Monday, February 14, 2011

Honors World History II: 15 February 2011

Prayer

Beyond the Sound Bites:


The Ch. 12 Sec. 4 Quiz is Thursday.

Cf. http://shanawiki.wikispaces.com/Honors+World+History+II+Chapter+12+Section+4+Quiz+Prep+Page+Spring+2011

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

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

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

The Philadelphia Inquirer is available.

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/

Ch. 14 The Height of Imperialism 1800-1914

Section 1 Colonial Rule in Southeast Asia

5th to enjoy

In-class assignment, with a partner, answer the following questions based on the map: Imperialism in Asia.

Imperialism in Asia

Cf. http://glencoe.mcgraw-hill.com/sites/dl/free/0078799813/195006/map33.html

In-class assignment, with a partner, perform an Analysis.

Analysis: Short Questions

1. Discuss the reasons why European countries wanted overseas empires. What was the primary force motivating imperialism?
2. Compare the colonial experiences of Africa and India. How important was it that Indian had one primary colonial power, Britain, while Africa had many?
3. Explore the relationship between nationalism and imperialism. Does imperialism always cause the increase in nationalist aspirations among subject peoples?

Interpretation: Long Question

What were the overall effects of imperialism for world history? Explain how developments in late 19th century altered both European societies and those in subject countries.

The New Imperialism

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

Reading Check

Describing

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

Colonial Takeover in Southeast Asia

Great Britain

UK, Great Britain, England

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



France

Thailand--The Exception

The United States

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

Reading Check

Identifying

What spurred Britain to control Singapore and Burma?

Colonial Regimes in Southeast Asia

Indirect and Direct Rule

Colonial Economies

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

Reading Check

Explaining

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

Resistance to Colonial Rule

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

Reading Check

Summarizing

Explain three forms of resistance to Western domination.

Section 2 Empire Building in Africa

European control over Africa began with British annexations in West Africa. After 1880, great power rivalries prompted France, Germany, Portugal, Belgium, and Italy to begin seeking territory in Africa. In Egypt, an Ottoman army officer named Muhammad Ali set up an independent state and began modernizing the country. Great Britain's interest in the Suez Canal led to Egypt's establishment as a British protectorate. Belgium and France staked claims to lands around the Congo River in central Africa, while Germany, despite the reluctance of Bismarck, claimed territories in West and East Africa. British involvement in southern Africa led to the Boer War against the descendants of seventeenth-century Dutch settlers, and then to the establishment of the Union of South Africa. Resentment of the colonial powers led to the emergence of nationalist movements, especially as a new class of educated middle-class Africans began to point to the hypocrisy and discriminatory nature of colonial rule.

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

Before 1880, did Europeans control much of Africa?
In 1800, who controlled Africa?
Between 1880-1914, what happened?
What countries virtually controlled all of Africa?
Which countries controlled the most territory?
Which two territories remained independent?

Imperialism in Africa

Cf. http://glencoe.com/sites/common_assets/socialstudies/in_motion_10/gwh/GWH_693.swf

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 $9B 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 British controlled India at first through the British East India Company, which had its own forts and soldiers. A revolt led by Indian soldiers prompted the British government to appoint a British viceroy to rule the country. The British developed India economically—building railroads and creating an education system for the upper class. Yet Indians paid a high price for British rule. British manufactured goods destroyed local industries. The abuses of tax collectors and the superior British attitude and lifestyle caused many Indians to resent the British. The Indian National Congress, made up mostly by Hindus, led calls for reform. A Muslim League was later formed to represent Muslim concerns. The most prominent Indian leader was Mohandas Gandhi, a Western-educated lawyer who advocated nonviolent resistance as a way to gain independence. Tense relations with the British led to an Indian cultural revival.

