Mar 31, 2011 (Bloomberg) -- The Federal Reserve released thousands of pages of secret loan documents under court order, almost three years after Bloomberg LP first requested details of the central bank's unprecedented support to banks during the financial crisis. Erik Schatzker and Margaret Brennan report on Bloomberg Television's "InBusiness." (Source: Bloomberg)
The Chapter 9 Section 1 and Section 2 Quiz Make-ups are today; all Chapter 9 Quizzes and Test will be recorded for the 4th Quarter, not this Quarter.
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Chapter 10: Government Spending
Section 3: Deficits, Surpluses, and the National Debt
balanced budget
crowding-out effect
"pay-as-you-go" provision
line-item veto
Line Item Veto, 2:06
In-class assignment, with a partner, answer the questions.
What is the definition of the line-item veto according to the textbook?
What can be cut with a line-item veto?
Who has the final say on spending according to the Constitution?
How has Obama voted on a similar measure previously?
Bipartisan Bill to Give President Line-Item Veto Authority
Senator Dan Coats (R-Ind.) today spoke at a press conference in support of the Reduce Unnecessary Spending Act (S.102), which would give the president constitutional line-item veto authority to cut wasteful spending.
Introduced by Sens. John McCain (R-Ariz.) and Tom Carper (D-Del.) and supported by 31 senators, the bipartisan bill would allow the president to single out earmarks and other non-entitlement spending in legislation that is sent to the White House. Those individual items would then be sent back to Congress for votes on canceled or reduced funding.
spending cap
entitlement
In-class assignment, with a partner, answer the questions.
John Stossel - Government's Ponzi Scheme, 7:27
What is a bigger Ponzi scheme than Madoff?
Who will pay the entitlements when the baby boomers retire?
What does the graph show?
What can be done?
How does Obamacare add an entitlement?
Why are entitlements unsustainable?
What are Rep. Ryan's suggestions?
10.3 Strategy
7th
In-class assignment, with a partner, list the various attempts by government to reduce the federal deficit and the national debt, then discuss the results.
From Deficits to Debt
Predicting the Deficit
Deficits Add to the Debt
A Growing Public Debt
Public vs. Private Debt
Impact of the National Debt
Transferring Purchasing Power
Reducing Economic Incentives
Crowding Out
Redistributing Income
In-class assignment, with a partner, answer the questions.
Public sector: Distribution of income, 3:56
In the free market system, who gets rewarded?
What type of distribution of income results (equal or unequal)?
What are the two separate views of this result?
What measures can government take to re-distribute income?
What forms do these measures take?
Reducing Deficits and the Debt
Legislative Failures
Raising Revenues
Reducing Spending
10.3 Review
In-class assignment, with a partner, list five ways the national debt can affect the economy.
Profile in Economics
Alice Rivlin
In-class assignment, with a partner, answer the questions.
How to Fund Health Care Reform? - Alice Rivlin, 3:17
Is raising taxes a sufficient solution to fund health care?
What suggestion does Ms. Rivlin make?
Alice M. Rivlin is a Visiting Professor at the Public Policy Institute of Georgetown University and a Senior Fellow in the Economic Studies program at the Brookings Institution. She is the Director of the Greater Washington Research Program at Brookings. Before returning to Brookings, Ms. Rivlin served as Vice Chair of the Federal Reserve Board from 1996 to 1999. She was Director of the White House Office of Management and Budget from 1994 to 1996, and Deputy Director (1993-94). She also chaired the District of Columbia Financial Management Assistance Authority (1998-2001).
Ms. Rivlin was the founding Director of the Congressional Budget Office (1975-1983). She was director of the Economic Studies Program at Brookings (1983-1987). She also served at the Department of Health, Education and Welfare as Assistant Secretary for Planning and Evaluation (1968-69). She was active in the Clinton administration.
People who save their money make it easier for businesses to spend, which in turn, produces economic growth. The role of saving in a financial system is the process that makes dollars available for others to invest. Financial assets—such as savings accounts, bonds, certificates of deposit (CDs), and many other types are issued by individuals, businesses, and governments. Another important group of financial intermediaries is called non-bank financial institutions—or non-depository institutions that also channel savings to borrowers. Finance companies, life insurance companies, and pension funds are examples of non-bank financial institutions. Finally, investors need to consider the following factors before investing their money: consistency, simplicity, risk-return relationship, and investment objectives.
