FDR's meeting with King Abdul Aziz ibn Saud of Saudi Arabia "produced the unprecedented oil-for-protection arrangement that has governed American ties with Saudi Arabia ever since" (xiii). During World War II it became clear that reserves of American oil were inadequate for wartime and the post-war peace. American policy makers were determined to ensure an assured pipeline (p. 29). As "codified in the Foreign Petroleum Policy of the United States, a policy statement released by the State Department in 1944" (p. 30).
G. Mick Smith, PhD, Senior Educational Technology Executive: https://www.linkedin.com/in/gmicksmith/
Saturday, December 17, 2011
Monday, November 28, 2011
HW Econ and WH HW Week of 28 November
Econ
Monday HW
1. p. 113, #29.
Tuesday HW
1. p. 113, #30.
Wednesday HW
1. p. 113, #31-32.
Thursday HW
1. p. 115, #1-3.
Friday HW
1. p. 116, #1-2.
WH
Monday
1. p. 388, History Through Architecture
Tuesday
1. Reading Check, Examining, p. 389.
Wednesday
1. Reading Check, Describing, p. 390.
Thursday
1. Picturing History, p. 390.
Friday HW
p. 391, History Through Art.
Sunday, November 27, 2011
Chapter 12 Section 3 National Unification and the National State
Prayer (alphabetical):
And, to anticipate further revolutionary developments, as a critique of capitalism, we will consider Karl Marx.
In fact, a major new series has been announced where American school children will learn about Marx in school.
Kids to Meet Marx in American Schools: A Tale of the History Channel and Hollywood.
Brian Jones, a New York teacher and actor, is a board member of VOICES and has also played the lead in Zinn’s play Marx in SoHo. Jones extols the benefits of this one man play as a tool to introduce people to Marx’s ideas.
Jones is also a regular contributor to Socialist Worker, International Socialist Review, and speaks regularly on the beneficial principles of Marxism, including this year at the 2009 Socialism Conference. He recently gave a speech on the failure of capitalism, proclaiming that “Marx is back.”
According to a Zinn Educational Project report, in April 2008, with support from an anonymous donor, ZEP partnered with 32 organizations to offer 31,000 teachers and teacher educators free packets for instilling the "people's history" in schools across the country. The ZEP reports it quickly received requests for its available 4,000 free packets, nearly half of which were sent to schools in California, New York and Illinois.
A graphic illustrating where ZEP sent the packets is below:
Wiki new policy/Twitter
Main Ideas
The rise of nationalism contributed to the unification of Italy and Germany.
While nationalism had great appeal, not all people achieved the goal of establishing their own national states.
Key Terms
militarism
kaiser
plebiscite
emancipation
abolitionism
secede
Otto von Bismarck
Realpolitik
annex
Reich
Industrial Europe ca. 1850
Breakdown of the Concert of Europe
Explaining
How did the Crimean War destroy the Concert of Europe?
Italian Unification
Interactive Map Unifying Italy
For: Interactive timeline
Visit: PHSchool.com
Web Code: nap-2232
Reading Check
Explaining
How did Giuseppe Garibaldi contribute to Italian unification?
German Unification
The Price of Nationalism Audio: Germany
The last half of the 1800s can be called the Age of Nationalism. By harnessing national feeling, European leaders fought ruthlessly to create strong, unified nations. Under Otto von Bismarck, Germany emerged as Europe’s most powerful empire—but at a considerable cost. In his 1870 diary, Crown Prince Friedrich wrote:
“[Germany had once been admired as a] nation of thinkers and philosophers, poets and artists, idealists and enthusiasts . . . [but now the world saw Germany as] a nation of conquerors and destroyers, to which no pledged word, no treaty, is sacred. . . . We are neither loved nor respected, but only feared.”
Otto von Bismarck succeeded where others had failed. Bismarck came from Prussia’s Junker (yoong kur) class, made up of conservative landowning nobles. Bismarck first served Prussia as a diplomat in Russia and France. In 1862, King William I made him prime minister. Within a decade, the new prime minister had become chancellor, or the highest official of a monarch, and had used his policy of “blood and iron” to unite the German states under Prussian rule.
Bismarck Unites Germany: Audio
Prussian legislators waited restlessly for Otto von Bismarck to speak. He wanted them to vote for more money to build up the army. Liberal members opposed the move. Bismarck rose and dismissed their concerns:
“Germany does not look to Prussia’s liberalism, but to her power. . . . The great questions of the day are not to be decided by speeches and majority resolutions—that was the mistake of 1848 and 1849—but by blood and iron!”
—Otto von Bismarck, 1862
Map
Unification of Germany, 1865–1871
Go Online
For: Audio guided tour
Visit: PHSchool.com
Web Code: nap-2211
1. Locate
To the East? West? Near what countries? Bodies of water, etc.
a) Prussia; b) Silesia; c) Bavaria; d) Schleswig
2. Region
What are did Prussia add to its territory in 1866?
3. Analyzing Information
Why do you think Austrian influence was greater among the southern German states than among the northern ones?
This map is titled “Unification of Germany, 1865 to 1871.” A circular image below the title to the right gives a global view of the map area.
The map extends north-south from Denmark and Sweden to the Mediterranean Sea. The map extends east-west from Russia to central France. A Key at the right shows the following shading and symbols: yellow shading; Prussia, 1865; light green shading, Added to Prussia, 1866; dark green shading, Added to form North German Confederation, 1867; orange shading, Added to form German empire, 1871; red line, Boundary of German empire, 1871;
red explosion symbol, Battle sites; orange arrow, Route of Prussian armies in Austro-Prussian War; and green arrow, Route of German armies in Franco-Prussian War.
The boundary of the German empire in 1871, indicated by a red line, borders the North Sea, Denmark, and the Baltic Sea in the north, Russia and Austria-Hungary in the east, Switzerland in the south, and France, Luxembourg, Belgium, and the Netherlands in the west. Prussia in 1865, shaded in yellow, includes the western province of Westphalia. Another large yellow-shaded area appears in the north and east. Brandenburg, including the city of Berlin, is in the center. The provinces of Pomerania, West Prussia, and East Prussia are in the northeast. Posen is in the East, and Silesia is in the southeast. Two other small yellow areas appear in the center. Another small yellow area, labeled Hohenzollern, appears in the south. The area added to Prussia in 1866, shaded in light green, includes the northwest area bordering the Netherlands and Denmark.
The province of Schleswig is in today’s southern Denmark. Holstein is south of Schleswig. The city of Hamburg and the province of Hanover are south of Holstein. Another light green area appears in the center. The cities of Ems, east of the Rhine River, and Frankfurt to the southeast are in this area. The area added to form the North German Confederation in 1867, shaded in dark green, appears in the north between the light green and yellow areas. It is labeled Mecklenburg. Another dark green area appears in the center on the Austria-Hungary border. The provinces of Thuringia and Saxony are in this area. Other green areas are scattered throughout the center. The area added to form the German empire in 1871, shaded in orange, includes southern Germany. Lorraine, including the city of Metz, and Alsace are in the west, bordering France. Württemberg is in the center, Baden is in the south, and Bavaria, including the city of Munich, is in the east. Orange arrows extend from the Saxony and Silesia regions across the Austria-Hungary border to Sadowa. A red battle symbol appears here. Green arrows extend from Lorraine, through Metz, across the French border to Sedan. A battle symbol appears here. The arrows extend westward toward Paris.
Learn
Focus Question
How did Otto von Bismarck, the Chancellor of Prussia, lead the drive for German unity?
Master of Realpolitik
Bismarck’s success was due in part to his strong will. He was a master of Realpolitik (ray ahl poh lee teek), or realistic politics based on the needs of the state. In the case of Realpolitik, power was more important than principles.
Although Bismarck was the architect of German unity, he was not really a German nationalist. His primary loyalty was to the Hohenzollerns (hoh un tsawl urnz), the ruling dynasty of Prussia, who represented a powerful, traditional monarchy. Through unification, he hoped to bring more power to the Hohenzollerns.
Strengthening the Army
As Prussia’s prime minister, Bismarck first moved to build up the Prussian army. Despite his “blood and iron” speech, the liberal legislature refused to vote for funds for the military. In response, Bismarck strengthened the army with money that had been collected for other purposes. With a powerful, well-equipped military, he was then ready to pursue an aggressive foreign policy. Over the next decade, Bismarck led Prussia into three wars. Each war increased Prussian prestige and power and paved the way for German unity.
Prussia Declares War With Denmark and Austria
Bismarck’s first maneuver was to form an alliance in 1864 with Austria. Prussia and Austria then seized the provinces of Schleswig and Holstein from Denmark. After a brief war, Prussia and Austria “liberated” the two provinces and divided up the spoils. Austria was to administer Holstein and Prussia was to administer Schleswig.
In 1866, Bismarck invented an excuse to attack Austria. The Austro-Prussian War lasted just seven weeks and ended in a decisive Prussian victory. Prussia then annexed, or took control of, several other north German states.
Bismarck dissolved the Austrian-led German Confederation and created a new confederation dominated by Prussia. He allowed Austria and four other southern German states to remain independent. Bismarck’s motives, as always, were strictly practical. “We had to avoid leaving behind any desire for revenge,” he later wrote.
Primary Source
War and Power
In 1866, Field Marshal Helmuth von Moltke analyzed the importance of Prussia’s war against Austria. Why, according to von Moltke, did Prussia go to war against Austria?
Primary Source
“The war of 1866 was entered on not because the existence of Prussia was threatened, nor was it caused by public opinion and the voice of the people; it was a struggle, long foreseen and calmly prepared for, recognized as a necessity by the Cabinet, not for territorial expansion, for an extension of our domain, or for material advantage, but for an ideal end—the establishment of power. Not a foot of land was exacted from Austria. . . . Its center of gravity lay out of Germany; Prussia’s lay within it. Prussia felt itself called upon and strong enough to assume the leadership of the German races.”
France Declares War on Prussia
In France, the Prussian victory over Austria angered Napoleon III. A growing rivalry between the two nations led to the Franco-Prussian War of 1870.
Checkpoint
What techniques did Bismarck use to unify the German states?
Birth of the German Empire: Audio
Delighted by the victory over France, princes from the southern German states and the North German Confederation persuaded William I of Prussia to take the title kaiser (ky zur), or emperor. In January 1871, German nationalists celebrated the birth of the Second Reich, or empire. They called it that because they considered it heir to the Holy Roman Empire.
A constitution drafted by Bismarck set up a two-house legislature. The Bundesrat (boon dus raht), or upper house, was appointed by the rulers of the German states. The Reichstag (ryks tahg), or lower house, was elected by universal male suffrage. Because the Bundesrat could veto any decisions of the Reichstag, real power remained in the hands of the emperor and his chancellor.
Checkpoint
How was the new German government, drafted by Bismarck, structured?
