Tuesday, October 19, 2010

Honors World History II: 20 October 2010

Current Events (none on Quiz/Test days):

The Chapter 10 Test is today.

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

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

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

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

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):

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

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)

(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!


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?


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


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

Chapter 11 Section 1 The French Revolution Begins


*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


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

In 1789, France, like the rest of Europe, still clung to an outdated social system that had emerged in the Middle Ages. Under this ancien régime, or old order, everyone in France was divided into one of three social classes, or estates. The First Estate was made up of the clergy; the Second Estate was made up of the nobility; and the Third Estate comprised the vast majority of the population.

During the Middle Ages, the Church had exerted great influence throughout Christian Europe. In 1789, the French clergy still enjoyed enormous wealth and privilege. The Church owned about 10 percent of the land, collected tithes, and paid no direct taxes to the state. High Church leaders such as bishops and abbots were usually nobles who lived very well. Parish priests, however, often came from humble origins and might be as poor as their peasant congregations.

The First Estate did provide some social services. Nuns, monks, and priests ran schools, hospitals, and orphanages. But during the Enlightenment, philosophes targeted the Church for reform. They criticized the idleness of some clergy, the Church’s interference in politics, and its intolerance of dissent. In response, many clergy condemned the Enlightenment for undermining religion and moral order.

The Second Estate was the titled nobility of French society. In the Middle Ages, noble knights had defended the land. In the 1600s, Richelieu and Louis XIV had crushed the nobles’ military power but had given them other rights—under strict royal control. Those rights included top jobs in government, the army, the courts, and the Church.

At Versailles, ambitious nobles competed for royal appointments while idle courtiers enjoyed endless entertainments. Many nobles, however, lived far from the center of power. Though they owned land, they received little financial income. As a result, they felt the pinch of trying to maintain their status in a period of rising prices.

Many nobles hated absolutism and resented the royal bureaucracy that employed middle-class men in positions that once had been reserved for them. They feared losing their traditional privileges, especially their freedom from paying taxes.

Analyzing Political Cartoons

The Old Regime

This cartoon represents the social order in France before the French Revolution. While a member of the Third Estate is beginning to express anger and rise up, a nobleman representing the Second Estate and a priest, representing the First Estate, recoil in surprise and fear.

1. How does the cartoonist portray the Third Estate? Explain why.

2. What were the differences among the social classes in pre-revolutionary France?

The Third Estate was the most diverse social class. At the top sat the bourgeoisie (boor zhwah zee), or middle class. The bourgeoisie included prosperous bankers, merchants, and manufacturers, as well as lawyers, doctors, journalists, and professors. The bulk of the Third Estate, however, consisted of rural peasants. Some were prosperous landowners who hired laborers to work for them. Others were tenant farmers or day laborers.

The poorest members of the Third Estate were urban workers. They included apprentices, journeymen, and others who worked in industries such as printing or cloth making. Many women and men earned a meager living as servants, stable hands, construction workers, or street sellers of everything from food to pots and pans. A large number of the urban poor were unemployed. To survive, some turned to begging or crime.

Vocabulary Builder

urban—(ur bun) adj. of, relating to, or characteristic of a city

From rich to poor, members of the Third Estate resented the privileges enjoyed by their social “betters.” Wealthy bourgeois families in the Third Estate could buy political office and even titles, but the best jobs were still reserved for nobles. Urban workers earned miserable wages. Even the smallest rise in the price of bread, their main food, brought the threat of greater hunger or even starvation.

Because of traditional privileges, the First and Second Estates paid almost no taxes. Peasants were burdened by taxes on everything from land to soap to salt. Though they were technically free, many owed fees and services that dated back to medieval times, such as the corvée (kawr vay), which was unpaid labor to repair roads and bridges. Peasants were also incensed when nobles, hurt by rising prices, tried to reimpose old manor dues.


What Is the Third Estate?

In towns and cities, Enlightenment ideas led people to question the inequalities of the old regime. Why, people demanded, should the first two estates have such great privileges at the expense of the majority? Throughout France, the Third Estate called for the privileged classes to pay their share.

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.

Poorer peasants and city dwellers in France were faced with great hunger as bad harvests sent food prices soaring. People began to riot to demand bread. In the countryside, peasants began to attack the manor houses of the nobles. Arthur Young, an English visitor to France, witnessed these riots and disturbances. Why did the poor attack the nobles’ homes?

