Tuesday, February 22, 2011

Honors World History II: 22 February 2011

"Almighty and eternal Lord God, the great Creator of heaven and earth, and the God and Father of our Lord Jesus Christ; look down from heaven in pity and compassion upon me Thy servant, who humbly prostrate myself before Thee. "
George Washington's prayer at Valley Forge

Beyond the Sound Bites:

Ray McGovern vs. Donald Rumsfeld, 2006, 3:16

Ray McGovern, an anti-war activist, verbally confronted then Secretary of Defense Donald Rumsfeld, asking him why he lied about WMD’s. As security approached McGovern, Rumsfeld stopped them and engaged the Veteran.


As Secretary of State Hillary Clinton gave a speech at George Washington University yesterday condemning governments that arrest protesters and do not allow free expression - and lauding freedom of speech on the Internet - 71-year-old military veteran Ray McGovern was grabbed from the audience in plain view of her by police and an unidentified official in plain clothes and hustled out of the building and, according to McGovern and his supporters, was “brutalized and left bleeding in jail.”

What McGovern did was simply remain standing silently in the audience and turned his back on her as Secretary Clinton began her speech.

That was it.

McGovern, a veteran Army officer who also worked as a C.I.A. analyst for 27 years, was wearing Veterans for Peace t-shirt.

Blind-sided by security officers who pounced upon him, McGovern remarked, as he was hauled out the door, "So this is America?"

According to Mara Verheyden-Hilliard, attorney with the Partnership for Civil Justice Fund, “For this peaceful expression of dissent, he ended up bruised, bloodied, arrested, and jailed. Secretary Clinton never paused, continuing her speech lecturing other countries about the need to allow freedom of expression and dissent, while Mr. McGovern was hauled out in front of her.”

McGovern was later found to have his arm covered with bruises. The metal handcuffs were fastened so tightly that his wrists were cut and some blood flowed from the cuts.

After being held by local police, McGovern was told he was being charged with disorderly conduct.

Of the different exchanges, McGovern says,

“When Clinton started talking about how people beat up and arrested people in Iran, it gave some poetic justice, a great irony, to my standing there and what happened to me then, when she's talking about what happened in other countries and there I am being handled in a vicious way...God knows what would happen next. Maybe some senior would ask her questions (she doesn't take questions). As bad as Donald Rumsfeld was, he let me speak. He let me speak and engaged me in dialogue.”

“At the same (Rumsfeld) speech, there was a courageous guy who stood with his back to Rumsfeld the entire speech. They left him completely alone and he walked out at the end, unbothered. Four years later, things have changed.”

The First Amendment says:

Congress shall make no law . . . abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances.

The Chapter 12 Test Prep Page is available for Thursday.

The Ch. 12 Sec. 4 Quiz Make-up is today.

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.
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/

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

Ch. 14 The Height of Imperialism 1800-1914

Section 3 British Rule in India

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


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


CNN MIllennium India & the Rise of British Imperialism in the 18th Century, 7:52

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

What made India rich?
What was their mainstay?
Was India industrialized?
Was it rich?
What was its weakness?
At the time, was Mysore India ruled by Hindus, or had it been conquered by a Muslim?
Did Tipu Sultan allow foreigners a stake in his territory?
Did Tipu Sultan mock the British?
Did the British humiliate Tipu Sultan?
The end of what kind of religious empire marked the start of direct British involvement in Indian affairs?

Tipu Sultan (Kannada: ಟಿಪ್ಪು ಸುಲ್ತಾನ್, Urdu: سلطان فتح علی خان ٹیپو ) (November 1750, Devanahalli – 4 May 1799, Srirangapattana), also known as the Tiger of Mysore, was the Islamic ruler of the Kingdom of Mysore.

Cf. http://en.wikipedia.org/wiki/Tipu_Sultan

By the time the British arrived, India was a rich, industrialized nation that had largely been conquered by Islam (later mostly reverted back to Hinduism).

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

Reading Check


What were two effects of the Great Rebellion?

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

Reading Check


How was British rule degrading to Indians?

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

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

Connecting to the Past

1. Identifying

What were the responsibilities of the wife of a British officer in India?

2. Writing About History

What do you learn about British-Indian social relations from this reading?

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

Reading Check


What were two goals of Mohandas Gandhi?

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

Reading Check


How did the nationalist movement parallel cultural developments 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.


The Sepoy Rebellion

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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.

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

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

Reading Check


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.


How did British colonial rule affect Indian agriculture?

