Wednesday, February 09, 2011

Honors World History II: 10 February 2011

Prayer

Beyond the Sound Bites:

Geert Wilders has campaigned to stop the "Islamisation of the Netherlands".

Fitna (also fitnah or fitnat) (فتنة) is an Arabic word with connotations of secession, upheaval and chaos.

Variant Qur'anic translations demonstrate some of the confusion this term has engendered: (8:39) "So fight them until there is no more disbelief (fitnah) and all submit to the religion of Allah alone" (from translation of Muhammad Al-Hilali & Muhsin Khan): (8:39) "And fight with them until there is no more persecution (fitnah) and religion should be only for Allah" (from translation of Sher Ali, Shakir, Pickthall, Arberry): (8:39) "Fight and subdue those who persist in aggression until persecution (fitnah) is no more, and absolute freedom of religion is established." (from Classical Arabic translation of Shabbir Ahmed).

Since 2009, Mohammed is the most common name for baby boys born in London and three other English regions.

'Multiculturalism utterly failed in Germany' - Merkel


German Chancellor Angela Merkel has said that attempts at creating a multi-cultural society in Germany have "utterly failed." Merkel was addressing a national meeting of the youth wing of her centrist Christian Democratic Union (CDU) party.

David Cameron - Islamic Extremists and Multiculturalism


The Ch. 12 Sec. 3 Quiz Make-up is today.

Cf. http://moodle.catholicschools-phl.org

Cf. http://www.cueprompter.com/

Standard feature:

The electronic edition of the Philadelphia Inquirer is available. We have the Sunday edition, available on Mondays, in addition to the Tuesday through Friday editions on the other days.

Please follow the steps below:

URL: http://nie.philly.com
Click on the words "Access e-Inquirer" located on the gray toolbar underneath the green locker on the opening page.
Login:
Username: bshsinky@shanahan.org
Password: 10888

Cf. http://vozme.com/index.php?lang=en

Cf. http://www.xtranormal.com/

Cf. http://www.wordle.net/create

ABCya! Cf. http://www.abcya.com/word_clouds.htm

Or, http://www.glogster.com/login/

Cf. http://moodle.catholicschools-phl.org

Cf. http://www.cueprompter.com/

Section 4 Toward the Modern Consciousness

Cf. http://www.cueprompter.com/

Scientific developments of the late-nineteenth and early-twentieth centuries changed the way people saw themselves and their world. Writers, artists, and musicians rebelled against traditional literary and artistic styles and created new ones that sometimes shocked critics with their audacity. Impressionism, cubism, and abstract art emerged. The scientific discoveries of Marie Curie and Albert Einstein, and the psychoanalysis of Sigmund Freud defied the orderly view of reason. Charles Darwin's description of life as a biological struggle for survival led to the Social Darwinism of Herbert Spencer and others. Extreme nationalist ideologies also borrowed from Social Darwinism. Threatening anti-Semitic activity in France, Germany, and Austria-Hungary led many Jews to emigrate to escape persecution. Many Jews immigrated to Palestine, where Zionists were trying to restore Jewish life.

A New Physics

Reading Check

Explaining

How did Marie Curie's discovery change people's ideas about the atom?

Freud and Psychoanalysis

A thought provoking collection of Creative Quotations from Sigmund Freud (1856-1939); born on May 6. Austrian psychoanalyst; He was the first to develop the concept of the subconscious mind; founded psychoanalysis, 1895-1900.

In-class assignment, each student individually, summarize one of Freud's statements that you find interesting, and paraphrase it in your own words.

In-class assignment, with a partner, answer the following.

Reading Check

Summarizing

What is Freud's theory of the human unconscious?

Social Darwinism and Racism

In-class assignment, with a partner, answer the following.

Reading Check

Explaining

What does the theory of social Darwinism state?

Anti-Semitism and Zionism

In-class assignment, with a partner, summarize the Dreyfus Affair.

France: Dreyfus Affair, 6:01

Based on the video, what happened during the Dreyfus Affair?

Why is the Dreyfus Affair an important chapter not just in French history but in the history of the West, and of the Jews?

Is this an inspiring story of justice and truth triumphing over bigotry and lies; or, a cautionary tale about the perils of unbridled nationalism?

What part did Emile Zola play during the Dreyfus Affair?



Cf. http://www.cueprompter.com/

In-class assignment, with a partner, write a Who, What, Where, Why, and When newspaper-like account of the Dreyfus Affair.

Students have suggested that this assignment can be demonstrated in a chart which is perfectly acceptable.

Key question: what is the effect of the Dreyfus affair for Herzl?

The most serious and divisive scandal began in 1894. A high-ranking army officer, Alfred Dreyfus, was accused of spying for Germany. However, at his military trial, neither Dreyfus nor his lawyer was allowed to see the evidence against him. The injustice was rooted in anti-Semitism. The military elite detested Dreyfus, the first Jewish person to reach such a high position in the army. Although Dreyfus proclaimed his innocence, he was convicted and condemned to life imprisonment on Devil’s Island, a desolate penal colony off the coast of South America. By 1896, new evidence pointed to another officer, Ferdinand Esterhazy, as the spy. Still, the army refused to grant Dreyfus a new trial.

Deep Divisions

The Dreyfus affair, as it was called, scarred French politics and society for decades. Royalists, ultranationalists, and Church officials charged Dreyfus supporters, or “Dreyfusards,” with undermining France. Paris echoed with cries of “Long live the army!” and “Death to traitors!” Dreyfusards, mostly liberals and republicans, upheld ideals of justice and equality in the face of massive public anger. In 1898, French novelist Émile Zola joined the battle. In an article headlined J’Accuse! (I Accuse!), he charged the army and government with suppressing the truth. As a result, Zola was convicted of libel, or the knowing publication of false and damaging statements. He fled into exile.

Slowly, though, the Dreyfusards made progress and eventually the evidence against Dreyfus was shown to be forged. In 1906, a French court finally cleared Dreyfus of all charges and restored his honors. That was a victory for justice, but the political scars of the Dreyfus affair took longer to heal.

Calls for a Jewish State

The Dreyfus case reflected the rise of anti-Semitism in Europe. The Enlightenment and the French Revolution had spread ideas about religious toleration. In Western Europe, some Jews had gained jobs in government, universities, and other areas of life. Others had achieved success in banking and business, but most struggled to survive in the ghettos of Eastern Europe or the slums of Western Europe.

By the late 1800s, however, anti-Semitism was again on the rise. Anti-Semites were often members of the lower middle class who felt insecure in their social and economic position. Steeped in the new nationalist fervor, they adopted an aggressive intolerance for outsiders and a violent hatred of Jews.

The Dreyfus case and the pogroms in Russia stirred Theodor Herzl (hurt sul), a Hungarian Jewish journalist living in France. He called for Jews to form their own separate state, where they would have rights that were otherwise denied to them in European countries. Herzl helped launch modern Zionism, a movement devoted to rebuilding a Jewish state in Palestine. Many Jews had kept this dream alive since the destruction of the temple in Jerusalem by the Romans. In 1897, Herzl organized the First Zionist Congress in Basel, Switzerland.

U.N. Resolution 3379, adopted in 1975 "determine[d] that Zionism is a form of racism and racial discrimination". The resolution was revoked in 1991. In the history of the UN, this is the only resolution that has ever been revoked.

THEODOR HERZL, 4:34


Theodor Herzl
Benjamin Ze'ev (Theodor) Herzl (Hungarian: Herzl Tivadar, Hebrew: בנימין זאב הרצל (Binyamin Ze'ev Herzl)) (May 2, 1860 -- July 3, 1904) was an Austro-Hungarian Jewish journalist who founded modern political Zionism.

Herzl was born in Budapest, Hungary, but his family moved to Vienna when Theodor was 18. There, he studied law, but he devoted himself almost exclusively to journalism and literature, working as a correspondent for the Neue Freie Presse in Paris, occasionally making special trips to London and Istanbul. Later, he became literary editor of Neue Freie Presse,and wrote several comedies and dramas for the Viennese stage.

The Leader of the Zionists

It is widely believed that Herzl was motivated by the Dreyfus Affair, a notorious anti-Semitic incident in France in which a French Jewish army captain was falsely convicted of spying for Germany. Herzl had been covering the trial of Dreyfus for an Austro-Hungarian newspaper. He also witnessed mass rallies in Paris following the Dreyfus trial where many chanted "Death To The Jews!", and in June, 1895, he wrote in his diary: "In Paris, as I have said, I achieved a freer attitude toward anti-Semitism... Above all, I recognized the emptiness and futility of trying to 'combat' anti-Semitism."

Song: Stout-Hearted Men sung by Nelson Eddy.
(from the NEW MOON. Music: Sigmund Romberg.
Lyrics: Oscar Hammerstein II/)

Reading Check

Explaining

Why did Jews start to move to Palestine?