The New German Empire
Audio
In 1870, German historian Heinrich von Treitschke (vawn trych kuh) wrote a newspaper article demanding the annexation of Alsace and Lorraine from France. A year later, annexation became a condition of the peace settlement in the Franco-Prussian War:
“The sense of justice to Germany demands the lessening of France. . . . These territories are ours by the right of the sword, and . . . [by] virtue of a higher right—the right of the German nation, which will not permit its lost children to remain strangers to the German Empire.”
Learn
Focus Question
How did Germany increase its power after unifying in 1871?
In January 1871, German princes gathered in the glittering Hall of Mirrors at the French palace of Versailles. They had just defeated Napoleon III in the Franco-Prussian War. Once home to French kings, the palace seemed the perfect place to proclaim the new German empire. To the winners as well as to the losers, the symbolism was clear: French domination of Europe had ended. Germany was now the dominant power in Europe.
Reading Check
Summarizing
What events led to German unification?
Nationalism and Reform in Europe
Great Britain
France
The Austrian Empire
Russia
Although serfdom had almost disappeared in Western Europe by the 1700s, it survived in Russia. Masters exercised almost total power over their serfs. A noble turned revolutionary described the treatment of the serfs:
“I heard . . . stories of men and women torn from their families and their villages, and sold, or lost in gambling, or exchanged for a couple of hunting dogs, and then transported to some remote part of Russia to create a [master’s] new estate; of children taken from their parents and sold to cruel . . . masters.”
—Peter Kropotkin, Memoirs of a Revolutionist
Learn
Focus Question
Why did industrialization and reform come more slowly to Russia than to Western Europe?
Reading Check
Examining
How was Great Britain able to avoid a revolution in 1848?
Nationalism in the United States
Graphic Notes: "Downfall of Mother Bank," depicting President Andrew Jackson holding up an "Order of the Removal of the Public Money" during the fight over the Bank of the United States, 1833. E.W. Clay lithograph.
Citation: American Antiquarian Society, 185 Salisbury St, Worcester, MA 01609-1634 and the Library of Congress.
Explaining
How did the election of Andrew Jackson influence American politics?
The divisions between Americans eventually led to fighting in the Civil War.
You can learn more about music from the period by listening to:
"When Johnny Comes Marching Home." In this exercise you can 1) view the exhibit; 2) read the lyrics; 3) learn more; and, 4) rewrite the song.
The Emergence of a Canadian Nation
Reading Check
Describing
How did the British North American Act change the government of Canada?
Map: The Dominion of Canada in the Nineteenth Century
Master George by Beryl Bainbridge
Visit an interactive exhibit about the gold rush.
The American Civil War.
Everyday life of a Civil War soldier
Civil War diary accounts
The Civil War: A Film by Ken Burns
Short animated movie about the American Civil War
And, to anticipate further revolutionary developments, as a critique of capitalism, we will consider Karl Marx.
In fact, a major new series has been announced where American school children will learn about Marx in school.
Kids to Meet Marx in American Schools: A Tale of the History Channel and Hollywood.
Brian Jones, a New York teacher and actor, is a board member of VOICES and has also played the lead in Zinn’s play Marx in SoHo. Jones extols the benefits of this one man play as a tool to introduce people to Marx’s ideas.
Jones is also a regular contributor to Socialist Worker, International Socialist Review, and speaks regularly on the beneficial principles of Marxism, including this year at the 2009 Socialism Conference. He recently gave a speech on the failure of capitalism, proclaiming that “Marx is back.”
According to a Zinn Educational Project report, in April 2008, with support from an anonymous donor, ZEP partnered with 32 organizations to offer 31,000 teachers and teacher educators free packets for instilling the "people's history" in schools across the country. The ZEP reports it quickly received requests for its available 4,000 free packets, nearly half of which were sent to schools in California, New York and Illinois.
A graphic illustrating where ZEP sent the packets is below:
Wiki new policy/Twitter
Due to the misleading information posted on the wiki after the Test was made (48 hours before the Test so it could be copied in time) please note that the wiki is now a protected site.
Test/Quiz pages will have a permission policy that differ from the overall wiki permissions. Please note that they will now be locked 48 hours before a Test/Quiz; thereafter, the pages can only be edited by the organizer. In this way, everyone will have the same study page, including those who "cram" in the last 48 hours.
You can be informed of the 48 hour locked Test/Quiz page by following me as gmicksmith on Twitter. Sign up today.
Test/Quiz pages will have a permission policy that differ from the overall wiki permissions. Please note that they will now be locked 48 hours before a Test/Quiz; thereafter, the pages can only be edited by the organizer. In this way, everyone will have the same study page, including those who "cram" in the last 48 hours.
You can be informed of the 48 hour locked Test/Quiz page by following me as gmicksmith on Twitter. Sign up today.
Twitter in Plain English
Twitter in the Classroom
Chapter 12 Section 3 National Unification and the National State
Unification occurred at different times and in different forms throughout Europe and in North America. The Crimean War destroyed the Concert of Europe. A defeated Russia retreated from European affairs, and Austria was isolated. Italian and German nationalists exploited Austria's isolation. Both gained important territory in the Austro-Prussian War and the Franco-Prussian War, and a unified Germany and Italy emerged. Growing prosperity and expanded voting rights helped Great Britain avoid revolution in 1848. In 1852, the French voted to restore their empire. Louis-Napoleon became the authoritarian Napoleon III and ruled until France's defeat in the Franco-Prussian War. Austria granted Hungarians the right to govern their own domestic affairs. In Russia, Czar Alexander II freed the serfs and instituted other reforms. When a radical assassinated him, his son, Alexander III, reverted to repressive rule. The United States endured a costly civil war to settle the conflict over slavery between the Northern and Southern states. After two short rebellions, Canada won its independence from Great Britain.Main Ideas
The rise of nationalism contributed to the unification of Italy and Germany.
While nationalism had great appeal, not all people achieved the goal of establishing their own national states.
Key Terms
militarism
kaiser
plebiscite
emancipation
abolitionism
secede
Otto von Bismarck
Quotes from Bismarck
chancellorRealpolitik
annex
Reich
Industrial Europe ca. 1850
Breakdown of the Concert of Europe
War and Civilization, Crimea, War, technology, and Industry, Blood & Iron
Reading CheckExplaining
How did the Crimean War destroy the Concert of Europe?
Italian Unification
Interactive Map Unifying Italy
For: Interactive timeline
Visit: PHSchool.com
Web Code: nap-2232
Reading Check
Explaining
How did Giuseppe Garibaldi contribute to Italian unification?
German Unification
Bismarck pictured greeting representatives at the Congress of Berlin.
Note Taking
Reading Skill: Recognize Sequence
Keep track of the sequence of events described in this section by completing a chart like the one below. List the causes that led to a strong German nation.
Reading Skill: Recognize Sequence
Keep track of the sequence of events described in this section by completing a chart like the one below. List the causes that led to a strong German nation.
The Price of Nationalism Audio: Germany
The last half of the 1800s can be called the Age of Nationalism. By harnessing national feeling, European leaders fought ruthlessly to create strong, unified nations. Under Otto von Bismarck, Germany emerged as Europe’s most powerful empire—but at a considerable cost. In his 1870 diary, Crown Prince Friedrich wrote:
“[Germany had once been admired as a] nation of thinkers and philosophers, poets and artists, idealists and enthusiasts . . . [but now the world saw Germany as] a nation of conquerors and destroyers, to which no pledged word, no treaty, is sacred. . . . We are neither loved nor respected, but only feared.”
Bismarck: Germany From Blood and Iron (clip)
Blood and Iron: AudioOtto von Bismarck succeeded where others had failed. Bismarck came from Prussia’s Junker (yoong kur) class, made up of conservative landowning nobles. Bismarck first served Prussia as a diplomat in Russia and France. In 1862, King William I made him prime minister. Within a decade, the new prime minister had become chancellor, or the highest official of a monarch, and had used his policy of “blood and iron” to unite the German states under Prussian rule.
Bismarck Unites Germany: Audio
Prussian legislators waited restlessly for Otto von Bismarck to speak. He wanted them to vote for more money to build up the army. Liberal members opposed the move. Bismarck rose and dismissed their concerns:
“Germany does not look to Prussia’s liberalism, but to her power. . . . The great questions of the day are not to be decided by speeches and majority resolutions—that was the mistake of 1848 and 1849—but by blood and iron!”
—Otto von Bismarck, 1862
Map
Unification of Germany, 1865–1871
Go Online
For: Audio guided tour
Visit: PHSchool.com
Web Code: nap-2211
1. Locate
To the East? West? Near what countries? Bodies of water, etc.
a) Prussia; b) Silesia; c) Bavaria; d) Schleswig
2. Region
What are did Prussia add to its territory in 1866?
3. Analyzing Information
Why do you think Austrian influence was greater among the southern German states than among the northern ones?
This map is titled “Unification of Germany, 1865 to 1871.” A circular image below the title to the right gives a global view of the map area.
The map extends north-south from Denmark and Sweden to the Mediterranean Sea. The map extends east-west from Russia to central France. A Key at the right shows the following shading and symbols: yellow shading; Prussia, 1865; light green shading, Added to Prussia, 1866; dark green shading, Added to form North German Confederation, 1867; orange shading, Added to form German empire, 1871; red line, Boundary of German empire, 1871;
red explosion symbol, Battle sites; orange arrow, Route of Prussian armies in Austro-Prussian War; and green arrow, Route of German armies in Franco-Prussian War.
The boundary of the German empire in 1871, indicated by a red line, borders the North Sea, Denmark, and the Baltic Sea in the north, Russia and Austria-Hungary in the east, Switzerland in the south, and France, Luxembourg, Belgium, and the Netherlands in the west. Prussia in 1865, shaded in yellow, includes the western province of Westphalia. Another large yellow-shaded area appears in the north and east. Brandenburg, including the city of Berlin, is in the center. The provinces of Pomerania, West Prussia, and East Prussia are in the northeast. Posen is in the East, and Silesia is in the southeast. Two other small yellow areas appear in the center. Another small yellow area, labeled Hohenzollern, appears in the south. The area added to Prussia in 1866, shaded in light green, includes the northwest area bordering the Netherlands and Denmark.
The province of Schleswig is in today’s southern Denmark. Holstein is south of Schleswig. The city of Hamburg and the province of Hanover are south of Holstein. Another light green area appears in the center. The cities of Ems, east of the Rhine River, and Frankfurt to the southeast are in this area. The area added to form the North German Confederation in 1867, shaded in dark green, appears in the north between the light green and yellow areas. It is labeled Mecklenburg. Another dark green area appears in the center on the Austria-Hungary border. The provinces of Thuringia and Saxony are in this area. Other green areas are scattered throughout the center. The area added to form the German empire in 1871, shaded in orange, includes southern Germany. Lorraine, including the city of Metz, and Alsace are in the west, bordering France. Württemberg is in the center, Baden is in the south, and Bavaria, including the city of Munich, is in the east. Orange arrows extend from the Saxony and Silesia regions across the Austria-Hungary border to Sadowa. A red battle symbol appears here. Green arrows extend from Lorraine, through Metz, across the French border to Sedan. A battle symbol appears here. The arrows extend westward toward Paris.
