Blood Begins (Audio)

On July 14, 1789, after a daylong hunting expedition, King Louis XVI returned to his palace in Versailles. Hours earlier, armed Parisians had attacked the Bastille. They had cut the chains of the prison drawbridge, crushing a member of the crowd, and poured into the courtyard. Chaos ensued as shots rang out, blood was spattered, and heads were paraded down the streets on spikes. When Louis heard the news, he exclaimed, “Then it’s a revolt?” “No, sire,” replied the duke bearing the news, “it’s a revolution!” The French Revolution had begun. Witness History relates the fall of the Bastille.


The Conquerors of the Bastille before the Hotel de Ville, painted by Paul Delaroche




Preview

Chapter Focus Question

What were the causes and effects of the French Revolution, and how did the revolution lead to the Napoleonic era?

Background to the Revolution

The Three Estates

Financial Crisis

Reading Check

Identifying

What groups were part of the Third Estate?

From Estates-General to National Assembly

Reading Check

Examining

Why did the Third Estate object to each estate's having one vote in the Estates-General?

The Destruction of the Old Regime

Declaration of the Rights of Man

The King Concedes

Church Reforms

A New Constitution and New Fears

War with Austria

Rise of the Paris Commune

Reading Check

Evaluating

What was the significance of the Constitution of 1791?

Preview

Section 2 Radical Revolution and Reaction

HW: email me at gmsmith@shanahan.org.

1. Using print and Internet sources (a reference to La Marseilloise is made above, an English translation is also available), familiarize yourself with the lyrics to The Marseillaise, God Save the Queen (not the pop version),



and The Star Spangled Banner. How do they vary in subject matter, tone, theme, and style, and how are they similar?

Not required, but if helpful, create a chart listing your findings.

Bibliographic resources for the French Revolution

Previous to or the buildup to the Revolution

Cf. The Coming of the French Revolution (Princeton Classic Editions)
by Georges Lefebvre.


The Fall of the French Monarchy 1787-1792 (The French Revolution)
by Michel Vovelle.


Great Fear of 1789
by Georges Lefebvre.


General works on the Revolution

The Crowd in the French Revolution (Galaxy Books)
by George Rude.


A Short History of the French Revolution, 1789-1799
by Albert Soboul.


The Abolition Of Feudalism: Peasants, Lords, And Legislators In The French Revolution, by John Markoff.

Interpreting the French Revolution
by Francois Furet.


Citizens: A Chronicle of the French Revolution
by Simon Schama.


The Radical Revolution

The Sans-Culottes
by Albert Soboul.


The Vendee: A Sociological Analysis of the Counter-Revolution of 1793
by Charles Tilly.


Revolutionary Themes After the Revolution

Reflections on the Revolution in France (Oxford World's Classics)
by Edmund Burke.


The Age of Revolution: 1789-1848
by Eric Hobsbawm.


Work and Revolution in France: The Language of Labor from the Old Regime…
by William H. Sewell Jr.


The Course in German History by A.J.P. Taylor.

References:

Chapter 10 Test Prep page

Cf. http://shanawiki.wikispaces.com/Honors+World+History+II+Fall+2010+Chapter+10+Test+Prep+Page

These questions may be--but there is no guarantee--on the Test. They are here as possible questions on the Test for study purposes.

The Enlightenment and the American Revolution (1700–1800)
Philosophy in the Age of Reason

Cf. http://www.phschool.com/webcodes10/index.cfm?fuseaction=home.gotoWebCode&wcprefix=naa&wcsuffix=1719

Enlightenment Ideas Spread Self-Test

Cf. http://www.phschool.com/webcodes10/index.cfm?fuseaction=home.gotoWebCode&wcprefix=naa&wcsuffix=1729

Birth of the American Republic Self-Test

Cf. http://www.phschool.com/webcodes10/index.cfm?fuseaction=home.gotoWebCode&wcprefix=naa&wcsuffix=1739

Chapter Self-Test

Cf. http://www.phschool.com/webcodes10/index.cfm?fuseaction=home.gotoWebCode&wcprefix=naa&wcsuffix=1749

HW: email (or hard copy) me at gmsmith@shanahan.org.