British Possessions in India

Cf. http://glencoe.com/sites/common_assets/socialstudies/in_motion_10/gwh/GWH_705.swf

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

After the Napoleonic Wars, Spanish and Portuguese authority in Latin America became weak. A slave revolt in Hispaniola was the first of many successful bids for independence. Many Europeans favored the restoration of Spanish control, but the American Monroe Doctrine and British naval power discouraged European intervention. Caudillos, or strong leaders backed by military force, took power throughout Latin America. American settlers in the Mexican state of Texas gained independence and, later, American statehood. Great Britain, and later the United States, became the dominant foreign power. In the Spanish-American War, the United States gained control of Cuba and Puerto Rico. American investment and military intervention in Latin America grew. Revolution in Mexico produced a new reformist constitution. However, the new professional sector in Latin American society was generally conservative and allied itself with landholding elites.

European Colonies in Latin America

Cf. http://glencoe.com/sites/common_assets/socialstudies/in_motion_10/gwh/GWH_709.swf

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



Rockwell, Somebody's Watching Me, 3:37


History of the British Empire, 5:08


Ian Hunter, Letter to Brittania from the Union Jack, 3:11


Long John Baldry - Everything Stops for Tea (edited for L), 3:09


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

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

Tuesday HW
1. p. 416, #4-6
Wednesday HW
1. p. 416, #7-9
Thursday HW
1. p. 417, #1-4
Friday HW
1. Reading Check, Explaining, How did Marie Curie's discovery change people's ideas about the atom?

Honors Business Economics: 15 February 2011

Prayer
Beyond the Sound Bites:

http://www.youtube.com/watch?v=o2Ei9YFGBP0

Feb. 14 (Bloomberg) -- Ethan Ilzetzki, a lecturer at the London School of Economics, talks about the proposed fiscal 2012 budget that Barack Obama will present today as his administration and Congress negotiate boosting the $14.3 trillion debt ceiling. He speaks with Maryam Nemazee on Bloomberg Television's "The Pulse".

The Ch. 5 Sec. 1 Quiz is on Wednesday.

The Ch. 5 Sec. 2 Quiz is on Thursday.

The Ch. 5 Sec. 3 Quiz is on Friday.

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

The Chapter 4 Test Make-up 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.

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

Chapter 7: Market Structures



Ch. 7 Sec. 1 Review

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


Preview
Section 2: Market Failures

There are five common forms of market failures. The first is inadequate competition, which can lead to oligopolies or monopolies. The second is inadequate information, which denies people an awareness of better prices or opportunities in other markets. The third is resource immobility, which occurs when factors of production cannot or refuse to move to other markets. The fourth is the failure of the market to provide public goods. The fifth is the presence of externalities, positive or negative economic side effects to uninvolved third parties.

Section Preview

Content Vocabulary

market failure

Introduction to Market Failure, 5:07

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

When does a market failure occur?
The mnemonic device may aid your memory.
Remember: PIMM FACED
Define each of the following parts of the mnemonic.
P-ublic good
I-nequality
M-erit good
M-onopoly

F-actor Immobility
A-griculture
C-yclical Instability
E-xternality
D-emerit Good



public goods

Public Goods, 3:38

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

What are private goods?
Define excludibility.
Define rivalry.
What are public goods?
Define nonrivalry.
What example illustrates a public good?
Who pays for a public good?
What is free ridership?
What is the government's role?
What happens when you can't prevent people from consuming a commodity, even if they haven't paid for it? Who ends up providing these kinds of goods and services?



externality

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

When do externalities occur?
What do they involve?
What is involved in negative externalities?
What does the example of a cell phone demonstrate?
Are there any costs to others when a cell phone is used while driving?
Do users consider all the costs?
What entity is involved as a result?
What is the government solution to negative externalities?
What about positive externalities?
What field is an example of positive externality?
What is the government solution to a positive externality?

Externalities, 7:39



negative externality

positive externality

Academic Vocabulary

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.

Companies in the News

Enron

enron the smartest guys in the room - Trailer, 2:04

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

What was Enron's fatal flaw?
How would you characterize the type of people at Enron?
What did they find to make a profit?
What is the corporate crime of the century?


Types of Market Failures

Market Failures, 3:13

What is the definition of a market failure?
What are externalities?
Recall the cell phone example from externalities.
What is the second type of market failure?
What are two examples?
What is the next type of market failure?
What is one example?
What is the fourth type of market failure?
What is one example?


Inadequate Competition

Inadequate Information

Resource Immobility

Did You Know?