Learn
Focus Question
How did Otto von Bismarck, the Chancellor of Prussia, lead the drive for German unity?
Master of Realpolitik
Bismarck’s success was due in part to his strong will. He was a master of Realpolitik (ray ahl poh lee teek), or realistic politics based on the needs of the state. In the case of Realpolitik, power was more important than principles.
Although Bismarck was the architect of German unity, he was not really a German nationalist. His primary loyalty was to the Hohenzollerns (hoh un tsawl urnz), the ruling dynasty of Prussia, who represented a powerful, traditional monarchy. Through unification, he hoped to bring more power to the Hohenzollerns.
Royal house medal of the Hohenzollerns
Strengthening the Army
As Prussia’s prime minister, Bismarck first moved to build up the Prussian army. Despite his “blood and iron” speech, the liberal legislature refused to vote for funds for the military. In response, Bismarck strengthened the army with money that had been collected for other purposes. With a powerful, well-equipped military, he was then ready to pursue an aggressive foreign policy. Over the next decade, Bismarck led Prussia into three wars. Each war increased Prussian prestige and power and paved the way for German unity.
Prussia Declares War With Denmark and Austria
In 1866, Bismarck invented an excuse to attack Austria. The Austro-Prussian War lasted just seven weeks and ended in a decisive Prussian victory. Prussia then annexed, or took control of, several other north German states.
Bismarck dissolved the Austrian-led German Confederation and created a new confederation dominated by Prussia. He allowed Austria and four other southern German states to remain independent. Bismarck’s motives, as always, were strictly practical. “We had to avoid leaving behind any desire for revenge,” he later wrote.
Primary Source
War and Power
In 1866, Field Marshal Helmuth von Moltke analyzed the importance of Prussia’s war against Austria. Why, according to von Moltke, did Prussia go to war against Austria?
Primary Source
“The war of 1866 was entered on not because the existence of Prussia was threatened, nor was it caused by public opinion and the voice of the people; it was a struggle, long foreseen and calmly prepared for, recognized as a necessity by the Cabinet, not for territorial expansion, for an extension of our domain, or for material advantage, but for an ideal end—the establishment of power. Not a foot of land was exacted from Austria. . . . Its center of gravity lay out of Germany; Prussia’s lay within it. Prussia felt itself called upon and strong enough to assume the leadership of the German races.”
France Declares War on Prussia
In France, the Prussian victory over Austria angered Napoleon III. A growing rivalry between the two nations led to the Franco-Prussian War of 1870.
Franco-Prussian War (1870)
The causes of the Franco-Prussian War are rooted in the shifting balance of power in Europe after the Napoleonic wars. France and Prussia had fought against each other, with France beating Prussia in 1806, then losing in 1813-1815. In the following decades, Prussia was generally considered by the French as a modern, enlightened country. Republicans particularly favoured the prospect of seeing the German nation unite under Prussian leadership, displacing the old, catholic Austrian empire. Prussia hold similar views, but cultivated an image of France as the hereditary enemy: Prussia was to replace Austria as the head of Germany, and to replace France as the leader in continental Europe.
Napoleon III became emperor in France thanks to a coup in 1851. He initially supported the German unification policy of Otto von Bismarck, chancellor of Prussia under king Wilhelm I. It was only after the Austro-Prussian war of 1866 that France began to worry about the fast-rising Prussian power. To be able to face the Prussian conscription-based army, military reform was debated in the French parliament, but refused by the Left which considered there was no danger of war.
In July 1870, a diplomatic crisis broke, Bismarck managed to provoke the French into declaring war to Prussia — and French diplomacy fell in the trap.
Germans recalled only too well the invasions of Napoleon I some 60 years earlier. Bismarck played up the image of the French menace to spur German nationalism. For his part, Napoleon III did little to avoid war, hoping to mask problems at home with military glory.
Bismarck furthered the crisis by rewriting and then releasing to the press a telegram that reported on a meeting between King William I and the French ambassador. Bismarck’s editing of the “Ems dispatch” made it seem that William I had insulted the Frenchman. Furious, Napoleon III declared war on Prussia, as Bismarck had hoped.
Vocabulary Builder
edit—(ed it) v. to make additions, deletions, or other changes to a piece of writing
A superior Prussian force, supported by troops from other German states, smashed the badly organized and poorly supplied French soldiers. Napoleon III, old and ill, surrendered within a few weeks. France had to accept a humiliating peace.
France had a good professional army, which was indeed able to face the Prussians. But a decisive strategic surprise came when all German states took side with Prussia: The French were overwhelmed, outmaneuvered and, in spite of ferocious combats, finally beaten. After Sept. 4th, the new Republic refused to sign an armistice, managed to hastily improvise "armies" out of civilian volunteers, but these were no match for the well-trained Prussians. The war ended when Parisians, besieged, bombarded and starved, surrendered.
The Prussian Army held a brief victory parade in Paris on 17 February, 1871, and Bismarck honoured the armistice by sending trainloads of food into Paris and moving Prussian forces to the east of the city. Prussian armies would occupy parts of France until the French completed the payment of a five-billion francs war indemnity. Then, they would withdraw to Alsace and Lorraine. An exodus occurred from Paris as some 200,000 people, predominantly middle-class, left the city for the countryside. Paris was quickly re-supplied with free food and fuel by the United Kingdom and several accounts recall life in the city settling back to normal.
The war ended up with a complete triumph for Prussia, whose king was proclaimed emperor of Germany in the palace of Versailles — a supreme humiliation of the French and a Prussian revenge on Napoleon's victorious march in Berlin.
The Treaty of Frankfurt gave Germany Alsace and the northern portion of Lorraine (Moselle), where Germanic dialects were spoken by parts of the population. Most importantly, Germany now possessed Metz, a key fortified stronghold between the two countries. Part of the Alsacians refused to live under German rule and emigrated to "inner France".
The loss of this territory was a source of resentment in France for years to come, and revanchism even inspired an attempted coup in Paris in the 1880s. Yet, by 1900, new generations tended to consider it old history, while Alsacians adapted more or less reluctantly to German rule [see Barrès "Au service de l'Allemagne"]. No French political party put forward a reconquest of Alsace-Lorraine in its program. Compensations were found in colonization abroad. When World War I broke out, the French mobilized with the idea to defend their territory as it was, not to take back Alsace-Lorraine, as soldiers' diaries and letters indicate.
Had Germany not taken the option of war in 1914, its successful path paved by the 1870 triumph would have led it to become peacefully the uncontested leader in Europe.
Napoleon III became emperor in France thanks to a coup in 1851. He initially supported the German unification policy of Otto von Bismarck, chancellor of Prussia under king Wilhelm I. It was only after the Austro-Prussian war of 1866 that France began to worry about the fast-rising Prussian power. To be able to face the Prussian conscription-based army, military reform was debated in the French parliament, but refused by the Left which considered there was no danger of war.
In July 1870, a diplomatic crisis broke, Bismarck managed to provoke the French into declaring war to Prussia — and French diplomacy fell in the trap.
Germans recalled only too well the invasions of Napoleon I some 60 years earlier. Bismarck played up the image of the French menace to spur German nationalism. For his part, Napoleon III did little to avoid war, hoping to mask problems at home with military glory.
Bismarck furthered the crisis by rewriting and then releasing to the press a telegram that reported on a meeting between King William I and the French ambassador. Bismarck’s editing of the “Ems dispatch” made it seem that William I had insulted the Frenchman. Furious, Napoleon III declared war on Prussia, as Bismarck had hoped.
Vocabulary Builder
edit—(ed it) v. to make additions, deletions, or other changes to a piece of writing
A superior Prussian force, supported by troops from other German states, smashed the badly organized and poorly supplied French soldiers. Napoleon III, old and ill, surrendered within a few weeks. France had to accept a humiliating peace.
France had a good professional army, which was indeed able to face the Prussians. But a decisive strategic surprise came when all German states took side with Prussia: The French were overwhelmed, outmaneuvered and, in spite of ferocious combats, finally beaten. After Sept. 4th, the new Republic refused to sign an armistice, managed to hastily improvise "armies" out of civilian volunteers, but these were no match for the well-trained Prussians. The war ended when Parisians, besieged, bombarded and starved, surrendered.
The Prussian Army held a brief victory parade in Paris on 17 February, 1871, and Bismarck honoured the armistice by sending trainloads of food into Paris and moving Prussian forces to the east of the city. Prussian armies would occupy parts of France until the French completed the payment of a five-billion francs war indemnity. Then, they would withdraw to Alsace and Lorraine. An exodus occurred from Paris as some 200,000 people, predominantly middle-class, left the city for the countryside. Paris was quickly re-supplied with free food and fuel by the United Kingdom and several accounts recall life in the city settling back to normal.
The war ended up with a complete triumph for Prussia, whose king was proclaimed emperor of Germany in the palace of Versailles — a supreme humiliation of the French and a Prussian revenge on Napoleon's victorious march in Berlin.
The Treaty of Frankfurt gave Germany Alsace and the northern portion of Lorraine (Moselle), where Germanic dialects were spoken by parts of the population. Most importantly, Germany now possessed Metz, a key fortified stronghold between the two countries. Part of the Alsacians refused to live under German rule and emigrated to "inner France".
The loss of this territory was a source of resentment in France for years to come, and revanchism even inspired an attempted coup in Paris in the 1880s. Yet, by 1900, new generations tended to consider it old history, while Alsacians adapted more or less reluctantly to German rule [see Barrès "Au service de l'Allemagne"]. No French political party put forward a reconquest of Alsace-Lorraine in its program. Compensations were found in colonization abroad. When World War I broke out, the French mobilized with the idea to defend their territory as it was, not to take back Alsace-Lorraine, as soldiers' diaries and letters indicate.
Had Germany not taken the option of war in 1914, its successful path paved by the 1870 triumph would have led it to become peacefully the uncontested leader in Europe.
Checkpoint
What techniques did Bismarck use to unify the German states?
Birth of the German Empire: Audio
Delighted by the victory over France, princes from the southern German states and the North German Confederation persuaded William I of Prussia to take the title kaiser (ky zur), or emperor. In January 1871, German nationalists celebrated the birth of the Second Reich, or empire. They called it that because they considered it heir to the Holy Roman Empire.
A constitution drafted by Bismarck set up a two-house legislature. The Bundesrat (boon dus raht), or upper house, was appointed by the rulers of the German states. The Reichstag (ryks tahg), or lower house, was elected by universal male suffrage. Because the Bundesrat could veto any decisions of the Reichstag, real power remained in the hands of the emperor and his chancellor.
Checkpoint
How was the new German government, drafted by Bismarck, structured?
The New German Empire
Audio
In 1870, German historian Heinrich von Treitschke (vawn trych kuh) wrote a newspaper article demanding the annexation of Alsace and Lorraine from France. A year later, annexation became a condition of the peace settlement in the Franco-Prussian War:
“The sense of justice to Germany demands the lessening of France. . . . These territories are ours by the right of the sword, and . . . [by] virtue of a higher right—the right of the German nation, which will not permit its lost children to remain strangers to the German Empire.”