In-class assignment, with a partner, review the history of religions.

Summarize the geography of religion, in particular notice the clashes between Judaism and Islam in the Middle East.


The Culture of Modernity

Literature

Painting

Degas

Introduction

Social trends in the mid-1800s in France are readily apparent in the works of many of the impressionist artists. The work of Edgar Degas is a good example. In this activity you will learn about impressionism and about the contribution of Degas to a new style in painting and sculpture.

Edgar Degas

Cf. http://www.metmuseum.org/explore/degas/html/index.html

"Life, Times, Artistic Style", and "Works of Art"

Cf. http://www.cueprompter.com/

Directions

In-class assignment, with a partner, we will consider Degas

Start at the Degas: Social and Historical Context Web site.

* Read about the social and historical context of Degas's career. Take notes as you browse through the article.
* Read about Degas' "Life, Times, Artistic Style", and "Works of Art" by clicking on the links on the left.

After you have read the material, answer the following questions.


1. What term did Degas use for his style of painting, and why?


2. What was the Salon? What was Degas's response to it?


3. What were some of the characteristics of Impressionist painting that were criticized in the media?


4. How did French politics affect Degas's life?


5. Click on Works of Art and review Degas's paintings. For each of the six paintings shown, answer the following questions on a separate piece of paper. (You can click on each painting for an enlarged view.) What is the setting of the painting? What impression does the painting give of life in nineteenth-century France? What social class is Degas depicting in the painting? Why do you think he is focusing on this social class? What educated guesses can we make about French society based on the content of Degas's paintings? Name one Impressionist quality that is apparent in the painting.

Student Web Activity Answers

1. Degas called himself and other Impressionists "realists" because he wanted to create works that were based in contemporary life and experience, not idealized images of mythological figures and historical subjects.
2. The Salon was the group of French artists and art teachers who presided over public exhibitions during Degas's time. Artists had to meet stringent requirements to gain admission. Degas was among those who rejected the Salon's control over the art world. He was outspoken about the need for Impressionists to establish themselves as representatives of a new artistic style. Degas organized the first Impressionist exhibition and planned many later shows of Impressionist works.
3. Impressionism was criticized for ignoring details, revealing brushstrokes, and placing unblended colors side by side.
4. Degas fought in the Franco-Prussian War. Degas's friendship with a Jew named Ludovic Halévy ended because of Degas's political stand during the Dreyfus Affair.
5. Students' answers to these questions will vary. Students may point out that while not all of Degas's paintings depicted the bourgeoisie, many did. His paintings also suggest that the bourgeoisie had become a dominant class in French society. One possible explanation for Degas's focus on bourgeois life might be that the bourgeoisie were major patrons of the arts. For example, the web site notes that Degas complained about the need to do many paintings of ballet dancers because of the high demand for these paintings.

Former Directions

* Read the information on the Web site about Degas. Take notes as you read.
* Click on “Life” and read the information.
* Go back and click on “Artistic Styles.” Read the information.
* Click on two of Degas’s paintings and review his works.

Use the information you found to answer the following questions.

Architecture

Music

Reading Check

Explaining

How did the Impressionists radically change the art of painting in the 1870s?

Preview

Ch. 14 The Height of Imperialism 1800-1914



Section 1 Colonial Rule in Southeast Asia

The New Imperialism

Reading Check

Describing

What were four primary motivations for the "new imperialism?"

Colonial Takeover in Southeast Asia

Great Britain

British Empire: rise and fall, 1492-Present, 1:00



France

Thailand--The Exception

The United States

Reading Check

Identifying

What spurred Britain to control Singapore and Burma?

Colonial Regimes in Southeast Asia

Indirect and Direct Rule

Colonial Economies

Reading Check

Explaining

Why did colonial powers prefer that colonists not develop their own industries?

Resistance to Colonial Rule

Reading Check

Summarizing

Explain three forms of resistance to Western domination.

Section 2 Empire Building in Africa

West Africa

Reading Check

Explaining

Why did the slave trade decline in the 1800s?

North Africa

Reading Check

Explaining

Great Britain was determined to have complete control of the Suez Canal. Why?

Central Africa

In-class assignment, with a partner, answer the Reading Check question about King Leopold II of Belgium.

Reading Check

Examining

What effect did King Leopold II of Belgium have on European colonization of the Congo River basin?

Then, we will contrast the current colonial climate in the Congo.

Newsnight: China $9bn Congo deal part 1, 7:02

In-class assignment, with a partner, explain the current presence of China in the Congo. Is China the new colonizer, something in between, or a benefactor in the Congo? Who benefits?


East Africa

Reading Check

Evaluating

What was significant about the Berlin Conference?

In-class assignment, with a partner, answer the question about the Boers.

South Africa

Reading Check

Describing

What happened to the Boers at the end of the Boer War?

In-class assignment, and with your partner, now that you have a basic understanding of the Boers, what really happened during the Boer War according to the video?

BOER WAR, 3:15


Colonial Rule in Africa

Reading Check

Comparing

How did the French system of colonial rule differ from that of Great Britain?

Rise of African Nationalism

Reading Check

Evaluating

Why were many African intellectuals frustrated by colonial policy?

Section 3 British Rule in India

The Sepoy (from sipahi, soldier in Persian, the official language of the conquering Islamic Mogul Empire, War Made New, Boot, p. 89) Mutiny
The success of the British in India is largely a result of the first Industrial Revolution. "After the Indian [Sepoy] mutiny, one British colonial minister exclaimed, `The telegraph saved India'" (War Made New, Boot, p. 157). Along with impressive advances in transportation, as a result of the laying down of railroad tracks, the British improved their communications which resulted in the quick deployment of troops and the means to understand where they were needed most critically.


In the early 1600s, the British East India Company won trading rights on the fringe of the Mughal (also spelled Mogul) empire. The conquering Mughal/Mogul Empire was a Muslim dynasty founded by Baber that ruled India until 1857. As Mughal power declined, the company’s influence grew.

The transference of India from a Muslim dominated region to a British colony is clear with the onset of the gunpowder revolution (War Made New, Boot, Ch. 3, Flintlocks and Forbearance, pp. 77-102). With the battle of Assaye, "the Maratha Confederacy was the last major power that could challenge the British for mastery of India" (War Made New, Boot, p. 78). Nonetheless, if all the assembled forces, both in manpower and in artillery--Maratha vs. British were taken into account--the British were outnumbered 10-1.

Major General Wellesley (mounted) commanding his troops at the Battle of Assaye (J.C. Stadler after W.Heath); this is a file from the Wikimedia Commons.

A map of the engagement at Assaye on 24th September 1803.


Empire Total War: The Battle of Assaye (soundtrack version 1) by crisfire, 9:06
Warning: this video contains simulated violence; do not view if you object.

The Maratha and British armies meet between the river Juah and the river Kaitna. British casualties mount as the Maratha artillery turns its attention to the infantry. The future Duke of Wellington, Arthur Wellesley decides the only way to get his men off the killing fields is to march into the mouth of the artillery barrage. Wellesley orders his cannons abandoned and bayonets fixed.


The British though held the advantage in leadership, a young major general named Arthur Wellesley, the Duke of Wellington, and eventual victor at the Battle of Waterloo over Napoleon, commanded the troops. The British, though greatly outnumbered brought superior tactics and discipline to the fight.

Wellesley outflanked his Maratha opponents (War Made New, Boot, p. 96) while his orderly had his head blown off in the maneuver. Wellesley formed his infantry into two mile long parallel front lines while holding his cavalry in a third reserve line. The British charged straight at the Marathas and fighting was brutal but largely over by nightfall at 6 p.m. The British were victorious but too exhausted and with heavy losses could not pursue the fleeing Marathas. The overall British loss was estimated at 35% (War Made New, Boot, p. 99).

The battle had been won by Wellesley with a heavy cost and he needed to pursue the Marathas for an additional three months to finish the job. For his efforts at quadrupling the British holdings in India Wellesley was awarded knighthood War Made New, Boot, pp. 98-99).

By the mid-1800s, the British East India Company controlled three fifths of India.

Exploiting Indian Diversity

The British were able to conquer India by exploiting its diversity. Even when Mughal power was at its height, India was home to many people and cultures. As Mughal power crumbled, India became fragmented. Indians with different traditions and dozens of different languages were not able to unite against the newcomers. The British took advantage of Indian divisions by encouraging competition and disunity among rival princes. Where diplomacy or intrigue did not work, the British used their superior tactics, discipline, and weapons to overpower local rulers.

Why the Marathas Could Not Win

The British had mastered the gunpowder revolution while the Marathas had attempted it and found wanting (War Made New, Boot, p. 99). The Marathas had not updated updated their hit-and-run tactics with disciplined and sustained headlong infantry charges as the British had. The separate Indian chiefs issued contradictory orders while Wellesley commanded the entire British effort. The intellectual freedom and scientific pursuit of truth in battle was unknown to the tribal Marathas. Political liberalism was unknown and viewed as a threat to traditional, tribal structures in India; this proved to be their undoing (War Made New, Boot, pp. 101-102).