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

Reading Check


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.


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

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

Reading Check


What were the two goals of Mohandas Gandhi?

Colonial Indian Culture

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

Reading Check


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

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

Reading Check


How did Napoleon's wars affect Latin America?

Revolt in Mexico

Revolts in South America

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

Reading Check


How did the French Revolution affect Mexico?

Difficulties of Nation Building

Rule of the Caudillos

A New Imperialism

Persistent Inequality

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

Reading Check


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

The United States in Latin America

Revolution in Mexico

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

Reading Check


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

Economic Change in Latin America

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

Reading Check


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


Self-check Quiz on Chapter

Vocabulary eFlashcards

Academic Vocabulary


Content Vocabulary

People, Places and Events

Rockwell, Somebody's Watching Me, 3:37

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

The Byrds Live 1966, Dylan's, The times they are a changin,' 2:27

THE Byrds - Bob Dylan's, Chimes of Freedom (lyrics included, 1965), 3:55

"Chimes of Freedom" is a song written and performed by Bob Dylan and featured on his 1964 album Another Side of Bob Dylan, produced by Tom Wilson. It was written in early 1964 and was influenced by the symbolist poetry of Arthur Rimbaud. The song depicts the feelings and thoughts of the singer and his companion as they wait out a lightning storm under a doorway. The singer expresses his solidarity with people who are downtrodden or otherwise treated unjustly, and believes that the thunder is tolling in sympathy for them. Music critic Paul Williams has described the song as Dylan's Sermon on the Mount.

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

Tuesday HW
1. p. 434, #4-6
Wednesday HW
1. p. 434, #8-9
2. p. 435, #1-2
Thursday HW
1. p. 442, #4-6
Friday HW
1. p. 447 Answer ONE of three questions (your pick)

Honors Business Economics: 22 February 2011

Beyond the Sound Bites:

And, to add to the insult, the school system has underperformed for the past four years.

The Chapter 5 Test Prep Page is available for Thursday.

The Ch. 5 Sec. 3 Quiz Make-up is today.

The Ch. 5 Sec. 2 Make-up Quiz is today.

The Ch. 5 Sec. 1 Quiz Make-up is today.

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.
Username: bshsinky@shanahan.org
Password: 10888


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

Chapter 7: Market Structures

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


price discrimination, 3:59

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

What does price discrimination mean?
Does a firm charge different prices for the same product?
Why (in an economic phrase) can they do this?
Explain the role of marginal revenue in price discrimination.
Why would a firm split their market like this?
(The practice can not be done if it lessens competition--cf. Clayton Antitrust Act)


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


Do Government Regulations Actually Help Big Business? - Tim Carney, 4:26

Is third-party testing expensive?
Is it more difficult for a small business to comply with regulations?
Do the large companies get exemptions from compliance with regulations?
Can large companies use in-house testers for compliance?
Altria Group is the parent company of what tobacco company?
Did the Altria Group help draft the legislation to regulate tobacco companies?
Why did Nike favor regulation in the United States?
Where are their shoes manufactured: U.S. or abroad?
Are Nike's competitors harmed by regulations?
What is the effect of regulations on smaller businesses hoping to grow and compete with big businesses?

Tim Carney, Cato Enterprise Institute's Warren T. Brookes Journalism Fellow, is the author of The BIG Ripoff: How Big Business and Big Government Steal Your Money (Wiley, 2006).

He was a 2004-2005 Phillips Foundation Journalism fellow, and before that he was a political reporter for Bob Novak and Assistant Editor at Human Events. He is a columnist for America's Future Foundation's webzine Brainwash, and is a contributing editor to Human Events.

Obama declared himself "95 percent cured." But he also acknowledged times "where I mess up." cf. AP 2/8/2011

Reading Check


Why are some government regulations beneficial for consumers?

Improve Economic Efficiency

Promote Transparency

Provide Public Goods


The Rahn Curve and the Growth-Maximizing Level of Government, 5:43

When does providing public goods increase economic performance?
What happens if government spending increases too much?
Does this reduce prosperity?
What do scholars generally conclude that economic performance is maximized? Between what percentage of GDP?
What other policies also impact growth?
Most nations in Europe and North America had large or modest (small) levels of government for most of their history?
What can we say for sure?

Reading Check


What negative things could happen in a market without disclosure?

Modified Free Enterprise

Reading Check


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.