Learn
Focus Question
How did Germany increase its power after unifying in 1871?
In January 1871, German princes gathered in the glittering Hall of Mirrors at the French palace of Versailles. They had just defeated Napoleon III in the Franco-Prussian War. Once home to French kings, the palace seemed the perfect place to proclaim the new German empire. To the winners as well as to the losers, the symbolism was clear: French domination of Europe had ended. Germany was now the dominant power in Europe.
Reading Check
Summarizing
What events led to German unification?
A Political Game of Chess
This political cartoon shows Otto von Bismarck and Pope Pius IX trying to checkmate each other in a game of chess.
1. How does this cartoon reflect the relationship between Bismarck and the Catholic Church?
2. How did the conflict between church and state affect German politics in the 1870s?
On the domestic front, Bismarck applied the same ruthless methods he had used to achieve unification. The Iron Chancellor, as he was called, sought to erase local loyalties and crush all opposition to the imperial state. He targeted two groups—the Catholic Church and the Socialists. In his view, both posed a threat to the new German state.
This political cartoon shows Otto von Bismarck and Pope Pius IX trying to checkmate each other in a game of chess.
1. How does this cartoon reflect the relationship between Bismarck and the Catholic Church?
2. How did the conflict between church and state affect German politics in the 1870s?
On the domestic front, Bismarck applied the same ruthless methods he had used to achieve unification. The Iron Chancellor, as he was called, sought to erase local loyalties and crush all opposition to the imperial state. He targeted two groups—the Catholic Church and the Socialists. In his view, both posed a threat to the new German state.
Crankshaw, one of Bismarck's biographers, describes the tragedy of Bismarck. It is not that he "subordinated morality to the supposed needs of the state," many politicians do that; it is that "his countrymen surrendered to the principle (pp. 413-414)."
The German people saw it happening and lacked the will to stop it. Bismarck and the people each corrupted the other. To say that Bismarck was a direct precursor of Hitler is evidently untrue; but it is not untrue, I think, to say that those aspects of the German character which made it possible for Bismarck to rule for just on thirty years were those same aspects which made it too easy for a Hitler to take power and keep it (p. 414).
Nationalism and Reform in Europe
Great Britain
France
The Austrian Empire
Russia
Although serfdom had almost disappeared in Western Europe by the 1700s, it survived in Russia. Masters exercised almost total power over their serfs. A noble turned revolutionary described the treatment of the serfs:
“I heard . . . stories of men and women torn from their families and their villages, and sold, or lost in gambling, or exchanged for a couple of hunting dogs, and then transported to some remote part of Russia to create a [master’s] new estate; of children taken from their parents and sold to cruel . . . masters.”
—Peter Kropotkin, Memoirs of a Revolutionist
Focus Question
Why did industrialization and reform come more slowly to Russia than to Western Europe?
Reading Check
Examining
How was Great Britain able to avoid a revolution in 1848?
Nationalism in the United States
Citation: American Antiquarian Society, 185 Salisbury St, Worcester, MA 01609-1634 and the Library of Congress.
Nicholas Biddle was the president of the Bank of the United States during the Bank War of 1832. Biddle held a great deal of unwarranted power over the nation’s finances, which President Jackson resented. When Jackson vetoed a bill to renew the Bank’s charter, Biddle agreed with Senator Henry Clay that this would hurt him in the upcoming presidential election of 1832, but both of them were proven wrong. When Jackson tried to end the bank by withdrawing deposits, Biddle caused a financial panic to try and prevent Jackson from attaining the presidency which failed when Jackson was re-elected.
The Bank War began with Senators Noah Webster and Clay with their Recharter Bill: Clay and Webster presented Congress with a Recharter Bill for the Bank of the United States in 1832. Although four years before the charter would expire, Clay hoped to make the Bank an issue in the upcoming presidential election, which he hoped to win. Clay hoped to quickly pass the Bill in Congress, then send it to the White House to be signed by Jackson. Clay knew Jackson would most likely veto the bill, alienating the elite in the upcoming election, therefore favoring Clay. Jackson did veto the bill, but contrary to Clay’s expectation, gained popular public support for his statement.
The “Pet” banks where surplus federal funds were placed after the closing of the Bank of the United States. The banks were chosen for their support of president Jackson and soon flooded the country with paper money as there was no longer a central, federal finance institution. As a result of the massive amounts of paper money, inflation skyrocketed, and Jackson was forced to try to slow inflation with his Specie Circular.
The Specie Circular (1836) was decreed by Jackson which stated that all public lands had to be purchased with “hard” money, gold or silver. Jackson took this measure to slow the runaway inflation caused by his closure of the Bank of the United States.
Reading CheckThe Bank War began with Senators Noah Webster and Clay with their Recharter Bill: Clay and Webster presented Congress with a Recharter Bill for the Bank of the United States in 1832. Although four years before the charter would expire, Clay hoped to make the Bank an issue in the upcoming presidential election, which he hoped to win. Clay hoped to quickly pass the Bill in Congress, then send it to the White House to be signed by Jackson. Clay knew Jackson would most likely veto the bill, alienating the elite in the upcoming election, therefore favoring Clay. Jackson did veto the bill, but contrary to Clay’s expectation, gained popular public support for his statement.
The “Pet” banks where surplus federal funds were placed after the closing of the Bank of the United States. The banks were chosen for their support of president Jackson and soon flooded the country with paper money as there was no longer a central, federal finance institution. As a result of the massive amounts of paper money, inflation skyrocketed, and Jackson was forced to try to slow inflation with his Specie Circular.
The Specie Circular (1836) was decreed by Jackson which stated that all public lands had to be purchased with “hard” money, gold or silver. Jackson took this measure to slow the runaway inflation caused by his closure of the Bank of the United States.
Explaining
How did the election of Andrew Jackson influence American politics?
The divisions between Americans eventually led to fighting in the Civil War.
You can learn more about music from the period by listening to:
"When Johnny Comes Marching Home." In this exercise you can 1) view the exhibit; 2) read the lyrics; 3) learn more; and, 4) rewrite the song.
The Emergence of a Canadian Nation
Reading Check
Describing
How did the British North American Act change the government of Canada?
Map: The Dominion of Canada in the Nineteenth Century
Resources
Books, web sites, and other resources
Boot delves into the technological impact that inventions, machines, and the two Industrial Revolutions have had on war.
War Made New: Weapons, Warriors, and the Making of the Modern World by Max Boot
The Age of Revolution: 1789-1848 by Eric Hobsbawm
The Church in an Age of Revolution by Alec R. Vidler
A novel about the Crimean War:Books, web sites, and other resources
Boot delves into the technological impact that inventions, machines, and the two Industrial Revolutions have had on war.
War Made New: Weapons, Warriors, and the Making of the Modern World by Max Boot
The Age of Revolution: 1789-1848 by Eric Hobsbawm
The Church in an Age of Revolution by Alec R. Vidler
Bismarck: The Story of A Fighter by Ludwig, Emil
Germany 1866-1945 (Oxford History of Modern Europe) by Gordon A. Craig
Join the journey of Lewis & Clark where you can collect specimens as you explore new territories.
Detailed account of the Lewis and Clark Expedition to explore the American continent.
The Age of Jackson by Arthur M. Schlesinger
American Lion: Andrew Jackson in the White House by Jon Meacham
Master George by Beryl Bainbridge
The American Civil War.
Everyday life of a Civil War soldier
Civil War diary accounts
The Civil War: A Film by Ken Burns
Short animated movie about the American Civil War
New holiday feature: keep Christ in Christmas
Brother Ray performing at the Monastery Of Ettal in Germany 1979
I´ll be home for Christmas-Fats Domino
HW email to gmsmith@shanahan.orgBrother Ray performing at the Monastery Of Ettal in Germany 1979
I´ll be home for Christmas-Fats Domino
Tuesday HW
You can be informed of the 48 hour locked Test/Quiz page by following me as gmicksmith on Twitter. Sign up today.
1. How did the Crimean War destroy the Concert of Europe?
2. How did Giuseppe Garibaldi contribute to Italian unification?
You can be informed of the 48 hour locked Test/Quiz page by following me as gmicksmith on Twitter. Sign up today.
1. How did the Crimean War destroy the Concert of Europe?
2. How did Giuseppe Garibaldi contribute to Italian unification?
Wednesday HW
Unification of Germany, 1865–1871
Go Online
For: Audio guided tour
Visit: PHSchool.com
Web Code: nap-2211
1. Locate
To the East? West? Near what countries? Bodies of water, etc.
a) Prussia; b) Silesia; c) Bavaria; d) Schleswig
2. Region
What are did Prussia add to its territory in 1866?
3. Analyzing Information
Why do you think Austrian influence was greater among the southern German states than among the northern ones?
Unification of Germany, 1865–1871
Go Online
For: Audio guided tour
Visit: PHSchool.com
Web Code: nap-2211
1. Locate
To the East? West? Near what countries? Bodies of water, etc.
a) Prussia; b) Silesia; c) Bavaria; d) Schleswig
2. Region
What are did Prussia add to its territory in 1866?
3. Analyzing Information
Why do you think Austrian influence was greater among the southern German states than among the northern ones?
Thursday HW
1. How did Otto von Bismarck, the Chancellor of Prussia, lead the drive for German unity?
2. What techniques did Bismarck use to unify the German states?
3. How was the new German government, drafted by Bismarck, structured?
4. How did Germany increase its power after unifying in 1871?
5. What events led to German unification?
1. How did Otto von Bismarck, the Chancellor of Prussia, lead the drive for German unity?
2. What techniques did Bismarck use to unify the German states?
3. How was the new German government, drafted by Bismarck, structured?
4. How did Germany increase its power after unifying in 1871?
5. What events led to German unification?
Friday HW
A Political Game of Chess
This political cartoon shows Otto von Bismarck and Pope Pius IX trying to checkmate each other in a game of chess.
1. How does this cartoon reflect the relationship between Bismarck and the Catholic Church?
2. How did the conflict between church and state affect German politics in the 1870s?
3. Why did industrialization and reform come more slowly to Russia than to Western Europe?
4. How was Great Britain able to avoid a revolution in 1848?
5. How did the election of Andrew Jackson influence American politics?
6. How did the British North American Act change the government of Canada?
This political cartoon shows Otto von Bismarck and Pope Pius IX trying to checkmate each other in a game of chess.