Implementing British Policies

The East India Company’s main goal in India was to make money, and leading officials often grew rich. At the same time, the company did work to improve roads, preserve peace, and reduce banditry.

Infographic

The Sepoy Rebellion

Go Online
For: Audio guided tour
Visit: PHSchool.com
Web Code: nap-2441

By the early 1800s, British officials introduced Western education and legal procedures. Missionaries tried to convert Indians to Christianity, which they felt was superior to Indian religions. The British also pressed for social change. They worked to end slavery and the caste system and to improve the position of women within the family. One law banned sati (suh tee), a Hindu custom practiced mainly by the upper classes. It called for a widow to join her husband in death by throwing herself on his funeral fire.

Growing Discontent

In the 1850s, the East India Company made several unpopular moves. First, it required sepoys (see poyz), or Indian soldiers in its service, to serve anywhere, either in India or overseas. For high-caste Hindus, however, overseas travel was an offense against their religion (Cf. The Lion and the Tiger, Judd, p. 73). Second, the East India Company passed a law that allowed Hindu widows to remarry. Hindus viewed both moves as a Christian conspiracy to undermine their beliefs (Cf. The Lion and the Tiger, Judd, p. 75).

Then, in 1857, the Bengal Army rebelled for a variety of reasons but one particularly troublesome point was the introduction of a new gun using animal fat that offended both Muslims and Hindus. Indian officers sentenced the rebels to ten years of hard labor (Cf. The Lion and the Tiger, Judd, p. 71).
The British East India Company had decided to equip the sepoys "with the new Enfield rifle in place of the smooth-bored `Brown Bess' musket" (Cf. The Lion and the Tiger, Judd, pp. 71-72).

1853 Enfield Rifle-Musket

The musketry books also recommended that “Whenever the grease around the bullet appears to be melted away, or otherwise removed from the cartridge, the sides of the bullet should be wetted in the mouth before putting it into the barrel; the saliva will serve the purpose of grease for the time being" (Cf. Instruction of Musketry, 1856).


This image is a work of the Smithsonian Institution, taken or made during the course of an employee's official duties. As a work of the U.S. federal government, the image is in the public domain.

"The rifle barrel of the new weapon required the cartridges to be greased so that the bullet that was placed in the base of each cartridge could be rammed home easily" (Cf. The Lion and the Tiger, Judd, p. 72). Troops were told to bite off the tips of cartridges before loading them into the rifles. The cartridges, however, were greased with animal fat—either from cows, which Hindus considered sacred, or from pigs, which were forbidden to Muslims (Cf. The Lion and the Tiger, Judd, p. 72). When the troops refused the order to “load rifles,” they were imprisoned.

Rebellion and Aftermath

Angry sepoys rose up against their British officers. The Sepoy Rebellion swept across northern and central India. Several sepoy regiments marched off to Delhi, the old Mughal capital. There, they hailed the last Mughal ruler as their leader.

In some places, the sepoys brutally massacred British men, women, and children. But the British soon rallied and crushed the revolt. They then took terrible revenge for their earlier losses, torching villages and slaughtering thousands of unarmed Indians.

The Sepoy Rebellion left a bitter legacy of fear, hatred, and mistrust on both sides. It also brought major changes in British policy. In 1858, Parliament ended the rule of the East India Company and put India directly under the British crown. It sent more troops to India, taxing Indians to pay the cost of these occupying forces. While it slowed the “reforms” that had angered Hindus and Muslims, it continued to develop India for Britain’s own economic benefit.

Checkpoint

What were the causes of the Sepoy Rebellion in northern and central India?

Reading Check

Describing

What were two effects of the Great Rebellion?

Colonial Rule

Benefits of British Rule

Costs of British Rule

After 1858, Parliament set up a system of colonial rule in India called the British Raj. A British viceroy in India governed in the name of the queen, and British officials held the top positions in the civil service and army. Indians filled most other jobs. With their cooperation, the British made India the “brightest jewel” in the crown of their empire.

British policies were designed to incorporate India into the overall British economy. At the same time, British officials felt they were helping India to modernize. In their terms, modernizing meant adopting not only Western technology but also Western culture.

Vocabulary Builder

overall—(oh vur awl) adj. total

An Unequal Partnership

Britain saw India both as a market and as a source of raw materials. To this end, the British built roads and an impressive railroad network. Improved transportation let the British sell their factory-made goods across the subcontinent and carry Indian cotton, jute, and coal to coastal ports for transport to factories in England. New methods of communication, such as the telegraph, also gave Britain better control of India. After the Suez Canal opened in 1869, British trade with India soared. But it remained an unequal partnership, favoring the British. The British flooded India with inexpensive, machine-made textiles, ruining India’s once-prosperous hand-weaving industry.

Britain also transformed Indian agriculture. It encouraged nomadic herders to settle into farming and pushed farmers to grow cash crops, such as cotton and jute, that could be sold on the world market. Clearing new farmlands led to massive deforestation, or cutting of trees.

Population Growth and Famine

The British introduced medical improvements and new farming methods. Better health care and increased food production led to rapid population growth. The rising numbers, however, put a strain on the food supply, especially as farmland was turned over to growing cash crops instead of food. In the late 1800s, terrible famines swept India.

On the positive side, British rule brought some degree of peace and order to the countryside. The British revised the legal system to promote justice for Indians regardless of class or caste. Railroads helped Indians move around the country, while the telegraph and postal system improved communication. Greater contact helped bridge regional differences and develop a sense of national unity.

The upper classes, especially, benefited from some British policies. They sent their sons to British schools, where they were trained for posts in the civil service and military. Indian landowners and princes, who still ruled their own territories, grew rich from exporting cash crops.

Checkpoint

How did British colonial rule affect Indian agriculture?

Reading Check

Examining

How was British rule degrading to Indians?

An Indian Nationalist Movement

During the years of British rule, a class of Western-educated Indians emerged. In the view of Macaulay and others, this elite class would bolster British power. As it turned out, exposure to European ideas had the opposite effect. By the late 1800s, Western-educated Indians were spearheading a nationalist movement. Schooled in Western ideals such as democracy and equality, they dreamed of ending imperial rule.

Indian National Congress

In 1885, nationalist leaders organized the Indian National Congress, which became known as the Congress party. Its members believed in peaceful protest to gain their ends. They called for greater democracy, which they felt would bring more power to Indians like themselves. The Indian National Congress looked forward to eventual self-rule, but supported Western-style modernization.

Muslim League

At first, Muslims and Hindus worked together for self-rule. In time, however, Muslims grew to resent Hindu domination of the Congress party. They also worried that a Hindu-run government would oppress Muslims. In 1906, Muslims formed the Muslim League to pursue their own goals. Soon, they were talking of a separate Muslim state.

Checkpoint

How are the origins of Indian nationalism linked to British rule?

Reading Check

Summarizing

What were the two goals of Mohandas Gandhi?

Colonial Indian Culture

Reading Check

Comparing

How did the nationalist movement parallel cultural developments in India?

Section 4 Nation Building in Latin America

Nationalist Revolts

Prelude to Revolution

Reading Check

Describing

How did Napoleon's wars affect Latin America?

Revolt in Mexico

Revolts in South America

Reading Check

Evaluating

How did the French Revolution affect Mexico?

Difficulties of Nation Building

Rule of the Caudillos

A New Imperialism

Persistent Inequality

Reading Check

Describing

What were some of the difficulties faced by the new Latin American republics?

The United States in Latin America

Revolution in Mexico

Reading Check

Describing

What was the United States' role as a colonial power?

Economic Change in Latin America

Reading Check

Evaluating

What caused the growth of a middle class in Latin America?

Resources
The Official Website of the British Monarchy




Self-check Quiz on Chapter

Vocabulary eFlashcards

Academic Vocabulary

Combined

Content Vocabulary

People, Places and Events

Psychoanalysis expert Timothy L. Hulsey, VCU psychology professor and dean of the honors college engages students and faculty in the Core Course and the psychology, MLC and English departments in a general forum on the relationship between Freudian theory and mainstream American psychological science. The conversation includes the impact of early experiences on adult behavior, the nature of memory and conceptions of the self and society: University of Richmond.



"In Memory of Sigmund Freud" by W.H. Auden (poetry reading):



Sigmund Freud's Hip Hop Cover Band



FREUD 01 World of Wonders



Pink Freud



Paperback Freud, "Kate"



Paul Warner recording "Freud" in the studio from the album "Deadly Waterparks". Footage produced by Bright Elephant Films.



Kutcher is surprised to see a photo of the novel KISSING FREUD on his Nikon camera.