Primary Source

“Everything conspires to render the present period in France critical: the [lack] of bread is terrible: accounts arrive every moment from the provinces of riots and disturbances, and calling in the military, to preserve the peace of the markets.”

—Arthur Young, Travels in France During the Years 1787, 1788, 1789
Reading Check


What groups were part of the Third Estate?

From Estates-General to National Assembly

As 1788 came to a close, France tottered on the verge of bankruptcy. Bread riots were spreading, and nobles, fearful of taxes, were denouncing royal tyranny. A baffled Louis XVI finally summoned the Estates-General to meet at Versailles the following year.

In preparation, Louis had all three estates prepare cahiers (kah yayz), or notebooks, listing their grievances. Many cahiers called for reforms such as fairer taxes, freedom of the press, or regular meetings of the Estates-General. In one town, shoemakers denounced regulations that made leather so expensive they could not afford to make shoes. Servant girls in the city of Toulouse demanded the right to leave service when they wanted and that “after a girl has served her master for many years, she receive some reward for her service.”

The cahiers testified to boiling class resentments. One called tax collectors “bloodsuckers of the nation who drink the tears of the unfortunate from goblets of gold.” Another one of the cahiers condemned the courts of nobles as “vampires pumping the last drop of blood” from the people. Another complained that “20 million must live on half the wealth of France while the clergy . . . devour the other half.”

Delegates of the Third Estate declare themselves to be the National Assembly, representing the people of France. They take the Tennis Court Oath, vowing to create a constitution. The National Assembly later issues the assignat as currency to help pay the government’s debts.

Delegates to the Estates-General from the Third Estate were elected, though only propertied men could vote. Thus, the delegates were mostly lawyers, middle-class officials, and writers. They were familiar with the writings of Voltaire, Rousseau, and other philosophes. They went to Versailles not only to solve the financial crisis but also to insist on reform.

The Estates-General convened in May 1789. From the start, the delegates were deadlocked over the issue of voting. Traditionally, each estate had met and voted separately. Each group had one vote. Under this system, the First and Second Estates always outvoted the Third Estate two to one. This time, the Third Estate wanted all three estates to meet in a single body, with votes counted “by head.”

After weeks of stalemate, delegates of the Third Estate took a daring step. in June 1789, claiming to represent the people of France, they declared themselves to be the National Assembly. A few days later, the National Assembly found its meeting hall locked and guarded. Fearing that the king planned to dismiss them, the delegates moved to a nearby indoor tennis court. As curious spectators looked on, the delegates took their famous Tennis Court Oath. They swore “never to separate and to meet wherever the circumstances might require until we have established a sound and just constitution.”

When reform-minded clergy and nobles joined the Assembly, Louis XVI grudgingly accepted it. But royal troops gathered around Paris, and rumors spread that the king planned to dissolve the Assembly.

Reading Check


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

The National Assembly put the French Catholic Church under state control. The Civil Constitution ended papal authority over the French Church and dissolved convents and monasteries.

A New Constitution and New Fears

War with Austria

European rulers opposed the French Revolution because they were afraid that revolutionary ideas would spread to their own countries. European rulers were afraid of having their privileges, their property, their religion, and their lives threatened if the French revolutionary ideas were to spread. Even "enlightened" rulers turned against France.

With the Declaration of Pilnitz European rulers threatened to intervene to protect the French monarchy. The king of Prussia and the emperor of Austria (Marie Antoinette's brother) issued the Declaration of Pilnitz, threatening to intervene to protect the French monarchy.

The French declared war on Austria, Prussia, Britain, and others, which caused those great powers
expected an easy victory since France was divided by revolution, facing crises at home.

Rise of the Paris Commune

Reading Check


What was the significance of the Constitution of 1791?


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.


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

Sec. 1 The French Revolution Begins

Cf. http://www.phschool.com/webcodes10/index.cfm?fuseaction=home.gotoWebCode&wcprefix=nba&wcsuffix=1811

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!

1. Wednesday HW

p. 335, #4

Get a Voki now!

Get a Voki now!

Honors Business Economics Chapter 2, 20 October 2010


Current Events (none on Quiz/Test days):

The Test is on Chapter 1 is today.

Cf. http://shanawiki.wikispaces.com/HonorsBusinessEconomicsTest1Chapter1Fall2010.

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

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

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

Please note: skip #26 and #33 (leave them blank).