1. Monday HW

p. 334, Picturing History, What happened to the royal family after their capture?

Email only if you answer (i.e., you voluntarily choose to participate):

Last week what I liked least about the class was . . .
Last week what I enjoyed most about the class was . . .

Study for the Test on Ch. 10, Wednesday


Get a Voki now!

Honors Business Economics Chapter 2, 18 October 2010

Prayer:

Current Events (none on Quiz/Test days):

The Quiz is today.

Clear your desk except for a pencil. Once everyone is quiet, and no talking during the Quiz, we can begin. Be sure to put your name on the Quiz and the Scantron. You may write on both the Quiz and the Scantron.

If you finish early, you may take out non-class materials; once everyone is finished, put away the non-class materials. Then, I will collect the Scantron first, and then I will collect the Quiz.

Be sure your name is on both the Scantron and the Quiz.

If your name is not on the Quiz it will not be returned.

Study for Test #1, Chapter 1: more details are forthcoming (in-class and on the wiki). The Test will be on Wednesday, 20 October.

Honors Business Economics Test #1 Chapter 1 Test Prep Page
Cf. http://shanawiki.wikispaces.com/HonorsBusinessEconomicsTest1Chapter1Fall2010

Chapter 1 Review

Chapter 1: What Is Economics? Self-Check Quizzes

Cf. http://glencoe.mcgraw-hill.com/sites/0078747643/student_view0/unit1/chapter1/self-check_quizzes.html

Crossword Puzzle

Cf. http://www.glencoe.com/olc_games/game_engine/content/gln_ss/epp_05/chapter01/index_ch01.html

The Circular Flow of Economic Activity

Cf. http://glencoe.com/sites/common_assets/socialstudies/in_motion_08/epp/EPP_p15.swf

Chapter 2 Economic Systems and Decision Making

Chapter Overviews

Section 1: Economic Systems

Economic systems help societies provide for the wants and needs of their people. Three major economic systems have evolved over the years: traditional, command, and market economies. In the traditional economy, the WHAT, HOW, and FOR WHOM questions are answered by tradition, customs, and even habits handed down from generation to generation. In a command economy, a central authority answers the three basic questions. In a market economy, decision making is decentralized with consumers and entrepreneurs playing a central role. Most economies in the world today feature some mix of traditional, command, and market economies.

May 2009 cover of the American magazine, Newsweek:


BULGARIA - From a Command to a Market Economy, 4:43

Cf. http://learnecon.info/moodle/mod/resource/view.php?id=11

1.1 Quiz

Cf. http://learnecon.info/moodle/mod/quiz/attempt.php?id=137

Chapter 2: Economic Systems and Decision Making

Cf. http://glencoe.mcgraw-hill.com/sites/0078747643/student_view0/unit1/chapter2/self-check_quizzes.html

Drag and Drop

Cf. http://www.glencoe.com/sec/socialstudies/tutor/economics/econprinciples2005/puzzles/epp2005_02.html

Flashcards

Cf. http://www.glencoe.com/qe/efcsec.php?qi=15412

Preview

Section 2 Evaluating Economics Performance

The seven major economic and social goals used to evaluate the performance of an economic system are economic freedom, economic efficiency, economic equity, economic security, full employment, price stability, and economic growth. If the system does not perform as people would like, people can lobby for laws to achieve their goals. One example would be the Social Security program that was enacted to achieve the goal of economic security.

Guide to Reading, p. 43

Section Preview

Content Vocabulary

minimum wage

Social Security

inflation

fixed income

Academic Vocabulary

adverse

accommodate

Reading Strategy (Graphic Organizer)

Economic Freedom

Economic Efficiency

Economic Equity

Economic Security

Full Employment

Price Stability

Economic Growth

Companies in the News

Economic and Social Goals, p. 44

Economists normally measure growth as the annual percentage change in either real GDP or real per capita GDP. (The latter measure is a better measure of how growth affects a typical individual in the economy.) While a small difference in growth rates will have a small effect on output in a given year, the cumulative effects of differences in growth rates is rather dramatic as a result of compound growth. This result can be seen quite easily by examining the rule of 72.