Greek Philosophers ("Can't Get You Out of My Head" by Kylie Minogue), 3:46



William the Conqueror ("Sexyback" by Justin Timberlake), 3:57



Rockwell, Somebody's Watching Me, 3:37



William Wordsworth updated in hip-hop style, 2:02.



History of the British Empire, 5:08


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

The Ch. 12 Sec. 3 Quiz Make-Up should be arranged.

Cf. http://shanawiki.wikispaces.com/Honors+World+History+II+Chapter+12+Section+3+Quiz+Prep+Page+Spring+2011

Thursday HW
1. p. 412, #1-2, p. 413, Reading Check, Summarizing, What is the principle of ministerial responsibility?
Friday HW
1. p. 413, Analyzing Political Cartoons

Honors Business Economics: 10 February 2011

Prayer
Beyond the Sound Bites (if time after the Test):

The Chapter 4 Test is today.

Cf. http://shanawiki.wikispaces.com/Honors+Business+Economics+Chapter+4+Test+Prep+Page+Spring+2011

The Ch. 4 Sec. 3 Quiz Make-up is today.

Skip #16 and #35; do not answer on the Test.

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

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

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

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

Skip #16 and #35; do not answer on the Test.

EPA chief Lisa Jackson appearing before the House Energy and Commerce Committee and John Shimkus (IL-R).

Cf. http://gulagbound.com/12430/video-epa-chief-jackson-lectured-about-america-by-house-energy-committee

Standard feature:

The electronic edition of the Philadelphia Inquirer is available. We have the Sunday edition, available on Mondays, in addition to the Tuesday through Friday editions on the other days.

Please follow the steps below:

URL: http://nie.philly.com
Click on the words "Access e-Inquirer" located on the gray toolbar underneath the green locker on the opening page.
Login:
Username: bshsinky@shanahan.org
Password: 10888

Chapter 7

Cf. http://glencoe.mcgraw-hill.com/sites/0078747643/student_view0/unit2/chapter7/

Chapter 7: Market Structures

Overview

Section 1: Competition and Market Structures

Market structure is the nature and degree of competition among firms doing business in the same industry. Competitive markets represent an ideal situation not always found in the economy. The idea of perfect competition is based on large numbers of buyers and sellers, identical products, independent action by market participants, reasonably good information about market conditions, and the freedom to enter or leave the market. Imperfect competition occurs when any of the conditions for perfect competition are not met. There are three forms of imperfect competition: monopolistic competition, which has all the characteristics of perfect competition except for product differentiation; oligopoly, which is a market structure dominated by a few very large firms; and monopoly, which is a single producer with the most control over supply and price. All profit-maximizing firms, regardless of their market structure, maximize profits by equating the marginal cost of production with the marginal revenue from sales.

Student Web Activity

"Department of Justice - Antitrust Enforcement"

Introduction
Today, government has the power to encourage competition and to regulate certain monopolies that exist for the public welfare. In some cases, government has taken over certain economic activities and runs them as government-owned monopolies. The United States Department of Justice Antitrust Division works to promote and protect fair business practices through the enforcement of antitrust laws. In this activity, you will learn more about the Antitrust Division.

Cf. http://www.justice.gov/atr/

Why It Matters

The Big Ideas

Guide to Reading

Section Preview

Content Vocabulary

laissez-faire

Which Government is the Most Laissez-Faire? 2:56

Peter Schwartz, former chairman of the board of directors of the Ayn Rand Institute, is asked if any government, past or present, comes close to his idea of laissez-faire capitalism.

In-class assignment, with a partner, answer the following questions.

Is there any government, past or present, that comes close to the idea of laissez-faire capitalism?
What nation was founded on individual rights?
In spirit, does the U.S. retain these ideas?
Will a nation founded on individual rights happen anywhere else?



market structure

Market Structures, 5:52

In-class assignment, with a partner, answer the following questions.

What will differ based on the market structure?
What is the continuum of Market Structures? (begin to draw the continuuum from left to right)
How do I recognize a perfectly competitive market?
How do you define market power?
What would happen if you tried to raise your price?
What characterizes a monopoly?
What are barriers to entry?
Are there other structures?
What are two more structures?
What characterizes Monopolistic Competition?
What characterizes Oligopoly?
What is mutual interdependence?
What product or products fit each?


perfect competition

Perfect Competition, 7:13

In-class assignment, with a partner, answer the following questions.

How would you recognize a perfectly competitive industry?
Do they have power to control price?
If the individual firm can not set the price, then where does the price come from?
What happens if they lower their price?
Is there anything you do have control over?
What is the formula for maximizing profit?
What about marginal costs?
Why are profits in the short run?
What is the effect of sharks entering the competition?
In the long run, how much does a perfectly competitive firm's profits equal?


imperfect competition

Animated diagram showing market failure due to imperfect competition, :30


monopolistic competition

product differentiation

nonprice competition

oligopoly

collusion

price-fixing

price fixing, 1:02

Price fixing defined and illustrated here by these three individuals.

(Conversation and Discussion: Business Readings, Duisburg-Essen University, winter term 2008-09)

Cf. http://www.youtube.com/watch?v=A0_UmU8BIkc

monopoly

natural monopoly

economies of scale

geographic monopoly

technological monopoly

government monopoly

Academic Vocabulary

Ch. 7 Sec. 1 Reading Strategy

In-class assignment, with a partner, complete the graphic organizer by identifying the characteristics of different market structures.

Issues in the News

Profits, Prices Spur Oil Outrage

Perfect Competition

Necessary Condition

Profit Maximization

Figure 7.1 Perfect Competition and Profit Maximization, p. 171

Cf. http://glencoe.com/sites/common_assets/socialstudies/in_motion_08/epp/EPP_p171.swf

A Theoretical Situation

Imperfect Competition

Reading Check

Describing

Why does perfect competition serve as a theoretical market structure?

Careers

Market Researcher

Monopolistic Competition

Product Differentiation

Nonprice Competition

Profit Maximization

Reading Check

Comparing

How is profit maximization in a monopolistic firm different from that of a perfect competitor?

The Global Economy and You

Poco, Heart, and Wisdom

Oligopoly

Interdependent Behavior

Profit Maximization

Reading Check

Explaining

Why do oligopolists frequently appear to act together?

Monopoly

Types of Monopolies

Profit Maximization

Reading Check

Analyzing

Why do natural monopolies sometimes result in economies of scale?

Profiles in Economics

Bill Gates

In-class assignment, with a partner, summarize Perfect Competition and Profit Maximization based on the example.

Ch. 7 Sec. 1 Review

In-class assignment, with a partner, use the graphic organizer to identify the characteristics of imperfect competition.

Preview

Ch. 7 Sec. 2 Reading Strategy

In-class assignment, with a partner, complete the graphic organizer about why maintaining adequate competition is a worthwhile goal. Use the graphic organizer to list some of the effects of competition.

Ch. 7 Sec. 2 Review

In-class assignment, with a partner, use the graphic organizer to identify and describe both types of externalities.

Ch. 7 Sec. 3 Reading Strategy

In-class assignment, with a partner, complete the graphic organizer by describing how governments try to avoid market failures.

Ch. 7 Sec. 3 Review

In-class assignment, with a partner, use the graphic organizer to identify how the federal government can maintain competition and improve economic efficiency.

http://glencoe.mcgraw-hill.com/sites/0078747643/student_view0/unit2/chapter7/student_web_activities.html

References




Ch. 4 Prep

Cf. http://glencoe.mcgraw-hill.com/sites/0078747643/student_view0/unit2/chapter4/

Multiple Choice Quiz

Cf. http://glencoe.mcgraw-hill.com/sites/0078747643/student_view0/unit2/chapter5/self-check_quizzes.html

Crossword Puzzle

Cf. http://www.glencoe.com/olc_games/game_engine/content/gln_ss/epp_08/ch05/index.html

Flashcard

Cf. http://www.glencoe.com/qe/efcsec.php?qi=15424

Ch. 5 Prep

Chapter 5 Supply Multiple Choice Quiz

Cf. http://glencoe.mcgraw-hill.com/sites/0078747643/student_view0/unit2/chapter5/self-check_quizzes.html

Chapter 5 Puzzle

Cf. http://www.glencoe.com/olc_games/game_engine/content/gln_ss/epp_08/ch05/index.html

Chapter 5 Supply Flashcards

Cf. http://www.glencoe.com/qe/efcsec.php?qi=15424

Ch. 6 Prep

Chapter 6: Prices and Decision Making
Multiple Choice Quiz

Cf. http://glencoe.mcgraw-hill.com/sites/0078747643/student_view0/unit2/chapter6/self-check_quizzes.html

ePuzzle Concentration

Cf. http://www.glencoe.com/olc_games/game_engine/content/gln_ss/epp_05/chapter06/index.html

Academic, Glossary, People/Places/Events

Cf. http://www.glencoe.com/qe/efcsec.php?qi=15429

Email (or hand in hard copy) to gmsmith@shanahan.org.