1. How does this cartoon reflect the relationship between Bismarck and the Catholic Church?
2. How did the conflict between church and state affect German politics in the 1870s?
3. Why did industrialization and reform come more slowly to Russia than to Western Europe?
4. How was Great Britain able to avoid a revolution in 1848?
5. How did the election of Andrew Jackson influence American politics?
6. How did the British North American Act change the government of Canada?
Wednesday, November 02, 2011
Honors World History II, Fall 2011, Test Chapter 10
TestCh10
2nd Period
Number of Grades 31
Range of Grades (81% - 98%)
Mean 91.2%
Median 93%
Mode 95%
Grade Distribution by Grouping
%
0 - 9
10 - 19
20 - 29
30 - 39
40 - 49
50 - 59
60 - 69
70 - 79
80 - 89 11 Assessment(s) (11)
90 - 99 20 Assessment(s) (20)
Grade Distribution of each Grade
%
81 2 Assessment(s) (2)
82
83
84 1 Assessment(s) (1)
85
86 3 Assessment(s) (3)
87
88 5 Assessment(s) (5)
89
90
91 3 Assessment(s) (3)
92
93 5 Assessment(s) (5)
94
95 10 Assessment(s) (10)
96
97
98 2 Assessment(s) (2)
TestCh10
5th Period
Number of Grades 33
Range of Grades (79% - 95%)
Mean 90.5%
Median 91%
Mode 93%
Grade Distribution by Grouping
%
0 - 9
10 - 19
20 - 29
30 - 39
40 - 49
50 - 59
60 - 69
70 - 79 3 Assessment(s) (3)
80 - 89 6 Assessment(s) (6)
90 - 99 24 Assessment(s) (24)
Grade Distribution of each Grade
%
79 3 Assessment(s) (3)
80
81
82
83
84 1 Assessment(s) (1)
85
86 3 Assessment(s) (3)
87
88 2 Assessment(s) (2)
89
90
91 8 Assessment(s) (8)
92
93 9 Assessment(s) (9)
94
95 7 Assessment(s) (7)
TestCh10
8th Period
Number of Grades 31
Range of Grades (72% - 98%)
Mean 88%
Median 88%
Mode 84%
Grade Distribution by Grouping
%
0 - 9
10 - 19
20 - 29
30 - 39
40 - 49
50 - 59
60 - 69
70 - 79 2 Assessment(s) (2)
80 - 89 15 Assessment(s) (15)
90 - 99 14 Assessment(s) (14)
Grade Distribution of each Grade
%
72 1 Assessment(s) (1)
73
74
75
76
77
78
79 1 Assessment(s) (1)
80
81 3 Assessment(s) (3)
82
83
84 6 Assessment(s) (6)
85
86 4 Assessment(s) (4)
87
88 2 Assessment(s) (2)
89
90
91 3 Assessment(s) (3)
92
93 5 Assessment(s) (5)
94
95 5 Assessment(s) (5)
96
97
98 1 Assessment(s) (1)
Honors Business Economics, Fall 2011, Test Chapter 1
TestChapter1
Number of Grades 23
Range of Grades (77% - 98%)
Mean 86.5%
Median 86%
Mode 84%
Grade Distribution by Grouping
%
0 - 9
10 - 19
20 - 29
30 - 39
40 - 49
50 - 59
60 - 69
70 - 79 2 Assessment(s) (2)
80 - 89 15 Assessment(s) (15)
90 - 99 6 Assessment(s) (6)
Grade Distribution of each Grade
%
77 1 Assessment(s) (1)
78
79 1 Assessment(s) (1)
80
81 2 Assessment(s) (2)
82
83
84 7 Assessment(s) (7)
85
86 4 Assessment(s) (4)
87
88 2 Assessment(s) (2)
89
90
91 2 Assessment(s) (2)
92
93 1 Assessment(s) (1)
94
95 2 Assessment(s) (2)
96
97
98 1 Assessment(s) (1)
Number of Grades 23
Range of Grades (77% - 98%)
Mean 86.5%
Median 86%
Mode 84%
Grade Distribution by Grouping
%
0 - 9
10 - 19
20 - 29
30 - 39
40 - 49
50 - 59
60 - 69
70 - 79 2 Assessment(s) (2)
80 - 89 15 Assessment(s) (15)
90 - 99 6 Assessment(s) (6)
Grade Distribution of each Grade
%
77 1 Assessment(s) (1)
78
79 1 Assessment(s) (1)
80
81 2 Assessment(s) (2)
82
83
84 7 Assessment(s) (7)
85
86 4 Assessment(s) (4)
87
88 2 Assessment(s) (2)
89
90
91 2 Assessment(s) (2)
92
93 1 Assessment(s) (1)
94
95 2 Assessment(s) (2)
96
97
98 1 Assessment(s) (1)
Honors Business Economics, Fall 2011, Test Chapter 2
TestChapter2
Number of Grades 22
Range of Grades (63% - 97%)
Mean 88.1%
Median 89%
Mode 86%
Grade Distribution by Grouping
%
0 - 9
10 - 19
20 - 29
30 - 39
40 - 49
50 - 59
60 - 69 1 Assessment(s) (1)
70 - 79
80 - 89 12 Assessment(s) (12)
90 - 99 9 Assessment(s) (9)
Grade Distribution of each Grade
%
63 1 Assessment(s) (1)
64
65
66
67
68
69
70
71
72
73
74
75
76
77
78
79
80 1 Assessment(s) (1)
81
82
83 1 Assessment(s) (1)
84
85
86 6 Assessment(s) (6)
87
88
89 4 Assessment(s) (4)
90
91 4 Assessment(s) (4)
92
93
94 3 Assessment(s) (3)
95
96
97 2 Assessment(s) (2)
Number of Grades 22
Range of Grades (63% - 97%)
Mean 88.1%
Median 89%
Mode 86%
Grade Distribution by Grouping
%
0 - 9
10 - 19
20 - 29
30 - 39
40 - 49
50 - 59
60 - 69 1 Assessment(s) (1)
70 - 79
80 - 89 12 Assessment(s) (12)
90 - 99 9 Assessment(s) (9)
Grade Distribution of each Grade
%
63 1 Assessment(s) (1)
64
65
66
67
68
69
70
71
72
73
74
75
76
77
78
79
80 1 Assessment(s) (1)
81
82
83 1 Assessment(s) (1)
84
85
86 6 Assessment(s) (6)
87
88
89 4 Assessment(s) (4)
90
91 4 Assessment(s) (4)
92
93
94 3 Assessment(s) (3)
95
96
97 2 Assessment(s) (2)
Tuesday, September 27, 2011
Back to School Night, Thursday, 29 September 2011
First-generation Camaro debuted on 29 September 1966, for the 1967 model year, up to 1969 on a new rear-wheel drive GM F-body platform and would be available as a 2-door, 2+2 seating, coupe or convertible with a choice of 250 cu in (4.1 L) inline-6 and 302 cu in (4.9 L), 307 cu in (5.0 L), 327 cu in (5.4 L), 350 cu in (5.7 L), or 396 cu in (6.5 L) V8 powerplants.
This day in history, 1:00
Back to School Night
Dr. G. Mick Smith
gmsmith@shanahan.org
The best way to reach me is through email.
Shanahan: 610.518.1300 x4281
Twitter: gmicksmith@twitter.com
Honors World History II, Honors Business Economics, Government & Law
http://moodle.shanahan.org
http://www.librarything.com/catalog/gmicksmith
GradeConnect
Description of Course(s)
Each assessment is assigned to a category (ex Tests, Labs, Presentations, etc.) and the category is assigned a weight (ex. Tests - 40%, Presentations - 20%, etc.). Individual assessment weights are then automatically calculated by GradeConnect.com based on these category weights.
Tests 65%
HW & Daily Class Work 20%
Quizzes 15%
N.B.: Extra Credit can be done Government & Law only (not in Honors classes)
Tests are always scheduled, announced well in advance, and worth more points.
Homework & Daily in-class work is required. There is HW and Daily in-class work due every day. HW is due daily barring absence, and with your absence, HW is due the day you return.
If you are absent for a longer period simply inform me and we can make separate arrangements. HW is posted and available online even when you are absent.
Emailed HW and daily in-class assignments might be best, but it is not required if you do not have access to a computer.
Class participation includes In-class assignments, group work, individual effort, debate, discussion, reactions, games, simulations and videos of various sorts, the work is guided by the Archdiocesan Understanding By Design recommendations: teacherweb.com/.../Common-Core-State-Standards.ppt
All written work follows the Honor Code stating:
This is my work and I have not cheated in any way.
Access to a bathroom during class time is a privilege, not a right, and of course it is necessary in case of an emergency. The admonition here is that you are to remain on task throughout the period. You should not have access to materials for other classes or other distractions in this class. I consider this behavior to be defiance and you will receive demerits.
Next, we will consider what endeavors you should strive for as a student. In short, your task as a student should be the following listed in descending order:
Create
Evaluate
Analyze
Apply
Understand
Remember
You will realize that you have arrived as a student when you can apply yourself to real world, unpredictable situations. I am fond of saying that the old chaos is the new normal. In short, this is the unpredictable world that we are living in currently. Events are taking place rapidly, change is constant, and the challenges are enormous. Yet, this is an exciting time to be studying disciplines such as history, government and law, or economics for their practical application.
1950s (2:42)
The 1950s was about more than just poodle skirts and rock and roll.
Moodle What you need to know – Part 1
Moodle is located on the net at moodle.shanahan.org ‘www’ or ‘http://’ not required!)
Courses
All courses have been entered and organized by Department/Teacher.
All courses are set up with an enrollment key. The key is made up of the department, followed by the course number.
Example: Sophomore Track 2 English classes have an enrollment key of ENG222
Course abbreviations:
Business Technology BUS
History HIS
Honors World History II
GSHIS331
Government and Law Track 2
GSHIS342
Honors Business Economics
GSBUS781
A list of courses and enrollment keys will be distributed to Department Chairs.
Student Accounts
All rostered students as of August 15th have been uploaded to the Moodle platform.
Account information:
Moodle requires that login names begin with a lower case letter, and passwords begin with an uppercase letter.
For the upload, I used the following convention:
Student login consists of ‘sh’ plus the student ID.
Student password consists of ‘Shan’ + the last 4 digits of the student ID.
Example: Butch Cassidy ID: 20140874
Login: sh20140874
Password: Shan0874
Once students successfully log in, they should update their profile to include a new password (highly recommended), and an e-mail address at which they can be contacted. The e-mail address that is on their uploaded profile may not be valid.
Connecting the Student with your Course
Unlike GradeConnect, a student must become a participant in your course in order to utilize all resources and activities created for the course.
Steps to participate in the course:
Once students log in successfully, they should access your course, and select ‘Participate in Course’.
They will be prompted for the enrollment key.
6th to Science:
College Application Coaching Service
The coaching may be best thought of:
How to Get Your Kid into Haahvahd (Or At Least Their First-Choice School)
This coaching is a college application service not affiliated with the Archdiocese of Philadelphia.
My niche in this market is to get you as parents to prepare as early as possible for the most competitive programs available: 6th Grade to Science college applications.
95% of my clients are accepted by their first-choice school.
How much is your child's competition willing to pay for college application preparation?
As much as $40,000 a student.
How many kids get help?
According to the Independent Educational Consultants Assn., 22% of first-year students at private colleges—perhaps as many as 58,000 kids—had worked with some kind of consultant.
The leading coach has run application boot camps in Manhattan and Santa Monica, Calif., which this summer cost $9,500.