Rule of 72

The rule of 72 states that:


approximate number of years for a balance to double = 72 / growth rate (as a percentage)

Suppose, for simplicity that an individual lives for 72 years. If he or she resides in an economy in which per capita real GDP grows by 2% per year, output will double in approxmately 36 (=72/2) years. This means that per capita output at the time of a typical person's death will be approximately 4 times as large as it was at that person's birth. If the economy grows at an annual rate of 4%, however, output will double in 18 years. In this case, per capita output will double by the time this person turns 18, double again by age 36, again by age 54, and again by the time this typical person dies at age 72. This means that output will be 16 times as large at the time of a typical person's death as it would be if per capita output grew at an annual rate of 2%. The difference becomes even more pronounced over longer time periods. In the long run, the most important determinant of the standard of living for a typical person is the rate of economic growth. For this reason, economists devote a great deal of effort to an analysis of the factors that influence economic growth.

Problems with using economic growth as a measure of economic welfare

There are, of course, a number of problems with using real GDP growth as a measure of social welfare. Among the problems are:
  • the distribution of income also matters,
  • per capita real GDP does not measure the quality of life,
  • it does not take leisure time into account, and
  • it does not take externalities into account.
Kramer makes George realize what a miserable person he is: he has a meaningless quality of life: 52.
Cf.
http://www.youtube.com/watch?v=QurYZ6Bsjqs&feature=related
Can GDP Buy You Happiness? About 35 years ago, the king of Bhutan decided that the well-being of his country was not best measured by its GDP, but rather by something he called its “Gross National Happiness.” A very useful source is the article by Andrew C. Revkin in The New York Times (October 4, 2005) titled “A New Measure of Well-Being from a Happy Little Kingdom,” available on the Web at: "A New Measure of Well-Being From a Happy Little Kingdom. Cf. http://www.nytimes.com/2005/10/ 04/science/04happ.html?ei=5088&en=a4c0250cf8730dca&ex= 1286078400&partner=rssnyt&emc=rss&pagewanted=all

Determinants of growth

Economic growth is affected by:
  • changes in the quantity and quality of available resources, and
  • changes in technology
Less developed economies generally have relatively high rates of fertility (and mortality). This results in a relatively large growth in the quantity of labor available in such economies. Industrialized economies, on the other hand, tend to experience relatively low rates of growth in the labor force (since birth rates are lower in countries at higher levels of economic development). The quality of the labor force may be enhanced by investments in human capital (through investments in health care, education, and training programs).
Developing economies tend to lag behind industrialized economies in access to capital and in technological development. Foreign direct investment and international aid programs that provide technological assistance, though, help to provide a technology transfer from industrialized to developing nations.

Productivity and economic growth

The rate of economic growth can be expressed as:

Economic growth = growth rate of TFP + Growth rate of resources
where: TFP = total factor productivity (a measure of the overall productivity of resources)
Changes in total factor productivity result from technological improvements. In industrialized countries, most growth is the result of increases in total factor productivity and in the quantity of capital.
Economic Freedom Economic Efficiency Economic Equity Economic Security, p. 45 Full Employment Price Stability Economic Growth Future Goals Reading Check Interpreting What major themes can you identify in the list of seven economic goals?
Did You Know?
Resolving Trade-Offs Among Goals, p. 46 Determining Cause and Effect: Graphic Organizer

The action helps achieve the goals of economic security or full employment while working against the goal of economic efficiency.