The Ch. 4 Sec. 3 Quiz Make-up is available to take.

Cf. http://shanawiki.wikispaces.com/Honors+Business+Economics+Chapter+4+Section+3+Quiz+Prep+Page

Cf. http://shanawiki.wikispaces.com/Honors+Business+Economics+Chapter+4+Test+Prep+Page+Spring+2011

Thursday HW
1. p. 164, #1-6 (just answer the correct letter)
Friday HW
1. p. 164, #7

Honors Business Economics: 9 February 2011

Prayer
Beyond the Sound Bites (if time after Quiz):

The Ch. 4 Sec. 3 Quiz is today.

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

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

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

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

The Ch. 4 Test is on Thursday.

The Ch. 4 Sec. 2 Quiz Make-Up is today.

Obama Woos Business in Chamber Speech


And Now Presenting: Amazing Satellite Images Of The Ghost Cities Of China

Cf. http://www.businessinsider.com/pictures-chinese-ghost-cities-2010-12?slop=1

There Are Now Enough Vacant Properties In China To House Over Half Of America

Cf. http://www.businessinsider.com/there-are-now-enough-vacant-properties-in-china-to-house-over-half-of-america-2010-9

Standard feature:

The electronic edition of the Philadelphia Inquirer is available. We have the Sunday edition, available on Mondays, in addition to the Tuesday through Friday editions on the other days.

Please follow the steps below:

URL: http://nie.philly.com
Click on the words "Access e-Inquirer" located on the gray toolbar underneath the green locker on the opening page.
Login:
Username: bshsinky@shanahan.org
Password: 10888

Chapter 7

Cf. http://glencoe.mcgraw-hill.com/sites/0078747643/student_view0/unit2/chapter7/

Chapter 7: Market Structures

Overview

Section 1: Competition and Market Structures

Market structure is the nature and degree of competition among firms doing business in the same industry. Competitive markets represent an ideal situation not always found in the economy. The idea of perfect competition is based on large numbers of buyers and sellers, identical products, independent action by market participants, reasonably good information about market conditions, and the freedom to enter or leave the market. Imperfect competition occurs when any of the conditions for perfect competition are not met. There are three forms of imperfect competition: monopolistic competition, which has all the characteristics of perfect competition except for product differentiation; oligopoly, which is a market structure dominated by a few very large firms; and monopoly, which is a single producer with the most control over supply and price. All profit-maximizing firms, regardless of their market structure, maximize profits by equating the marginal cost of production with the marginal revenue from sales.

Student Web Activity

"Department of Justice - Antitrust Enforcement"

Introduction
Today, government has the power to encourage competition and to regulate certain monopolies that exist for the public welfare. In some cases, government has taken over certain economic activities and runs them as government-owned monopolies. The United States Department of Justice Antitrust Division works to promote and protect fair business practices through the enforcement of antitrust laws. In this activity, you will learn more about the Antitrust Division.

Cf. http://www.justice.gov/atr/

Why It Matters

The Big Ideas

Guide to Reading

Section Preview

Content Vocabulary

laissez-faire

Which Government is the Most Laissez-Faire? 2:56

Peter Schwartz, former chairman of the board of directors of the Ayn Rand Institute, is asked if any government, past or present, comes close to his idea of laissez-faire capitalism.

In-class assignment, with a partner, answer the following questions.

Is there any government, past or present, that comes close to the idea of laissez-faire capitalism?
What nation was founded on individual rights?
In spirit, does the U.S. retain these ideas?
Will a nation founded on individual rights happen anywhere else?



market structure

Market Structures, 5:52

In-class assignment, with a partner, answer the following questions.

What will differ based on the market structure?
What is the continuum of Market Structures? (begin to draw the continuuum from left to right)
How do I recognize a perfectly competitive market?
How do you define market power?
What would happen if you tried to raise your price?
What characterizes a monopoly?
What are barriers to entry?
Are there other structures?
What are two more structures?
What characterizes Monopolistic Competition?
What characterizes Oligopoly?
What is mutual interdependence?
What product or products fit each?


perfect competition

Perfect Competition, 7:13

In-class assignment, with a partner, answer the following questions.

How would you recognize a perfectly competitive industry?
Do they have power to control price?
If the individual firm can not set the price, then where does the price come from?
What happens if they lower their price?
Is there anything you do have control over?
What is the formula for maximizing profit?
What about marginal costs?
Why are profits in the short run?
What is the effect of sharks entering the competition?
In the long run, how much does a perfectly competitive firm's profits equal?


imperfect competition

Animated diagram showing market failure due to imperfect competition, :30


monopolistic competition

product differentiation

nonprice competition

oligopoly

collusion

price-fixing

price fixing, 1:02

Price fixing defined and illustrated here by these three individuals.

(Conversation and Discussion: Business Readings, Duisburg-Essen University, winter term 2008-09)

Cf. http://www.youtube.com/watch?v=A0_UmU8BIkc

monopoly

natural monopoly

economies of scale

geographic monopoly

technological monopoly

government monopoly

Academic Vocabulary

Ch. 7 Sec. 1 Reading Strategy

In-class assignment, with a partner, complete the graphic organizer by identifying the characteristics of different market structures.

Issues in the News

Profits, Prices Spur Oil Outrage

Perfect Competition

Necessary Condition

Profit Maximization

Figure 7.1 Perfect Competition and Profit Maximization, p. 171

Cf. http://glencoe.com/sites/common_assets/socialstudies/in_motion_08/epp/EPP_p171.swf

A Theoretical Situation

Imperfect Competition

Reading Check

Describing

Why does perfect competition serve as a theoretical market structure?

Careers

Market Researcher

Monopolistic Competition

Product Differentiation

Nonprice Competition

Profit Maximization

Reading Check

Comparing

How is profit maximization in a monopolistic firm different from that of a perfect competitor?

The Global Economy and You

Poco, Heart, and Wisdom

Oligopoly

Interdependent Behavior

Profit Maximization

Reading Check

Explaining

Why do oligopolists frequently appear to act together?

Monopoly

Types of Monopolies

Profit Maximization

Reading Check

Analyzing

Why do natural monopolies sometimes result in economies of scale?

Profiles in Economics

Bill Gates

In-class assignment, with a partner, summarize Perfect Competition and Profit Maximization based on the example.

Ch. 7 Sec. 1 Review

In-class assignment, with a partner, use the graphic organizer to identify the characteristics of imperfect competition.

Preview

Ch. 7 Sec. 2 Reading Strategy

In-class assignment, with a partner, complete the graphic organizer about why maintaining adequate competition is a worthwhile goal. Use the graphic organizer to list some of the effects of competition.

Ch. 7 Sec. 2 Review

In-class assignment, with a partner, use the graphic organizer to identify and describe both types of externalities.

Ch. 7 Sec. 3 Reading Strategy

In-class assignment, with a partner, complete the graphic organizer by describing how governments try to avoid market failures.

Ch. 7 Sec. 3 Review

In-class assignment, with a partner, use the graphic organizer to identify how the federal government can maintain competition and improve economic efficiency.

http://glencoe.mcgraw-hill.com/sites/0078747643/student_view0/unit2/chapter7/student_web_activities.html

References




Ch. 4 Prep

Cf. http://glencoe.mcgraw-hill.com/sites/0078747643/student_view0/unit2/chapter4/

Multiple Choice Quiz

Cf. http://glencoe.mcgraw-hill.com/sites/0078747643/student_view0/unit2/chapter5/self-check_quizzes.html

Crossword Puzzle

Cf. http://www.glencoe.com/olc_games/game_engine/content/gln_ss/epp_08/ch05/index.html

Flashcard

Cf. http://www.glencoe.com/qe/efcsec.php?qi=15424

Ch. 5 Prep

Chapter 5 Supply Multiple Choice Quiz

Cf. http://glencoe.mcgraw-hill.com/sites/0078747643/student_view0/unit2/chapter5/self-check_quizzes.html

Chapter 5 Puzzle

Cf. http://www.glencoe.com/olc_games/game_engine/content/gln_ss/epp_08/ch05/index.html

Chapter 5 Supply Flashcards

Cf. http://www.glencoe.com/qe/efcsec.php?qi=15424

Ch. 6 Prep

Chapter 6: Prices and Decision Making
Multiple Choice Quiz

Cf. http://glencoe.mcgraw-hill.com/sites/0078747643/student_view0/unit2/chapter6/self-check_quizzes.html

ePuzzle Concentration

Cf. http://www.glencoe.com/olc_games/game_engine/content/gln_ss/epp_05/chapter06/index.html

Academic, Glossary, People/Places/Events

Cf. http://www.glencoe.com/qe/efcsec.php?qi=15429

Email (or hand in hard copy) to gmsmith@shanahan.org.