How are kids evaluated when applying to college?
Privately, the schools referred to evaluation as the Academic Index, a formula based on test scores and academic standing used to rank applicants.
What are the services offered?
The selection of classes for students, homework review, and prods for students to make an impression on teachers. There are checks on the students' grades, scores, and rankings. There are recommendations on when to hire tutors and then ensures that kids do the extra work. There is vetting of vacation schedules.
Are colleges contacted by the coach?
There is never a call to a college on a student's behalf. The work and application has to be performed totally by the student. There are no fingerprints on the application essays, however, there are revisions and editing seven, eight, sometimes 10 drafts.
What does the basic package include?
First, there is a 12-to-18 page report for each new student, based on transcripts, test scores, and other accomplishments, that gives the likelihood of their gaining admission to the schools they are interested in. I may write 'You have 0% chance of getting into Harvard early decision. Don't apply,' I know exactly what it takes to get into Harvard.
How is contact maintained with clients?
For most clients, we can work by e-mail and over the phone, occasionally in person.
Curriculum advice includes signing up for classes that U.S. colleges would recognize as difficult.
Crafting that singular, convincing portrait of the student is central to the 6th to Science approach.
Sentimental pursuits are a distraction and those done out of obligation are misguided.
Almost all of the clients apply early admission somewhere because the acceptance rate is higher than during the regular admission process.
The competition applying to college is severe. One coaching service has a summer program.
The summer program for students was for 15 spaces. In 2006 and 2007, this service raised the price, first to $8,200 and then to $9,500, and still filled one session in Manhattan and another at the Shutters
Hotel in Santa Monica, CA. Next year they may hire others to help edit the essays so they can open the program to more students. They will charge $12,500.
Dr. G. Mick Smith
gmicksmith@gmail.com
6th to Science:
College Application Coaching
Why Chinese Mothers Are Superior
Amy Chua, write of the things that her daughters were never allowed to do:
• attend a sleepover
• have a playdate
• be in a school play
• complain about not being in a school play
• watch TV or play computer games
• choose their own extracurricular activities
• get any grade less than an A
• not be the No. 1 student in every subject except gym and drama
—Amy Chua is a professor at Yale Law School and author of "Day of Empire" and "World on Fire: How Exporting Free Market Democracy Breeds Ethnic Hatred and Global Instability." This essay is excerpted from "Battle Hymn of the Tiger Mother" by Amy Chua, published by the Penguin Press, a member of Penguin Group (USA) Inc. Copyright © 2011 by Amy Chua.
Monday, June 13, 2011
Honors Business Economics: 13 June 2011
Why Does Yale Cost $55,000 a Year? 3:26
Over the years, we've interviewed Bob Shiller in a go-kart on the Jersey shore, on a cable car climbing the hills of San Francisco, at a failed condo project in Atlanta, Georgia.
Recently, we caught up with Shiller closer to home -- outside the admissions office at Yale University, where he's taught economics since 1982. Given our joint history of off-beat interview elements, he suggested we waylay a Yale campus tour -- guide and group -- to get their take on inflation. One soon materialized. It happened to be a tourguide's tour, a seasoned undergrad chaperone taking her newly recruited charges on a dry run.
So when touring parents ask why Yale costs $55,000 a year these days, what are the guides supposed to answer? And how, Bob Shiller, do you explain why the inflation rate of going to college is many times that of the overall consumer price index?
Is a College Diploma Worth the Soaring Student Debt? 16:00
Read the transcript: http://to.pbs.org/mPUW0m
As a growing number of students suffer the soaring costs of education debt many questions are being raised surrounding the value of a college education. Jeffrey Brown gets four views on whether today's diplomas are worth the bills.
Student Debt: Denying the American Dream, 6:07
Over the past 20 years, federal investment in higher education has decreased significantly. The maximum Pell Grant award used to cover over 60% of the average tuition and fees. Today, the average award covers just 33% of those cost. Student loans, both federal and private, represent a much greater percentage of a student's financial aid package. In the past year alone, we have seen the largest cuts in the history of the student loan program, totaling $12.7 billion and the average Pell Grant award has decreased approximately $120.
ANIMATED THEME INTROS TO 60s SITCOMS - Part 1 of 2, 7:21
ANIMATED THEME INTROS TO 60s SITCOMS - Part 2 of 2, 7:35
First I look at the Purse J. Geils Band HofB 4/28/09, 4:52
Liberty and Economics, 37:50
What kind of man was Ludwig von Mises? As this unique film shows, Mises (1881-1973) was a man who never stopped fighting for freedom: not when the Nazis burned his books, not when the Left blackballed him at universities, not when it seemed as if statism had won. With courage and genius, he fought big government until the day he died ... in 25 books, hundreds of articles, and more than 60 years of teaching.
Mises's battles against Communists, Nazis, and other socialists, are featured in this film, as are his ideas of Liberty. There is also the old Vienna he loved, the Bolshevik prime minister he dissuaded from Communism, and a cast of villains from Lenin to Hitler, as well as such supporters and students as Murray Rothbard, Ron Paul, Bettina Greaves, M. Stanton Evans, Mary Peterson, Joseph Sobran, and Yuri Maltsev.
Among his many accomplishments, Mises showed that socialism had to fail, that central banking causes recessions and depressions, that the gold standard is honest money, and that only laissez-faire capitalism is fully compatible with Western civilization.
Mises was the twentieth century's foremost economist, and one of its most important champions of Liberty. Here is a film that does justice to this extraordinary man, and to his equally extraordinary ideas.
Honors World History II: 13 June 2011
Cf. http://moodle.catholicschools-phl.org
5th/8th
Saving Private Ryan (edited out before 2:05, Language), 3:30
Useful Dog Tricks performed by Jesse, 3:12
Presenting, Useful Dog Tricks!! Whoever said tricks can't be useful? Jesse loves helping around the house, and I just love his happy attitude and smile on his face =o)
*Our relationship is based on mutual respect, understanding, and trust. We have a wonderful relationship and bond, and that is the foundation of our training. We train all behaviors through the use of positive reinforcement*
Jesse chooses to do the behaviors in this video, and has so much fun bringing smiles to people's faces. He gets treats for doing his tricks, and enjoys learning new things. Tricks are just one of the activities we enjoy doing together. When not doing tricks, Jesse can be found playing with his cuz ball, chasing squeaker tennis balls, digging in search for lizards, de-fluffing stuffed toys, swimming, and a companioning me on outings. Jesse loves adventure, and lives each and every day to its fullest. Jesse is my best friend, heart dog, and truly a member of the family, and I love him with every beat of my heart.
~Heather and Jesse~
Wanna learn more about Clicker Training? Check out Karen Pryor's website at:
http://clickertraining.com
to get started.
Special thanks to Josh Woodward for the use of the songs "Coffee" both Full & Instrumental version. His music is under Creative Commons. Check out more of his awesome music at:
http://youtube.com/joshwoodward
Honors:
#104 - Most Viewed (All Time) - Pets & Animals
#51 - Top Rated (All Time) - Pets & Animals
#57 - Most Discussed (This Month)) - Pets & Animals
#7 - Most Viewed (This Month)) - Pets & Animals
#7 - Top Favorited (This Month)) - Pets & Animals
#14 - Top Rated (This Month)) - Pets & Animals
#49 - Most Discussed (This Month)) - Pets & Animals
#4 - Most Viewed (This Month)) - Pets & Animals
#5 - Top Favorited (This Month)) - Pets & Animals
#11 - Top Rated (This Month)) - Pets & Animals
#53 - Top Rated (All Time)) - Pets & Animals
Collect Books
Two Part Quiz
First, a Quiz, then, we will have a pop music Quiz about school songs.
I'm The Teacher, 4:03
(Ian Hunter)
The question's arisen is this a prison
Some say it is, some say it isn't
Why do I try? nobody listens
I pass by like an intermission
If there's just one weed in this flowerless grave
If there's just one seed I can save
I'm going to reach ya
Pleased to meet ya, I'm the teacher
Outlaws, cruisers, junkies, boozers
Take a back seat, with the three time losers
They're all having a ball, down at juvenile hall
By looking so small they must be victims of the system
I've been inside, (where the lies are hide)
Are you satisfied I never should have tried to beat you
I beseech you, sad little freaker
Pleased to meet you, I'm the teacher
They can snap your soul, blow it away
Like a fragile leaf on a windy day
Can you read? can you write? they couldn't care less
You can graduate on American Express, no personal checks
What do I do to get through to you?
Somebody sue the suit, don't let em eat ya
Don't you let 'em defeat ya Don't let 'em mistreat ya
'Cause sooner or later
They're going to cheat ya
Pleased to meet ya, I'm the teacher
Yeah.
These lyrics have been determined after careful listening to the tracks in question, and are provided for educational purposes only. Due to the possibility of mis-hearing, we cannot vouch for their accuracy. Copyright remains vested in the lawful copyright holders.
1. What does the "S" in President Harry S. Truman's name stand for?
Harry S. Truman's parents chose "S" as his middle name in an attempt to please both of Harry's grandfathers. The initial did not actually stand for anything, a common practice among the Scots-Irish. Truman did not have a middle name, only a middle initial. In his autobiography, Truman stated, "I was named for ... Harrison Young. I was given the diminutive Harry and, so that I could have two initials in my given name, the letter S was added. Truman's bare initial caused an unusual slip when he first became president and took the oath of office. At a meeting in the Cabinet Room, Chief Justice Harlan Stone began reading the oath by saying "I, Harry Shipp (his grandparent's name) Truman, ...". Truman responded: "I, Harry S. Truman, ...".
2. What University did Dr. Smith attend?
UCLA Pregame Cheer, :51
Quiz: So you think you know UCLA History?
3. In what department?
4. What state has the most top colleges/Universities?
5. How many top institutions does this state have? Name the top colleges in this state.
6. Which state has the second highest number of top colleges/Universities?
7. How many top institutions does this state have?
8. Name them.
9. What are the two most important guides for college applications?
U.S. News and World Report annual rankings (comes out in September)
Fiske Guide to Colleges, Edward Fiske (comes out annually)
10. What are the two books listing the secrets for college applications?
What High Schools Don't Tell You: 300+ Secrets to Make Your Kid Irresistible to Colleges by Senior Year, Elizabeth Wissner-Gross
http://www.librarything.com/work/3697812/summary/28309562
What Colleges Don't Tell You (And Other Parents Don't Want You to Know): 272 Secrets for Getting Your Kid into the Top Schools, Elizabeth Wissner-Gross
http://www.librarything.com/work/1888470/31439188
Name the top "school" songs from the 1950s to the '70s:
Chuck Berry - School Days (1986), 2:41
Keith Richards invited a roster of great musicians to honor Chuck Berry for an evening of music to commemorate Berry's 60th birthday.
The Beach Boys - Be True To Your School, 2:08
Graham Parker and the Rumour - Back To Schooldays, 2:46
Graham Parker and the Rumour performing "Back To Schooldays" from Rockpalast in 1978.