Reading Check
Explaining
Why do trade-offs among goals exist?
Section 3 American Free Enterprise
Free enterprise, another term used to describe the American economy, refers to the competition that is allowed to flourish with a minimum of government interference. A capitalistic free enterprise economy has five important characteristics: economic freedom, voluntary exchange, private property rights, the profit motive, and competition. Another key component is the entrepreneur, who is the risk-taking individual in the economy that starts new businesses and undertakes new ways of doing things in search of profits. The consumer is sometimes thought of as being "king" or sovereign of the market, and government is involved in the economy primarily because people want it to be involved. Because of the government involvement as the protector, provider, regulator, and consumer, the American economy can also be described as a mixed economy, or a modified free enterprise economy.

Resources

Hayek's 'The Road to Serfdom' in Five Minutes, 5:01
What do all forms of collectivism (command economy) lead to?
Are there differences--in terms of control exercised--between Nazism or Communism?
How is order achieved in these systems?
Can democracies be on the road to serfdom?
In the 1940s, Look Magazine made a comic strip of Hayek's classic book 'The Road to Serfdom'. Hayek went on to win the Nobel Prize in Economics in 1974.
Cf. http://en.wikipedia.org/wiki/The_Road...
Hayek's central thesis is that all forms of collectivism lead logically and inevitably to tyranny, and he used the Soviet Union and Nazi Germany as examples of countries which had gone down "the road to serfdom" and reached tyranny. Hayek argued that within a centrally planned economic system, the distribution and allocation of all resources and goods would devolve onto a small group, which would be incapable of processing all the information pertinent to the appropriate distribution of the resources and goods at the central planners' disposal. Disagreement about the practical implementation of any economic plan combined with the inadequacy of the central planners' resource management would invariably necessitate coercion in order for anything to be achieved. Hayek further argued that the failure of central planning would be perceived by the public as an absence of sufficient power by the state to implement an otherwise good idea. Such a perception would lead the public to vote more power to the state, and would assist the rise to power of a "strong man" perceived to be capable of "getting the job done". After these developments Hayek argued that a country would be ineluctably driven into outright totalitarianism. For Hayek "the road to serfdom" inadvertently set upon by central planning, with its dismantling of the free market system, ends in the destruction of all individual economic and personal freedom. Hayek argued that countries such as the Soviet Union and Nazi Germany had already gone down the "road to serfdom", and that various democratic nations are being led down the same road. In The Road to Serfdom he wrote: "The principle that the end justifies the means is in individualist ethics regarded as the denial of all morals. In collectivist ethics it becomes necessarily the supreme rule."
Cf. http://www.youtube.com/watch?v=mkz9AQhQFNY
Activity: Interdisciplinary Connection
Read 19th-century short stories by Russian authors such as Anton Chekhov or Nikolay Gogal. As you read, list details that describe effects of the Soviet Union's command economy--for example, details about jobs, economic and social status, property rights, individual freedoms, and the government. Write a report summarizing the economic effects that you fin din the story.
MARKET AND COMMAND SYSTEMS, 12:44
Cf. http://learnecon.info/moodle/mod/resource/view.php?id=10
BULGARIA - From a Command to a Market Economy, 4:43
Cf. http://learnecon.info/moodle/mod/resource/view.php?id=11
1.1 Quiz
Cf. http://learnecon.info/moodle/mod/quiz/attempt.php?id=137
IBM Corp. has launched CityOne, an online interactive simulation game designed to enable local government officials find innovative solutions for energy, water, traffic, banking and retail problems in their communities.
Players can explore more than 100 simulated crisis scenarios in CityOne. The solutions must balance various financial, environmental, social and budgetary goals. The solutions include technologies such as business process management, service reuse, cloud computing and collaborative technologies.
Cf. http://www-01.ibm.com/software/solutions/soa/innov8/cityone/index.jsp

HW email to gmsmith@shanahan.org or hand in hard copy.

1. What effect does efficiency have on the number of goods available?

2. Study for Test #1, Chapter 1: more details are forthcoming (in-class and on the wiki). The Test will be on Wednesday, 20 October.

Honors Business Economics Test #1 Chapter 1 Test Prep Page
Cf. http://shanawiki.wikispaces.com/HonorsBusinessEconomicsTest1Chapter1Fall2010