The Ch. 4 Sec. 3 Quiz Make-up is available to take.

Cf. http://shanawiki.wikispaces.com/Honors+Business+Economics+Chapter+4+Section+3+Quiz+Prep+Page

The Ch. 4 Test is on Thursday.

Cf. http://shanawiki.wikispaces.com/Honors+Business+Economics+Chapter+4+Test+Prep+Page+Spring+2011

Wednesday HW
1. p. 162, #1-2
Thursday HW
1. p. 164, #1-6 (just answer the correct letter)
Friday HW
1. p. 164, #7

Honors World History II: 9 February 2011

Prayer

Beyond the Sound Bites (if time at the end of class):

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

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

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

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

The Ch. 12 Sec. 3 Quiz is today.

Cf. http://moodle.catholicschools-phl.org

Cf. http://www.cueprompter.com/

Standard feature:

The electronic edition of the Philadelphia Inquirer is available. We have the Sunday edition, available on Mondays, in addition to the Tuesday through Friday editions on the other days.

Please follow the steps below:

URL: http://nie.philly.com
Click on the words "Access e-Inquirer" located on the gray toolbar underneath the green locker on the opening page.
Login:
Username: bshsinky@shanahan.org
Password: 10888

Cf. http://vozme.com/index.php?lang=en

Cf. http://www.xtranormal.com/

Cf. http://www.wordle.net/create

ABCya! Cf. http://www.abcya.com/word_clouds.htm

Or, http://www.glogster.com/login/

Cf. http://moodle.catholicschools-phl.org

Cf. http://www.cueprompter.com/

Section 4 Toward the Modern Consciousness

Cf. http://www.cueprompter.com/

Scientific developments of the late-nineteenth and early-twentieth centuries changed the way people saw themselves and their world. Writers, artists, and musicians rebelled against traditional literary and artistic styles and created new ones that sometimes shocked critics with their audacity. Impressionism, cubism, and abstract art emerged. The scientific discoveries of Marie Curie and Albert Einstein, and the psychoanalysis of Sigmund Freud defied the orderly view of reason. Charles Darwin's description of life as a biological struggle for survival led to the Social Darwinism of Herbert Spencer and others. Extreme nationalist ideologies also borrowed from Social Darwinism. Threatening anti-Semitic activity in France, Germany, and Austria-Hungary led many Jews to emigrate to escape persecution. Many Jews immigrated to Palestine, where Zionists were trying to restore Jewish life.

A New Physics

Reading Check

Explaining

How did Marie Curie's discovery change people's ideas about the atom?

Freud and Psychoanalysis

A thought provoking collection of Creative Quotations from Sigmund Freud (1856-1939); born on May 6. Austrian psychoanalyst; He was the first to develop the concept of the subconscious mind; founded psychoanalysis, 1895-1900.

In-class assignment, each student individually, summarize one of Freud's statements that you find interesting, and paraphrase it in your own words.

In-class assignment, with a partner, answer the following.

Reading Check

Summarizing

What is Freud's theory of the human unconscious?

Social Darwinism and Racism

In-class assignment, with a partner, answer the following.

Reading Check

Explaining

What does the theory of social Darwinism state?

Anti-Semitism and Zionism

5th/8th to enjoy

In-class assignment, with a partner, summarize the Dreyfus Affair.

France: Dreyfus Affair, 6:01

Based on the video, what happened during the Dreyfus Affair?

Why is the Dreyfus Affair an important chapter not just in French history but in the history of the West, and of the Jews?

Is this an inspiring story of justice and truth triumphing over bigotry and lies; or, a cautionary tale about the perils of unbridled nationalism?

What part did Emile Zola play during the Dreyfus Affair?



Cf. http://www.cueprompter.com/

In-class assignment, with a partner, write a Who, What, Where, Why, and When newspaper-like account of the Dreyfus Affair.

The most serious and divisive scandal began in 1894. A high-ranking army officer, Alfred Dreyfus, was accused of spying for Germany. However, at his military trial, neither Dreyfus nor his lawyer was allowed to see the evidence against him. The injustice was rooted in anti-Semitism. The military elite detested Dreyfus, the first Jewish person to reach such a high position in the army. Although Dreyfus proclaimed his innocence, he was convicted and condemned to life imprisonment on Devil’s Island, a desolate penal colony off the coast of South America. By 1896, new evidence pointed to another officer, Ferdinand Esterhazy, as the spy. Still, the army refused to grant Dreyfus a new trial.

Deep Divisions

The Dreyfus affair, as it was called, scarred French politics and society for decades. Royalists, ultranationalists, and Church officials charged Dreyfus supporters, or “Dreyfusards,” with undermining France. Paris echoed with cries of “Long live the army!” and “Death to traitors!” Dreyfusards, mostly liberals and republicans, upheld ideals of justice and equality in the face of massive public anger. In 1898, French novelist Émile Zola joined the battle. In an article headlined J’Accuse! (I Accuse!), he charged the army and government with suppressing the truth. As a result, Zola was convicted of libel, or the knowing publication of false and damaging statements. He fled into exile.

Slowly, though, the Dreyfusards made progress and eventually the evidence against Dreyfus was shown to be forged. In 1906, a French court finally cleared Dreyfus of all charges and restored his honors. That was a victory for justice, but the political scars of the Dreyfus affair took longer to heal.

Calls for a Jewish State

The Dreyfus case reflected the rise of anti-Semitism in Europe. The Enlightenment and the French Revolution had spread ideas about religious toleration. In Western Europe, some Jews had gained jobs in government, universities, and other areas of life. Others had achieved success in banking and business, but most struggled to survive in the ghettos of Eastern Europe or the slums of Western Europe.

By the late 1800s, however, anti-Semitism was again on the rise. Anti-Semites were often members of the lower middle class who felt insecure in their social and economic position. Steeped in the new nationalist fervor, they adopted an aggressive intolerance for outsiders and a violent hatred of Jews.

The Dreyfus case and the pogroms in Russia stirred Theodor Herzl (hurt sul), a Hungarian Jewish journalist living in France. He called for Jews to form their own separate state, where they would have rights that were otherwise denied to them in European countries. Herzl helped launch modern Zionism, a movement devoted to rebuilding a Jewish state in Palestine. Many Jews had kept this dream alive since the destruction of the temple in Jerusalem by the Romans. In 1897, Herzl organized the First Zionist Congress in Basel, Switzerland.

THEODOR HERZL, 4:34


Theodor Herzl
Benjamin Ze'ev (Theodor) Herzl (Hungarian: Herzl Tivadar, Hebrew: בנימין זאב הרצל (Binyamin Ze'ev Herzl)) (May 2, 1860 -- July 3, 1904) was an Austro-Hungarian Jewish journalist who founded modern political Zionism.

Herzl was born in Budapest, Hungary, but his family moved to Vienna when Theodor was 18. There, he studied law, but he devoted himself almost exclusively to journalism and literature, working as a correspondent for the Neue Freie Presse in Paris, occasionally making special trips to London and Istanbul. Later, he became literary editor of Neue Freie Presse,and wrote several comedies and dramas for the Viennese stage.

The Leader of the Zionists

It is widely believed that Herzl was motivated by the Dreyfus Affair, a notorious anti-Semitic incident in France in which a French Jewish army captain was falsely convicted of spying for Germany. Herzl had been covering the trial of Dreyfus for an Austro-Hungarian newspaper. He also witnessed mass rallies in Paris following the Dreyfus trial where many chanted "Death To The Jews!", and in June, 1895, he wrote in his diary: "In Paris, as I have said, I achieved a freer attitude toward anti-Semitism... Above all, I recognized the emptiness and futility of trying to 'combat' anti-Semitism."

Song: Stout-Hearted Men sung by Nelson Eddy.
(from the NEW MOON. Music: Sigmund Romberg.
Lyrics: Oscar Hammerstein II/)

Reading Check

Explaining

Why did Jews start to move to Palestine?

In-class assignment, with a partner, review the history of religions in 90 seconds.

Summarize the geography of religion, in particular in the clashes between Judaism and Islam in the Middle East.


The Culture of Modernity

Literature

Painting

Degas

Introduction

Social trends in the mid-1800s in France are readily apparent in the works of many of the impressionist artists. The work of Edgar Degas is a good example. In this activity you will learn about impressionism and about the contribution of Degas to a new style in painting and sculpture.

Edgar Degas

Cf. http://www.cueprompter.com/

Directions

In-class assignment, with a partner, we will consider Degas

Start at the Degas: Social and Historical Context Web site.

* Read about the social and historical context of Degas's career. Take notes as you browse through the article.
* Read about Degas' "Life, Times, Artistic Style", and "Works of Art" by clicking on the links on the left.

After you have read the material, answer the following questions.