Case Study Pixar and Disney


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

Chapter 7 Resources

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


Unit 3: Economic Institutions and Issues

Chapters 8-11

Cf. http://glencoe.mcgraw-hill.com/sites/0078747643/student_view0/unit3/

Chapter 8: Employment, Labor, and Wages

Chapter 8 - The American Labor Force

Cf. http://www.glencoe.com/video_library/index_with_mods.php?PROGRAM=9780078747649&VIDEO=4763&CHAPTER=8&MODE=2

Section 1: The Labor Movement

A description is given of the growth of the labor movement from its roots in craft unions to industrial unions. Organized labor was generally unpopular until the Great Depression, but labor made great strides during the 1930s and did not lose public favor again until after the end of World War II when the Taft-Hartley Act was passed in 1947. During early development of union, the two types of unions are the craft or trade union and the industrial union, and their actions consisted of striking, picketing, and boycotting. In today’s society, the union arrangements consist of closed shop, union, shop, modified union shop, and agency shop.

Student Web Activity

"Labor Unions and the AFL-CIO"

The American Federation of Labor (AFL) began in 1886 as an organization of craft unions. Later, it added several industrial unions. The trade and industrial unions did not always agree over the future of the union movement. Consequently, eight of the AFL industrial unions formed the Committee for Industrial Organization (CIO) in 1935. In 1955, after almost twenty years of disagreement, the AFL and CIO finally settled most of their differences and joined to form the American Federation of Labor and Congress of Industrial Organizations (AFL-CIO). In this activity you will learn more about the AFL-CIO and its role in our modern economy.

Destination Title: AFL-CIO

Start at the AFL-CIO home page.

* Click on "About Us" for information about this labor organization
* Browse through the various categories and then answer the following questions.

1. What are the goals described in the AFL-CIO's mission statement?

2. What are some of the accomplishments of the AFL-CIO?

3. Select the "Union facts" link and read through the text on the page. What reasons are given for why people join unions?

4. Next, select the link "State and Local Union Movements" from the menu on the left. Select your state from the map. List at least two labor councils active in your state.

Figure 8.5 Market Theory of Wage Determination

Cf. http://glencoe.com/sites/common_assets/socialstudies/in_motion_08/epp/EPP_p209.swf

Interactive Graphic Organizers

Section 1 The Labor Movement

Section Preview

Content Vocabulary

craft union

trade union

industrial union





company union

Great Depression

right-to-work law

independent union

closed shop

union shop

modified union shop

agency shop

civilian labor force

Chapter 8, Section 1 - Reading Strategy

In-class assignment: with a partner, fill in the graphic organizer.

Note major events in the history of the U.S. labor movement by completing the time line.

Cf. http://glencoe.com/sites/common_assets/socialstudies/igo_08/epp/ch_08/EPP_ch08_sec1_1.pdf

Chapter 8, Section 1 - Review

Cf. http://glencoe.com/sites/common_assets/socialstudies/igo_08/epp/ch_08/EPP_ch08_sec1_2.pdf

Chapter 8, Section 2 - Reading Strategy

Cf. http://glencoe.com/sites/common_assets/socialstudies/igo_08/epp/ch_08/EPP_ch08_sec2_1.pdf

Chapter 8, Section 2 - Review

Cf. http://glencoe.com/sites/common_assets/socialstudies/igo_08/epp/ch_08/EPP_ch08_sec2_2.pdf

Chapter 8, Section 3 - Reading Strategy

Cf. http://glencoe.com/sites/common_assets/socialstudies/igo_08/epp/ch_08/EPP_ch08_sec3_1.pdf

Chapter 8, Section 3 - Review

Cf. http://glencoe.com/sites/common_assets/socialstudies/igo_08/epp/ch_08/EPP_ch08_sec3_2.pdf

Chapter 8 Crossword Puzzle

Cf. http://www.glencoe.com/olc_games/game_engine/content/gln_ss/epp_08/ch08/index.html

Vocabulary Flashcard

Cf. http://www.glencoe.com/qe/efcsec.php?qi=15443

Self-check Quiz

Cf. http://glencoe.mcgraw-hill.com/sites/0078747643/student_view0/unit3/chapter8/self-check_quizzes.html

The Chapter 5 Test Prep Page is available for Thursday.

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

Tuesday HW
1. p. 175, Economic Analysis
2. p. 177, #1-2
Wednesday HW
1. p. 183, #2, 4-5
Thursday HW
1. p. 186, Economic Analysis; p. 187, Economic Analysis, p. 189, #3
Friday HW
1. p. 189, #4