The final questions, either answer "A" or "B," "A" if True--the correct definition, or "B"--if the phrase does NOT define the term properly. Read the sentences in a simple manner in other words.

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.

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


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.

Rule of 72

Determinants of growth

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
Why do trade-offs among goals exist?

On-the-Job Video Gaming, p. 47

Sharkworld - A project management game, :58

Sharkworld is an intense experience of the exciting daily activities of an international project manager. The game allows aspiring project managers to experiment with project management in a setting where game and the real world are flawlessly intertwined. The game is played via both the online and mobile channels. Projects develop in (accelerated) real-time (24/7) so players have to keep up with a fast pace and act and intervene immediately. Additionally Sharkworld is propelled by an underlying suspense story.

The story is set in Shanghai, where a high-tech large scale shark aquarium is being built on an Olympic location. A Dutch installation company got the job but their last project manager on site has mysteriously disappeared. The Sharkworld player has to take his place. To successfully finish the project he needs to cooperate with for example the Chinese customer, the Chinese authorities and the workers on site. The game interacts with players in many different ways: through websites (both fictional and real), cut scenes, e-mail, newspaper articles, chat, voice-mails and text messages (on the players own telephone).

Sharkworld covers not only economic aspects of project management like planning and budgeting, but also social aspects, such as conflict management, cultural sensitivity and diplomatic skills.

The Reboot: Getting a Job in the Gaming Industry, 6:24

Working in the video game industry is one thing every gamer dreams of doing. According to GameCareerGuide.com, more than 50,000 people in North America alone play, create and design video games for a living. Many gamers would jump at the chance to be paid to play video games, but most don't know the first thing to do when it comes to getting their foot in the door. In this episode of The Reboot, host Rio Pesino speaks with video game recruiters from Bungie, LucasArts, BioWare, Ubisoft, THQ and FullSail about the hiring process, what they look for in a candidate and some insiders' advice on how to break into the industry.

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 motive


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.

In-class assignment: Is capitalism to be equated with greed according to Friedman? Is greed found in other economic systems? Can greed (self-interest) be a good thing? Why or why not?

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


Reading Check


How does voluntary exchange work in the free enterprise economy?

The Role of the Entrepreneur

Reading Check, p. 51


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

The Role of the Consumer

Reading Check


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

The Role of Government




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

Tony Hawk: Gliding into the future, 4:37

Tony Hawk helped bring skateboarding to the mainstream and turn the sport into a multi-billion dollar industry. He has ridden the sport's peaks and valleys in popularity and hopes to grow his business as the athlete turned entrepreneur pushes the limits of the sport.


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.
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 are some ways that Americans have modified the free enterprise economy?

2. How does an increase in the minimum wage involve a conflict of goals?

Honors Business Economics Quiz Assessment Quiz 3 Ch. 1 Sec. 3

Period 4

Quiz 3 Ch. 1 Sec. 3

Number of Grades 32
Range of Grades (30% - 100%)
Mean 78.4%
Median 80%
Mode 80%

Grade Distribution by Grouping

0 - 9
10 - 19
20 - 29
30 - 39 1 Assessment(s) (1)
40 - 49
50 - 59 1 Assessment(s) (1)
60 - 69 3 Assessment(s) (3)
70 - 79 4 Assessment(s) (4)
80 - 89 11 Assessment(s) (11)
90 - 99 11 Assessment(s) (11)
100+ 1 Assessment(s) (1)

Grade Distribution of each Grade

30 1 Assessment(s) (1)
50 1 Assessment(s) (1)
60 3 Assessment(s) (3)
70 4 Assessment(s) (4)
80 11 Assessment(s) (11)
90 11 Assessment(s) (11)
100 1 Assessment(s) (1)

7th Period

Quiz 3 Ch. 1 Sec. 3

Number of Grades 33
Range of Grades (70% - 100%)
Mean 83.9%
Median 80%
Mode 80%

Grade Distribution by Grouping

0 - 9
10 - 19
20 - 29
30 - 39
40 - 49
50 - 59
60 - 69
70 - 79 4 Assessment(s) (4)
80 - 89 15 Assessment(s) (15)
90 - 99 11 Assessment(s) (11)
100+ 3 Assessment(s) (3)

Grade Distribution of each Grade

70 4 Assessment(s) (4)
80 15 Assessment(s) (15)
90 11 Assessment(s) (11)
100 3 Assessment(s) (3)