1. What term did Degas use for his style of painting, and why?


2. What was the Salon? What was Degas's response to it?


3. What were some of the characteristics of Impressionist painting that were criticized in the media?


4. How did French politics affect Degas's life?


5. Click on Works of Art and review Degas's paintings. For each of the six paintings shown, answer the following questions on a separate piece of paper. (You can click on each painting for an enlarged view.) What is the setting of the painting? What impression does the painting give of life in nineteenth-century France? What social class is Degas depicting in the painting? Why do you think he is focusing on this social class? What educated guesses can we make about French society based on the content of Degas's paintings? Name one Impressionist quality that is apparent in the painting.

Student Web Activity Answers

1. Degas called himself and other Impressionists "realists" because he wanted to create works that were based in contemporary life and experience, not idealized images of mythological figures and historical subjects.
2. The Salon was the group of French artists and art teachers who presided over public exhibitions during Degas's time. Artists had to meet stringent requirements to gain admission. Degas was among those who rejected the Salon's control over the art world. He was outspoken about the need for Impressionists to establish themselves as representatives of a new artistic style. Degas organized the first Impressionist exhibition and planned many later shows of Impressionist works.
3. Impressionism was criticized for ignoring details, revealing brushstrokes, and placing unblended colors side by side.
4. Degas fought in the Franco-Prussian War. Degas's friendship with a Jew named Ludovic Halévy ended because of Degas's political stand during the Dreyfus Affair.
5. Students' answers to these questions will vary. Students may point out that while not all of Degas's paintings depicted the bourgeoisie, many did. His paintings also suggest that the bourgeoisie had become a dominant class in French society. One possible explanation for Degas's focus on bourgeois life might be that the bourgeoisie were major patrons of the arts. For example, the web site notes that Degas complained about the need to do many paintings of ballet dancers because of the high demand for these paintings.

Former Directions

* Read the information on the Web site about Degas. Take notes as you read.
* Click on “Life” and read the information.
* Go back and click on “Artistic Styles.” Read the information.
* Click on two of Degas’s paintings and review his works.

Use the information you found to answer the following questions.

Architecture

Music

Reading Check

Explaining

How did the Impressionists radically change the art of painting in the 1870s?

Preview

Ch. 14 The Height of Imperialism 1800-1914



Section 1 Colonial Rule in Southeast Asia

The New Imperialism

Reading Check

Describing

What were four primary motivations for the "new imperialism?"

Colonial Takeover in Southeast Asia

Great Britain

British Empire: rise and fall, 1492-Present, 1:00



France

Thailand--The Exception

The United States

Reading Check

Identifying

What spurred Britain to control Singapore and Burma?

Colonial Regimes in Southeast Asia

Indirect and Direct Rule

Colonial Economies

Reading Check

Explaining

Why did colonial powers prefer that colonists not develop their own industries?

Resistance to Colonial Rule

Reading Check

Summarizing

Explain three forms of resistance to Western domination.

Section 2 Empire Building in Africa

West Africa

Reading Check

Explaining

Why did the slave trade decline in the 1800s?

North Africa

Reading Check

Explaining

Great Britain was determined to have complete control of the Suez Canal. Why?

Central Africa

In-class assignment, with a partner, answer the Reading Check question about King Leopold II of Belgium.

Reading Check

Examining

What effect did King Leopold II of Belgium have on European colonization of the Congo River basin?

Then, we will contrast the current colonial climate in the Congo.

Newsnight: China $9bn Congo deal part 1, 7:02

In-class assignment, with a partner, explain the current presence of China in the Congo. Is China the new colonizer, something in between, or a benefactor in the Congo? Who benefits?


East Africa

Reading Check

Evaluating

What was significant about the Berlin Conference?

In-class assignment, with a partner, answer the question about the Boers.

South Africa

Reading Check

Describing

What happened to the Boers at the end of the Boer War?

In-class assignment, and with your partner, now that you have a basic understanding of the Boers, what really happened during the Boer War according to the video?

BOER WAR, 3:15


Colonial Rule in Africa

Reading Check

Comparing

How did the French system of colonial rule differ from that of Great Britain?

Rise of African Nationalism

Reading Check

Evaluating

Why were many African intellectuals frustrated by colonial policy?

Section 3 British Rule in India

The Sepoy (from sipahi, soldier in Persian, the official language of the conquering Islamic Mogul Empire, War Made New, Boot, p. 89) Mutiny
The success of the British in India is largely a result of the first Industrial Revolution. "After the Indian [Sepoy] mutiny, one British colonial minister exclaimed, `The telegraph saved India'" (War Made New, Boot, p. 157). Along with impressive advances in transportation, as a result of the laying down of railroad tracks, the British improved their communications which resulted in the quick deployment of troops and the means to understand where they were needed most critically.


In the early 1600s, the British East India Company won trading rights on the fringe of the Mughal (also spelled Mogul) empire. The conquering Mughal/Mogul Empire was a Muslim dynasty founded by Baber that ruled India until 1857. As Mughal power declined, the company’s influence grew.

The transference of India from a Muslim dominated region to a British colony is clear with the onset of the gunpowder revolution (War Made New, Boot, Ch. 3, Flintlocks and Forbearance, pp. 77-102). With the battle of Assaye, "the Maratha Confederacy was the last major power that could challenge the British for mastery of India" (War Made New, Boot, p. 78). Nonetheless, if all the assembled forces, both in manpower and in artillery--Maratha vs. British were taken into account--the British were outnumbered 10-1.

Major General Wellesley (mounted) commanding his troops at the Battle of Assaye (J.C. Stadler after W.Heath); this is a file from the Wikimedia Commons.

A map of the engagement at Assaye on 24th September 1803.


Empire Total War: The Battle of Assaye (soundtrack version 1) by crisfire, 9:06
Warning: this video contains simulated violence; do not view if you object.

The Maratha and British armies meet between the river Juah and the river Kaitna. British casualties mount as the Maratha artillery turns its attention to the infantry. The future Duke of Wellington, Arthur Wellesley decides the only way to get his men off the killing fields is to march into the mouth of the artillery barrage. Wellesley orders his cannons abandoned and bayonets fixed.


The British though held the advantage in leadership, a young major general named Arthur Wellesley, the Duke of Wellington, and eventual victor at the Battle of Waterloo over Napoleon, commanded the troops. The British, though greatly outnumbered brought superior tactics and discipline to the fight.

Wellesley outflanked his Maratha opponents (War Made New, Boot, p. 96) while his orderly had his head blown off in the maneuver. Wellesley formed his infantry into two mile long parallel front lines while holding his cavalry in a third reserve line. The British charged straight at the Marathas and fighting was brutal but largely over by nightfall at 6 p.m. The British were victorious but too exhausted and with heavy losses could not pursue the fleeing Marathas. The overall British loss was estimated at 35% (War Made New, Boot, p. 99).

The battle had been won by Wellesley with a heavy cost and he needed to pursue the Marathas for an additional three months to finish the job. For his efforts at quadrupling the British holdings in India Wellesley was awarded knighthood War Made New, Boot, pp. 98-99).

By the mid-1800s, the British East India Company controlled three fifths of India.

Exploiting Indian Diversity

The British were able to conquer India by exploiting its diversity. Even when Mughal power was at its height, India was home to many people and cultures. As Mughal power crumbled, India became fragmented. Indians with different traditions and dozens of different languages were not able to unite against the newcomers. The British took advantage of Indian divisions by encouraging competition and disunity among rival princes. Where diplomacy or intrigue did not work, the British used their superior tactics, discipline, and weapons to overpower local rulers.

Why the Marathas Could Not Win

The British had mastered the gunpowder revolution while the Marathas had attempted it and found wanting (War Made New, Boot, p. 99). The Marathas had not updated updated their hit-and-run tactics with disciplined and sustained headlong infantry charges as the British had. The separate Indian chiefs issued contradictory orders while Wellesley commanded the entire British effort. The intellectual freedom and scientific pursuit of truth in battle was unknown to the tribal Marathas. Political liberalism was unknown and viewed as a threat to traditional, tribal structures in India; this proved to be their undoing (War Made New, Boot, pp. 101-102).

Implementing British Policies

The East India Company’s main goal in India was to make money, and leading officials often grew rich. At the same time, the company did work to improve roads, preserve peace, and reduce banditry.

Infographic

The Sepoy Rebellion

Go Online
For: Audio guided tour
Visit: PHSchool.com
Web Code: nap-2441

By the early 1800s, British officials introduced Western education and legal procedures. Missionaries tried to convert Indians to Christianity, which they felt was superior to Indian religions. The British also pressed for social change. They worked to end slavery and the caste system and to improve the position of women within the family. One law banned sati (suh tee), a Hindu custom practiced mainly by the upper classes. It called for a widow to join her husband in death by throwing herself on his funeral fire.