Expensive Memories

Sherman Antitrust Act

Public Goods

Externalities

Reading Check

Analyzing

What type of market failure do you think is most harmful to the economy?

Dealing With Externalities

Correcting Negative Externalities

Correcting Positive Externalities

Reading Check

Explaining

If externalities are positive, why should they be corrected?

BusinessWeek Newsclip

Lord of the Rings

Ch. 7 Sec. 2 Review

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


Preview

Section 3 The Role of Government

The role of government has expanded to preserve competitive markets. This has taken the form of antitrust legislation that outlaws trusts and various forms of price discrimination. As a result, the economy has been modified so that it is now a mixture of different market structures, different forms of business organizations, and some degree of government regulation.

Content Vocabulary

trust

price discrimination

cease and desist order

public disclosure

Academic Vocabulary

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.

Products in the News

Electric Bass Recalled

Maintain Competition

Antitrust Legislation

Government Regulation

Reading Check

Describing

Why are some government regulations beneficial for consumers?

Improve Economic Efficiency

Promote Transparency

Provide Public Goods

Reading Check

Interpreting

What negative things could happen in a market without disclosure?

Modified Free Enterprise

Reading Check

Summarizing

Why do we use the term modified to describe the American free enterprise economy?

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

Case Study Pixar and Disney

References

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

Weather Report-Teen Town, 3:43


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

Tuesday HW
1. What would happen if consumers did not have easy access to information about products and services?
2. p. 170, What conditions for perfect competition are met in this photograph, and how?
3. p. 171, What would happen if the equilibrium price increased to $22.50?

Honors World History II: 14 February 2011

Prayer

Beyond the Sound Bites:

David Horowitz at UCSD 5/10/2010

The Muslim Students Association (MSA) hosts an annual Hitler Youth Week. The student refuses to condemn the terrorist groups Hamas and Hezbollah who are connected to the Muslim Brotherhood. The MSA favors the idea that the Jews are in one place, Israel, for elimination.


References:

David Horowitz

The initial leadership of the Muslim Student's Association, MSA, came from Muslim Brotherhood assistance to establish the group.

Cf. Leonard, Karen (2003). Muslims in the United States: the state of research. New York: Russell Sage Foundation. pp. 12, 17, 90. ISBN 0-87154-530-6.

Cf. Noreen S. Ahmed-Ullah, Sam Roe and Laurie Cohen (September 19, 2004). "A rare look at secretive Brotherhood in America". Chicago Tribune. http://www.chicagotribune.com/news/watchdog/chi-0409190261sep19,0,4605917,full.story. Retrieved March 13, 2010.

Cf. John Mintz and Douglas Farah (September 11, 2004). "In Search Of Friends Among The Foes". Washington Post. http://www.washingtonpost.com/ac2/wp-dyn/A12823-2004Sep10?language=printer. Retrieved March 13, 2010.

Dave Gaubatz and Paul Sperry, Muslim Mafia
Cf. http://wndbooks.wnd.com/muslim-mafia/

The Muslim Students Association (MSA) was founded by members of the radical Muslim Brotherhood, al-Ikhwan al-Muslimun, at the University of Illinois Urbana-Champaign, in January of 1963. It was the first major project of the newly arrived Brotherhood immigrants, who numbered in the hundreds. Today, MSA chapters are found in most, if not all, of the leading universities throughout the United States and Canada.
Cf. http://www.militantislammonitor.org/article/id/3043

Chapter at Penn State: http://www.clubs.psu.edu/up/msa/Home.html

Bucknell: http://www.bucknell.edu/x2335.xml

Lehigh: http://www.lehigh.edu/~inmusa/

Bryn Mawr: http://www.brynmawr.edu/orgs/msa/

Villanova: http://students.villanova.edu/msa/

UPenn: http://www.upennmsa.org/

Temple: http://www.temple.edu/students/msa/

The Ch. 12 Sec. 4 Quiz is Thursday.

Cf. http://shanawiki.wikispaces.com/Honors+World+History+II+Chapter+12+Section+4+Quiz+Prep+Page+Spring+2011

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

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

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

The Philadelphia Inquirer is available.