Alice Cooper - Schools Out, Top of the Pops, 1972, 3:17
"School's Out" became Alice Cooper's first major hit single, reaching #7 on the Billboard Hot 100 pop singles chart and propelling the album to #2 on the Billboard 200 pop albums chart. The song reached #1 on the UK singles chart for three weeks in August 1972.
Sunday, June 05, 2011
Honors World History II: 6 June 2011
U.S. Army troops wade ashore on Omaha Beach on the morning of 6 June 1944, as the Normandy landings begin.
Cf. http://moodle.catholicschools-phl.org
Cf. http://shanawiki.wikispaces.com/Honors+World+History+II+2nd+Semester+Assessment+Spring+2011
Although the term D-Day is used routinely as military lingo for the day an operation or event will take place, for many it is also synonymous with June 6, 1944, the day the Allied powers crossed the English Channel and landed on the beaches of Normandy, France, beginning the liberation of Western Europe from Nazi control during World War II. Within three months, the northern part of France would be freed and the invasion force would be preparing to enter Germany, where they would meet up with Soviet forces moving in from the east.
With Hitler's armies in control of most of mainland Europe, the Allies knew that a successful invasion of the continent was central to winning the war. Hitler knew this too, and was expecting an assault on northwestern Europe in the spring of 1944. He hoped to repel the Allies from the coast with a strong counterattack that would delay future invasion attempts, giving him time to throw the majority of his forces into defeating the Soviet Union in the east. Once that was accomplished, he believed an all-out victory would soon be his.
On the morning of June 5, 1944, U.S. General Dwight D. Eisenhower, the supreme commander of Allied forces in Europe gave the go-ahead for Operation Overlord, the largest amphibious military operation in history. On his orders, 6,000 landing craft, ships and other vessels carrying 176,000 troops began to leave England for the trip to France. That night, 822 aircraft filled with parachutists headed for drop zones in Normandy. An additional 13,000 aircraft were mobilized to provide air cover and support for the invasion.
By dawn on June 6, 18,000 parachutists were already on the ground; the land invasions began at 6:30 a.m. The British and Canadians overcame light opposition to capture Gold, Juno and Sword beaches; so did the Americans at Utah. The task was much tougher at Omaha beach, however, where 2,000 troops were lost and it was only through the tenacity and quick-wittedness of troops on the ground that the objective was achieved. By day's end, 155,000 Allied troops--Americans, British and Canadians--had successfully stormed Normandy’s beaches.
For their part, the Germans suffered from confusion in the ranks and the absence of celebrated commander Field Marshal Erwin Rommel, who was away on leave. At first, Hitler, believing that the invasion was a feint designed to distract the Germans from a coming attack north of the Seine River, refused to release nearby divisions to join the counterattack and reinforcements had to be called from further afield, causing delays. He also hesitated in calling for armored divisions to help in the defense. In addition, the Germans were hampered by effective Allied air support, which took out many key bridges and forced the Germans to take long detours, as well as efficient Allied naval support, which helped protect advancing Allied troops.
Though it did not go off exactly as planned, as later claimed by British Field Marshal Bernard Montgomery--for example, the Allies were able to land only fractions of the supplies and vehicles they had intended in France--D-Day was a decided success. By the end of June, the Allies had 850,000 men and 150,000 vehicles in Normandy and were poised to continue their march across Europe.
The heroism and bravery displayed by troops from the Allied countries on D-Day has served as inspiration for several films, most famously The Longest Day (1962) and Saving Private Ryan (1998). It was also depicted in the HBO mini-series Band of Brothers (2001).
Saving Private Ryan (edited out before 2:05, Language), 3:30
The Obsolete Man, 9:53
The Obsolete Man, part 2, 9:22
The Obsolete Man, part 3, 5:49
Useful Dog Tricks performed by Jesse, 3:12
Presenting, Useful Dog Tricks!! Whoever said tricks can't be useful? Jesse loves helping around the house, and I just love his happy attitude and smile on his face =o)
*Our relationship is based on mutual respect, understanding, and trust. We have a wonderful relationship and bond, and that is the foundation of our training. We train all behaviors through the use of positive reinforcement*
Jesse chooses to do the behaviors in this video, and has so much fun bringing smiles to people's faces. He gets treats for doing his tricks, and enjoys learning new things. Tricks are just one of the activities we enjoy doing together. When not doing tricks, Jesse can be found playing with his cuz ball, chasing squeaker tennis balls, digging in search for lizards, de-fluffing stuffed toys, swimming, and a companioning me on outings. Jesse loves adventure, and lives each and every day to its fullest. Jesse is my best friend, heart dog, and truly a member of the family, and I love him with every beat of my heart.
~Heather and Jesse~
Wanna learn more about Clicker Training? Check out Karen Pryor's website at:
http://clickertraining.com
to get started.
Special thanks to Josh Woodward for the use of the songs "Coffee" both Full & Instrumental version. His music is under Creative Commons. Check out more of his awesome music at:
http://youtube.com/joshwoodward
Honors:
#104 - Most Viewed (All Time) - Pets & Animals
#51 - Top Rated (All Time) - Pets & Animals
#57 - Most Discussed (This Month)) - Pets & Animals
#7 - Most Viewed (This Month)) - Pets & Animals
#7 - Top Favorited (This Month)) - Pets & Animals
#14 - Top Rated (This Month)) - Pets & Animals
#49 - Most Discussed (This Month)) - Pets & Animals
#4 - Most Viewed (This Month)) - Pets & Animals
#5 - Top Favorited (This Month)) - Pets & Animals
#11 - Top Rated (This Month)) - Pets & Animals
#53 - Top Rated (All Time)) - Pets & Animals
Collect Books
Two Part Quiz
First, a Quiz, then, we will have a pop music Quiz about school songs.
I'm The Teacher, 4:03
(Ian Hunter)
The question's arisen is this a prison
Some say it is, some say it isn't
Why do I try? nobody listens
I pass by like an intermission
If there's just one weed in this flowerless grave
If there's just one seed I can save
I'm going to reach ya
Pleased to meet ya, I'm the teacher
Outlaws, cruisers, junkies, boozers
Take a back seat, with the three time losers
They're all having a ball, down at juvenile hall
By looking so small they must be victims of the system
I've been inside, (where the lies are hide)
Are you satisfied I never should have tried to beat you
I beseech you, sad little freaker
Pleased to meet you, I'm the teacher
They can snap your soul, blow it away
Like a fragile leaf on a windy day
Can you read? can you write? they couldn't care less
You can graduate on American Express, no personal checks
What do I do to get through to you?
Somebody sue the suit, don't let em eat ya
Don't you let 'em defeat ya Don't let 'em mistreat ya
'Cause sooner or later
They're going to cheat ya
Pleased to meet ya, I'm the teacher
Yeah.
These lyrics have been determined after careful listening to the tracks in question, and are provided for educational purposes only. Due to the possibility of mis-hearing, we cannot vouch for their accuracy. Copyright remains vested in the lawful copyright holders.
1. What does the "S" in President Harry S. Truman's name stand for?
Harry S. Truman's parents chose "S" as his middle name in an attempt to please both of Harry's grandfathers. The initial did not actually stand for anything, a common practice among the Scots-Irish. Truman did not have a middle name, only a middle initial. In his autobiography, Truman stated, "I was named for ... Harrison Young. I was given the diminutive Harry and, so that I could have two initials in my given name, the letter S was added. Truman's bare initial caused an unusual slip when he first became president and took the oath of office. At a meeting in the Cabinet Room, Chief Justice Harlan Stone began reading the oath by saying "I, Harry Shipp (his grandparent's name) Truman, ...". Truman responded: "I, Harry S. Truman, ...".
2. What University did Dr. Smith attend?
UCLA Pregame Cheer, :51
Quiz: So you think you know UCLA History?
3. In what department?
4. What state has the most top colleges/Universities?
5. How many top institutions does this state have?
6. Which state has the second highest number of top colleges/Universities?
7. How many top institutions does this state have?
8. Name them.
9. How do you spell my daughter's name?
10. What school does she attend?
Chuck Berry - School Days (1986), 2:41
Keith Richards invited a roster of great musicians to honor Chuck Berry for an evening of music to commemorate Berry's 60th birthday.
The Beach Boys - Be True To Your School, 2:08
Graham Parker and the Rumour - Back To Schooldays, 2:46
Graham Parker and the Rumour performing "Back To Schooldays" from Rockpalast in 1978.
Alice Cooper - Schools Out, Top of the Pops, 1972, 3:17
"School's Out" became Alice Cooper's first major hit single, reaching #7 on the Billboard Hot 100 pop singles chart and propelling the album to #2 on the Billboard 200 pop albums chart. The song reached #1 on the UK singles chart for three weeks in August 1972.
Honors Business Economics: 6 June 2011
Principles of economics, translated, 5:21
"Mankiw's 10 principles of economics, translated for the uninitiated", by Yoram Bauman, http://www.standupeconomist.com . Presented at the AAAS humor session, February 16, 2007. For the record, the talk contains two unattributed quotes ("9 out of 5" is adapted from a line attributed to Paul Samuelson---although apparently he said it about Wall Street indices, not macroeconomists---and "wrong about things" is paraphrased from P.J. O'Rourke's Eat the Rich) and, of course, the Einstein "simple" quote is an intentional misquote. The talk is based on a published article in Annals of Improbable Research (see http://www.improb.com/airchives/paperair/volume9/v9i2/mankiw.html ), which sponsored my talk and to which you should subscribe (http://improb.com/subscribe/ ). In the paper you can see the "constructive example" of how trade can make everyone worse off (or you can just wait 50 years to see what happens with climate change).
Why and How the World is Collapsing Video, 2:35
Neal Cavuto Chaka Fattah: Put the Shovel Down, 7:51
“Path to Prosperity” — Episode 2: Saving Medicare, 4:54
ANIMATED THEME INTROS TO 60s SITCOMS - Part 1 of 2, 7:21
ANIMATED THEME INTROS TO 60s SITCOMS - Part 2 of 2, 7:35
First I look at the Purse J. Geils Band HofB 4/28/09, 4:52
Fight of the Century: Keynes vs. Hayek Round Two, 10:10
"Fight of the Century" is the new economics hip-hop music video by John Papola and Russ Roberts at http://EconStories.tv.
According to the National Bureau of Economic Research, the Great Recession ended almost two years ago, in the summer of 2009. Yet we're all uneasy. Job growth has been disappointing. The recovery seems fragile. Where should we head from here? Is that question even meaningful? Can the government steer the economy or have past attempts helped create the mess we're still in?
In "Fight of the Century", Keynes and Hayek weigh in on these central questions. Do we need more government spending or less? What's the evidence that government spending promotes prosperity in troubled times? Can war or natural disasters paradoxically be good for an economy in a slump? Should more spending come from the top down or from the bottom up? What are the ultimate sources of prosperity?
Keynes and Hayek never agreed on the answers to these questions and they still don't. Let's listen to the greats. See Keynes and Hayek throwing down in "Fight of the Century"!