Growing Discontent

In the 1850s, the East India Company made several unpopular moves. First, it required sepoys (see poyz), or Indian soldiers in its service, to serve anywhere, either in India or overseas. For high-caste Hindus, however, overseas travel was an offense against their religion (Cf. The Lion and the Tiger, Judd, p. 73). Second, the East India Company passed a law that allowed Hindu widows to remarry. Hindus viewed both moves as a Christian conspiracy to undermine their beliefs (Cf. The Lion and the Tiger, Judd, p. 75).

Then, in 1857, the Bengal Army rebelled for a variety of reasons but one particularly troublesome point was the introduction of a new gun using animal fat that offended both Muslims and Hindus. Indian officers sentenced the rebels to ten years of hard labor (Cf. The Lion and the Tiger, Judd, p. 71).
The British East India Company had decided to equip the sepoys "with the new Enfield rifle in place of the smooth-bored `Brown Bess' musket" (Cf. The Lion and the Tiger, Judd, pp. 71-72).

1853 Enfield Rifle-Musket

The musketry books also recommended that “Whenever the grease around the bullet appears to be melted away, or otherwise removed from the cartridge, the sides of the bullet should be wetted in the mouth before putting it into the barrel; the saliva will serve the purpose of grease for the time being" (Cf. Instruction of Musketry, 1856).


This image is a work of the Smithsonian Institution, taken or made during the course of an employee's official duties. As a work of the U.S. federal government, the image is in the public domain.

"The rifle barrel of the new weapon required the cartridges to be greased so that the bullet that was placed in the base of each cartridge could be rammed home easily" (Cf. The Lion and the Tiger, Judd, p. 72). Troops were told to bite off the tips of cartridges before loading them into the rifles. The cartridges, however, were greased with animal fat—either from cows, which Hindus considered sacred, or from pigs, which were forbidden to Muslims (Cf. The Lion and the Tiger, Judd, p. 72). When the troops refused the order to “load rifles,” they were imprisoned.

Rebellion and Aftermath

Angry sepoys rose up against their British officers. The Sepoy Rebellion swept across northern and central India. Several sepoy regiments marched off to Delhi, the old Mughal capital. There, they hailed the last Mughal ruler as their leader.

In some places, the sepoys brutally massacred British men, women, and children. But the British soon rallied and crushed the revolt. They then took terrible revenge for their earlier losses, torching villages and slaughtering thousands of unarmed Indians.

The Sepoy Rebellion left a bitter legacy of fear, hatred, and mistrust on both sides. It also brought major changes in British policy. In 1858, Parliament ended the rule of the East India Company and put India directly under the British crown. It sent more troops to India, taxing Indians to pay the cost of these occupying forces. While it slowed the “reforms” that had angered Hindus and Muslims, it continued to develop India for Britain’s own economic benefit.

Checkpoint

What were the causes of the Sepoy Rebellion in northern and central India?

Reading Check

Describing

What were two effects of the Great Rebellion?

Colonial Rule

Benefits of British Rule

Costs of British Rule

After 1858, Parliament set up a system of colonial rule in India called the British Raj. A British viceroy in India governed in the name of the queen, and British officials held the top positions in the civil service and army. Indians filled most other jobs. With their cooperation, the British made India the “brightest jewel” in the crown of their empire.

British policies were designed to incorporate India into the overall British economy. At the same time, British officials felt they were helping India to modernize. In their terms, modernizing meant adopting not only Western technology but also Western culture.

Vocabulary Builder

overall—(oh vur awl) adj. total

An Unequal Partnership

Britain saw India both as a market and as a source of raw materials. To this end, the British built roads and an impressive railroad network. Improved transportation let the British sell their factory-made goods across the subcontinent and carry Indian cotton, jute, and coal to coastal ports for transport to factories in England. New methods of communication, such as the telegraph, also gave Britain better control of India. After the Suez Canal opened in 1869, British trade with India soared. But it remained an unequal partnership, favoring the British. The British flooded India with inexpensive, machine-made textiles, ruining India’s once-prosperous hand-weaving industry.

Britain also transformed Indian agriculture. It encouraged nomadic herders to settle into farming and pushed farmers to grow cash crops, such as cotton and jute, that could be sold on the world market. Clearing new farmlands led to massive deforestation, or cutting of trees.

Population Growth and Famine

The British introduced medical improvements and new farming methods. Better health care and increased food production led to rapid population growth. The rising numbers, however, put a strain on the food supply, especially as farmland was turned over to growing cash crops instead of food. In the late 1800s, terrible famines swept India.

On the positive side, British rule brought some degree of peace and order to the countryside. The British revised the legal system to promote justice for Indians regardless of class or caste. Railroads helped Indians move around the country, while the telegraph and postal system improved communication. Greater contact helped bridge regional differences and develop a sense of national unity.

The upper classes, especially, benefited from some British policies. They sent their sons to British schools, where they were trained for posts in the civil service and military. Indian landowners and princes, who still ruled their own territories, grew rich from exporting cash crops.

Checkpoint

How did British colonial rule affect Indian agriculture?

Reading Check

Examining

How was British rule degrading to Indians?

An Indian Nationalist Movement

During the years of British rule, a class of Western-educated Indians emerged. In the view of Macaulay and others, this elite class would bolster British power. As it turned out, exposure to European ideas had the opposite effect. By the late 1800s, Western-educated Indians were spearheading a nationalist movement. Schooled in Western ideals such as democracy and equality, they dreamed of ending imperial rule.

Indian National Congress

In 1885, nationalist leaders organized the Indian National Congress, which became known as the Congress party. Its members believed in peaceful protest to gain their ends. They called for greater democracy, which they felt would bring more power to Indians like themselves. The Indian National Congress looked forward to eventual self-rule, but supported Western-style modernization.

Muslim League

At first, Muslims and Hindus worked together for self-rule. In time, however, Muslims grew to resent Hindu domination of the Congress party. They also worried that a Hindu-run government would oppress Muslims. In 1906, Muslims formed the Muslim League to pursue their own goals. Soon, they were talking of a separate Muslim state.

Checkpoint

How are the origins of Indian nationalism linked to British rule?

Reading Check

Summarizing

What were the two goals of Mohandas Gandhi?

Colonial Indian Culture

Reading Check

Comparing

How did the nationalist movement parallel cultural developments in India?

Section 4 Nation Building in Latin America

Nationalist Revolts

Prelude to Revolution

Reading Check

Describing

How did Napoleon's wars affect Latin America?

Revolt in Mexico

Revolts in South America

Reading Check

Evaluating

How did the French Revolution affect Mexico?

Difficulties of Nation Building

Rule of the Caudillos

A New Imperialism

Persistent Inequality

Reading Check

Describing

What were some of the difficulties faced by the new Latin American republics?

The United States in Latin America

Revolution in Mexico

Reading Check

Describing

What was the United States' role as a colonial power?

Economic Change in Latin America

Reading Check

Evaluating

What caused the growth of a middle class in Latin America?

Resources
The Official Website of the British Monarchy




Self-check Quiz on Chapter

Vocabulary eFlashcards

Academic Vocabulary

Combined

Content Vocabulary

People, Places and Events

Psychoanalysis expert Timothy L. Hulsey, VCU psychology professor and dean of the honors college engages students and faculty in the Core Course and the psychology, MLC and English departments in a general forum on the relationship between Freudian theory and mainstream American psychological science. The conversation includes the impact of early experiences on adult behavior, the nature of memory and conceptions of the self and society: University of Richmond.



"In Memory of Sigmund Freud" by W.H. Auden (poetry reading):



Sigmund Freud's Hip Hop Cover Band



FREUD 01 World of Wonders



Pink Freud



Paperback Freud, "Kate"



Paul Warner recording "Freud" in the studio from the album "Deadly Waterparks". Footage produced by Bright Elephant Films.



Kutcher is surprised to see a photo of the novel KISSING FREUD on his Nikon camera.




Greek Philosophers ("Can't Get You Out of My Head" by Kylie Minogue), 3:46



William the Conqueror ("Sexyback" by Justin Timberlake), 3:57



Rockwell, Somebody's Watching Me, 3:37



William Wordsworth updated in hip-hop style, 2:02.



History of the British Empire, 5:08


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

The Ch. 12 Sec. 3 Quiz is on Wednesday.

Cf. http://shanawiki.wikispaces.com/Honors+World+History+II+Chapter+12+Section+3+Quiz+Prep+Page+Spring+2011

Wednesday HW
1. p. 409, Reading Check, Explaining, Why did states make a commitment to provide public education?
2. p. 410, Reading Check, Explaining, How did innovations in transportation change leisure activities during the Second Industrial Revolution?
3. p. 411, #8
Thursday HW
1. p. 412, #1-2, p. 413, Reading Check, Summarizing, What is the principle of ministerial responsibility?
Friday HW
1. p. 413, Analyzing Political Cartoons