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/

The Dreyfus Affair.

Herzl

Summarize the geography of religion.


The Culture of Modernity

Edgar Degas

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

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

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

5. Click on Works of Art and review Degas' 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' 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.

Architecture

Music

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

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

Chapter Overviews

The search for sources of raw materials and markets for industrial products spurred the European powers and the United States to colonize large areas of Asia, Africa, and Latin America. Resentment of abuses and rising nationalism led native populations to demand independence.



Section 1 Colonial Rule in Southeast Asia

The nineteenth century saw the emergence of a new imperialism in Asia and Africa. By establishing overseas colonies, Western powers saw an opportunity to improve their access to both raw materials and new markets for their manufactured goods. Racism, Social Darwinism, and the "white man's burden" all helped Westerners justify colonization. Virtually all of Southeast Asia came under the control of Great Britain, France, and the United States. Only Thailand stayed independent. Colonial powers ruled either indirectly, relying mainly on local elites, or directly by sending a governor. Although some local people profited from the colonial arrangement, most suffered from the harsh conditions of plantation work. Resistance movements sought to protect local economic and religious interests but were crushed by the colonial powers. Later, Western-educated elites led resistance movements with a new goal—national independence.

In-class assignment, discuss and conclude one of the following options with a partner.

Which of the following do you most agree with?

A) A stronger country has the right to take over a weaker country

B) A strong country should never interfere with weaker countries

C) A strong country should use its strength to help weaker countries

D) A strong country should use its strength to gain the most economic advantages possible from weaker countries

In-class assignment, with a partner, answer the following questions based on the map: Imperialism in Asia.

Imperialism in Asia

Cf. http://glencoe.mcgraw-hill.com/sites/dl/free/0078799813/195006/map33.html

In-class assignment, with a partner, perform an Analysis.

Analysis: Short Questions

1. Discuss the reasons why European countries wanted overseas empires. What was the primary force motivating imperialism?
2. Compare the colonial experiences of Africa and India. How important was it that Indian had one primary colonial power, Britain, while Africa had many?
3. Explore the relationship between nationalism and imperialism. Does imperialism always cause the increase in nationalist aspirations among subject peoples?

Interpretation: Long Question

What were the overall effects of imperialism for world history? Explain how developments in late 19th century altered both European societies and those in subject countries.

The New Imperialism

Reading Check

Describing

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

Colonial Takeover in Southeast Asia

Great Britain

UK, Great Britain, England

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

Imperialism in Africa

Cf. http://glencoe.com/sites/common_assets/socialstudies/in_motion_10/gwh/GWH_693.swf

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

British Possessions in India

Cf. http://glencoe.com/sites/common_assets/socialstudies/in_motion_10/gwh/GWH_705.swf

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

European Colonies in Latin America

Cf. http://glencoe.com/sites/common_assets/socialstudies/in_motion_10/gwh/GWH_709.swf

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


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



History of the British Empire, 5:08


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

St. Valentine, Martyr for Love


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

Monday HW
1. p. 414, Reading Check, Identifying, What was the role of the Duma in the Russian government?
2. p. 415, Reading Check, Identifying, Name the territories acquired by the United States in 1898.
3. p. 416, Reading Check, Explaining, Why were the Serbs outraged when Austria-Hungary annexed Bosnia and Herzegovina?

Honors Business Economics: 14 February 2011

Prayer
Beyond the Sound Bites:
Obama Rolls Out Budget Cuts Monday

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


Let's illustrate the magnitude of Obama's cuts.


Obama's cuts are difficult to view in this chart. Let's zoom in.

Blowing it up about ten times allows us to see a tiny little sliver: those are the cuts.

Cf. http://directorblue.blogspot.com/2011/02/obamas-tough-budget-cuts-in-pictures.html




The Ch. 5 Sec. 1 Quiz is on Wednesday.

The Ch. 5 Sec. 2 Quiz is on Thursday.

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

The Chapter 4 Test Make-up 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.

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:
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Password: 10888

Chapter 7

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

Chapter 7: Market Structures

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/

laissez-faire

Which Government is the Most Laissez-Faire?