Starring Billy and Adam from http://www.billyandadam.com
Visit http://www.econstories.tv for the full lyrics.
"Fear the Boom and Bust" a Hayek vs. Keynes Rap Anthem, 7:33
Econstories.tv is a place to learn about the economic way of thinking through the eyes of creative director John Papola and creative economist Russ Roberts.
In Fear the Boom and Bust, John Maynard Keynes and F. A. Hayek, two of the great economists of the 20th century, come back to life to attend an economics conference on the economic crisis. Before the conference begins, and at the insistence of Lord Keynes, they go out for a night on the town and sing about why there's a "boom and bust" cycle in modern economies and good reason to fear it.
Get the full lyrics, story and free download of the song in high quality MP3 and AAC files at:
http://www.econstories.tv
Plus, to see and hear more from the stars of Fear the Boom and Bust, Billy Scafuri and Adam Lustick, visit their site: http://www.billyandadam.com
Music was produced by Jack Bradley at Blackboard3 Music and Sound Design. It was composed and performed by Richard Royston Jacobs.
http://www.blackboard3.com
**Charging Bull© Arturo DiModica, 1998
Thursday, June 02, 2011
Honors World History II: 3 June 2011
Prayer
Beyond the Soundbites
Beyond the Soundbites
Cf. http://moodle.catholicschools-phl.org
p. 628ff, Ch. 20 Cold War and Postwar Changes 1945-1970
Confrontation of the Superpowers
p. 632, The Truman Doctrine
Truman Doctrine, 2:31
p. 632, The Marshall Plan
The Marshall Plan, 1:40
Dwight D. Eisenhower exit speech on Jan.17,1961: warning of the military industrial complex.
5th
p. 635, The Cuban Missile Crisis
Kennedy addresses the nation on the Cuban Missile Crisis, 3:05
p. 635, Vietnam and the Domino Theory
Domino Theory, Eisenhower to Nixon, 1:11
p. 638, Picturing History, Sputnik
Sputnik beeps overhead, Americans in awe, including a young John Glenn, 3:23
John F. Kennedy's Moon Speech to Congress - May 25, 1961, America on the Moon, July 20, 1969, 1:36
p. 644, Economic Miracles: Germany and Japan
p. 646, Youth Protest in the 1960s, "The Times They Are A-Changin'"
Mario Savio: Sproul Hall Steps, December 2, 1964, 1:26
May 4, 1970 Kent State Shootings, 5:43
Campus Unrest in late 1960s & early 1970s at UCLA, Inauguration, Communist professor teaching, Angela Davis, 6:31
Cf. http://www.youtube.com/watch?v=AI4U-q2o2cg&feature=PlayList&p=55D6264643BE92EA&playnext_from=PL&playnext=1&index=41
Weatherman, known colloquially as the Weathermen and later the Weather Underground Organization (abbreviated WUO), was an American radical left organization. It originated in 1969 as a faction of Students for a Democratic Society (SDS) composed for the most part of the national office leadership of SDS and their supporters. Their goal was to create a clandestine revolutionary party for the violent overthrow of the US government.
With revolutionary positions characterized by Black separatist rhetoric, the group conducted a campaign of bombings through the mid-1970s, including aiding the jailbreak and escape of Timothy Leary. The "Days of Rage", their first public demonstration on October 8, 1969, was a riot in Chicago timed to coincide with the trial of the Chicago Seven. In 1970 the group issued a "Declaration of a State of War" against the United States government, under the name "Weather Underground Organization" (WUO). The bombing attacks mostly targeted government buildings, along with several banks. Most were preceded by evacuation warnings, along with communiqués identifying the particular matter that the attack was intended to protest. For the bombing of the United States Capitol on March 1, 1971, they issued a communiqué saying it was "in protest of the US invasion of Laos." For the bombing of the Pentagon on May 19, 1972, they stated it was "in retaliation for the US bombing raid in Hanoi." For the January 29, 1975 bombing of the United States Department of State Building, they stated it was "in response to escalation in Vietnam."
The Weathermen grew out of the Revolutionary Youth Movement (RYM) faction of SDS. It took its name from the lyric "You don't need a weatherman to know which way the wind blows", from the Bob Dylan song "Subterranean Homesick Blues". You don't need a weatherman to know which way the wind blows was the title of a position paper they distributed at an SDS convention in Chicago on June 18, 1969. This founding document called for a "white fighting force" to be allied with the "Black Liberation Movement" and other radical movements to achieve "the destruction of US imperialism and achieve a classless world: world communism."
1st
Obama Ayers Association, 1:06
Exclusive: Obama Lived 1/2 Mile From Bill Ayers’ College, May Have Shared Apartment, 4:44
Bill Ayers: IED Maker & Obama, 7:11
Bill Ayers: unrepentant domestic terrorist & Obama. Clips from the 2004 documentary film "The Weather Underground."
Ayers as depicted in a Chicago Magazine profile.
And finally, did Ayers write one of Obama's books?
Jack Cashill has written Deconstructing Obama: The Life, Loves, and Letters of America's First Postmodern President -- Threshold Editions -- 2011 concerning his theory that Barack Obama's autobiography Dreams From My Father was ghostwritten by former Weather Underground leader Bill Ayers. Separately, Christopher Andersen, an editor for Time magazine, interviewed people who knew Obama at the time Dreams was being written and concluded that he submitted tapes, notes, and a partially written manuscript to Ayers.
p. 646, The United States in the 1960s
p. 646, John F. Kennedy
Ask Not What Your Country Can Do For You: the inaugural address of John Fitzgerald Kennedy, 5:37
This is the side of Kennedy that is most often presented in presidential hagiography but JFK is more complex than any one simple approach. The preeminent historian Robert Dallek writes: "Learning, for example, a great deal more than any biographer has previously known about Kennedy's medical history allowed me to see not only the extent to which he hid his infirmities from public view but also the man's exceptional strength of character. In addition, I have tried to understand his indisputable womanizing, including previously unknown instances of his compulsive philandering" (p. x, An Unfinished Life: John F. Kennedy, 1917 - 1963, Robert Dallek).
Cf. http://www.librarything.com/work/2330/34479783
p. 646, The Johnson Administration
A first-rank account exists of the crucial period between November 1963 and July 1965 when LBJ and Robert McNamara, the Secretary of Defense, lied to the American public and escalated the war in Vietnam.
"As American involvement in Vietnam deepened, the gap between the true nature of that commitment and the president's depiction of it to the American people, the Congress, and members of his own administration widened" (Cf. Dereliction of Duty: Johnson, McNamara, the Joint Chiefs of Staff, and the Lies That Led to Vietnam, H. R. McMaster, p. 322).
Cf. http://www.librarything.com/work/13326/summary/42305403
McGovern Warns Obama of LBJ Legacy, 3:40
In 1964, President Johnson said of Vietnam that I don't think it's worth fighting for, and I don't think that we can get out. Its just the biggest damn mess I ever saw.'' Yet Johnson escalated the conflict and America became bogged down in Southeast Asia for more than a decade. Former Senator George McGovern recently sat down with ANP and said that Obama runs the risk, like Johnson's Great Society, of hobbling his ambitious domestic goals if he continues to send troops into Afghanistan.
pp. 647, 651, Rev. Martin Luther King, Jr., "I Have a Dream"
I have a Dream Speech, 2:18
p. 648, The Emergence of a New Society
Ch. 21 The Contemporary Western World 1970-Present
p. 656, "Tear Down This Wall"
Ronald Reagan- "Tear Down This Wall," 4:00
p. 661, Revolutions in Eastern Europe
p. 661, Poland, Lech Walesa, Roman Catholic Church
p. 668, The U.S. Domestic Scene
p. 668, Nixon and Watergate
p. 669, The Carter Administration
"Crisis of Confidence" Speech July 15, 1979, 2:08
p. 669, The Reagan Revolution
Ronald Reagan 1984 TV Ad: "Its morning in America again," 1:00
Revisiting the Reagan Revolution -- A Book Release Party Featuring Dr. Steven Hayward, 4:08
p. 672, The Growth of Terrorism
p. 672, 9/11
Peace Train by Cat Stevens, w/ Lyrics, 4:14
Cat Stevens/Yusuf Islam Calls For The Murder Of Salman Rushdie, 1:38
Salman Rushdie's novel, The Satanic Verses (1988), was the centre of a major controversy, drawing protests from Muslims in several countries. Some of the protests were violent, in which death threats were issued to Rushdie, including a fatwā against him by Ayatollah Ruhollah Khomeini, the Supreme Leader of Iran, on February 14, 1989.
Cat Stevens/Yusuf Islam has tried to get this video (in which he clearly calls for the murder of Salman Rushdie) removed and banned from wherever it has been posted on the internet.
This is Cat Stevens who is famous for the song "Peace Train" and other songs that are amongst the most peaceful and mellow pop songs; thereafter, Yusuf Islam promotes his Islamist version of "peace".
Michael Scheuer on "Inside 9/11," 4:27
p. 675, Popular Culture
p. 675, Elvis, Beatles
"Imperfectly Perfect !!"---- Sam Phillips and Sun Records
Sun Studio was opened by rock pioneer Sam Phillips at 706 Union Avenue in Memphis, Tennessee, on January 3, 1950. It was originally called Memphis Recording Service, sharing the same building with the Sun Records label business. Reputedly the first rock-and-roll single, Jackie Brenston and his Delta Cats' "Rocket 88" was recorded there in 1951 with song composer Ike Turner on keyboards, leading the studio to claim status as the birthplace of rock & roll. Blues and R&B artists like Howlin' Wolf, Junior Parker, Little Milton, B.B. King, James Cotton, Rufus Thomas, and Rosco Gordon recorded there in the early 1950s.
Rock-and-roll, country music, and rockabilly artists, including unknowns recording demos and others like Johnny Cash, Elvis Presley, Carl Perkins, Roy Orbison, Charlie Feathers, Ray Harris, Warren Smith, Charlie Rich, and Jerry Lee Lewis, signed to the Sun Records label recorded there throughout the latter 1950s until the studio outgrew its Union Avenue location. Sam Phillips opened the larger Sam C. Phillips Recording Studio, better known as Phillips Recording, in 1959 to take the place of the older facility. Since Sam had invested in the Holiday Inn Hotel chain earlier, he also recorded artist starting in 1963 on the label Holiday Inn Records for Kemmons Wilson.
In 1969, Sam Phillips sold the label to Shelby Singleton, and there was no recording-related or label-related activity again in the building until the September 1985 Class of '55 recording sessions with Carl Perkins, Roy Orbison, Jerry Lee Lewis, and Johnny Cash, produced by Chips Moman.
Tour The Stax Museum
Chapter 18 References
The End of the British Empire, Cf. http://www.nationalarchives.gov.uk/education/empire/g3/default.htm
Video clips of Gandhi and other Indian leaders
The life of Gandhi
Find out more about African independence
The Arab-Israeli Conflict: A Brief History
TSA Pokey Pokey Dance, 2:10
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