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
Bill Gates: How to Fix Capitalism, 5:41

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

What is creative capitalism?
Who will benefit?
What should large corporations do?
What are two primal interests we have?
What kind of companies are young people looking to work for?
How has capitalism not worked now?
How have we benefited?
What example does the energy space provide?



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
Section 2: Market Failures

There are five common forms of market failures. The first is inadequate competition, which can lead to oligopolies or monopolies. The second is inadequate information, which denies people an awareness of better prices or opportunities in other markets. The third is resource immobility, which occurs when factors of production cannot or refuse to move to other markets. The forth is the failure of the market to provide public goods. The fifth is the presence of externalities, positive or negative economic side effects to uninvolved third parties.

Section Preview

Content Vocabulary

market failure

Introduction to Market Failure, 5:07

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

When does a market failure occur?
The mnemonic device may aid your memory.
Remember: PIMM FACED
Define each of the following parts of the mnemonic.
P-ublic good
I-nequality
M-erit good
M-onopoly

F-actor Immobility
A-griculture
C-yclical Instability
E-xternality
D-emerit Good



public goods

Public Goods, 3:38

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

What are private goods?
Define excludibility.
Define rivalry.
What are public goods?
Define nonrivalry.
What example illustrates a public good?
Who pays for a public good?
What is free ridership?
What is the government's role?
What happens when you can't prevent people from consuming a commodity, even if they haven't paid for it? Who ends up providing these kinds of goods and services?



externality

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

When do externalities occur?
What do they involve?
What is involved in negative externalities?
What does the example of a cell phone demonstrate?
Are there any costs to others when a cell phone is used while driving?
Do users consider all the costs?
What entity is involved as a result?
What is the government solution to negative externalities?
What about positive externalities?
What field is an example of positive externality?
What is the government solution to a positive externality?

Externalities, 7:39



negative externality

positive externality

Academic Vocabulary

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.


Companies in the News

Enron

Types of Market Failures

Inadequate Competition

Inadequate Information

Resource Immobility

Did You Know?

Expensive Memories

Sherman Antitrust Act

Public Goods

Externalities

Reading Check

Analyzing

What type of market failure do you think is most harmful to the economy?

Dealing With Externalities

Correcting Negative Externalities

Correcting Positive Externalities

Reading Check

Explaining

If externalities are positive, why should they be corrected?

BusinessWeek Newsclip

Lord of the Rings

Ch. 7 Sec. 2 Review

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


Preview

Section 3 The Role of Government

The role of government has expanded to preserve competitive markets. This has taken the form of antitrust legislation that outlaws trusts and various forms of price discrimination. As a result, the economy has been modified so that it is now a mixture of different market structures, different forms of business organizations, and some degree of government regulation.

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

I'm in Love with Friedrich Hayek, 2:54

Original song by Dorian Electra.
Filmed by Clara Lee, Madeline Scholl, and Ciaran Finlayson.

Lyrics:

Hey there Freidrich Hayek, ya lookin really nice
Your methodology is oh so precise
You break down social science to the fundamentals
Rules and social order are the essentials

Chorus:
The use of knowledge in society
by each of us we make the economy
It's not magic that somehow our plans all align
The result of human action, not of human design

Tell me your thoughts on resource misallocation
Distorted price signals and misinformation
Interest rates that are made artificially low
Telling producers where resources should go

Chorus

Since these low interest rates, like you said, are lies
Malinvestments come as no surprise
Soon these mistakes will all be revealed
and then corrected, unless they're concealed

Chorus

Sometimes I dream all day 'bout bein' Mrs. Hayek
We'd share milkshakes, watch sunsets, and kayak
We'd work together on that business cycle theory
Oh darlin' you've been workin' hard, you must be weary

Come to my couch, on which you can rest
I'll make tea, we'll talk credit and interest
Then I can talk about my interest in you
Of course we'll talk 'bout the economy, too

Just me and you (x2)
Me and You
Oh, oh
Me and You


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

Monday HW
1. p. 168, How might you benefit from the mall? How might it negatively impact your life?
2. How are competition and the profit motive related?