Section 2: Financial Assets and Their Markets
When people decide to invest their money, they have many options. Some main investments include CDs, bonds, bills, and IRAs, all of which vary in cost, maturity, and risk. Financial assets are grouped into different markets depending on their maturity and liquidity. Financial assets are grouped into four different markets: capital market, money market, primary market, and secondary market.
Section 3: Investing in Equities and Options
Purchasing stocks is another form of investment. Equities, or stocks, are shares of common stocks that represent ownership of corporations. Many stocks are traded on organized exchanges like the New York Stock Exchange, the American Stock Exchange, and the many regional exchanges around the country. Although, the great majority are traded on a computerized marketplace of organized dealers called the Over-the-Counter Market. Investors follow the Dow-Jones Industrial Average (DJIA) or the Standard & Poor's 500 (S&P 500) to track the performance of stocks. Bull markets are strong markets with prices going up; bear markets are bad markets with prices going down. Investors who are not afraid of risk can also invest in futures and options if these suit their investment needs.
Chapter 11: Financial Markets
Student Web Activity
"The New York Stock Exchange"
Introduction
You have already learned that the New York Stock Exchange (NYSE) is the oldest, largest, and most prestigious of the organized stock exchanges in the United States. It is located on Wall Street in New York City and like most other organized exchanges, has certain rules for both its members and the corporations listed on the Exchange. The NYSE lists stocks from over 3,000 companies who must meet stringent requirements related to profitability and size. These requirements virtually guarantee that the companies will be among the largest, most profitable, publicly held companies. In this activity, you will learn more about the NYSE as well as your role as an investor.
Destination Title: The New York Stock Exchange
Note: Clicking on the link above will launch a new browser window.
Need help using your browser for this activity? Click here for tips.
Directions
Start at the New York Stock Exchange's Education Web site.
Scroll down and click on the pdf called A Guide to the NYSE Marketplace.
From here, you will read several chapters from a guide to the Exchange and your role as an investor. Read the articles and answer the following questions.
1. Read Chapter 1, "The NYSE: At the Heart of Global Financial Markets." Why did Wall Street brokers form the Buttonwood Agreement?
2. Continue reading Chapter 1. Describe the role of the New York Stock Exchange as a world leader.
3. Next, scroll down and read Chapter 6, "Putting Your Money to Work." What are reasons that people invest in stocks and bonds?
4. Continue reading Chapter 6. What are examples of types of investments? If you had $500, what type of investment would you select? Why?
Chapter 11 Section 1 Savings and the Financial System
Guide to Reading
Section Preview
Content Vocabulary
saving
savings
certificate of deposit
financial asset
financial system
financial intermediary
nonbank financial institution
finance company
premium
pension
pension fund
risk
In-class assignment, with a partner, fill in the graphic.
11.1 Strategy
Complete the graphic organizer by describing how financial intermediaries channel money.
Reading Strategy
11.1 Review
In-class assignment, with a partner, fill in the graphic.
Use the graphic organizer to describe the nonbank financial intermediaries.
11.2 Reading Strategy
In-class assignment, with a partner, fill in the graphic.
Use the graphic organizer to identify and describe at least four financial assets.
In-class assignment, with a partner, fill in the graphic.
11.2 Review
Use the graphic organizer to identify the characteristics of financial assets.
11.3 Reading Strategy
In-class assignment, with a partner, fill in the graphic.
Use the graphic organizer to describe the different stock markets.
11.3 Review
In-class assignment, with a partner, fill in the graphic.
Use the graphic organizer to evaluate the risks and rewards of investments.
Figure 11.7 How Much Money Will You Have at Retirement?
Wisconsin Labor Protests - Noodles, 1:36
Spending, 6:25
The Rules of Good Sportsmanship in Games, Sports and in Life, 9:30
The public domain film, Good Sportsmanship (1950). How sportsmanship enriches daily living: a lesson for teens.
Producer: Coronet Instructional Films
Creative Commons license: Public Domain
Be prepared for "pop" Quizzes on Chapter 9 material.
Email (or hand in hard copy) to gmsmith@shanahan.org.
Monday HW
1. p. 283, #4-6
Tuesday HW
1. p. 283, #7-9
Wednesday HW
1. p. 284, #1-2, p. 286, #1
Thursday HW
1. p. 286, #2-9
Friday HW
1. p. 286, #10
4 April 1968 : Martin Luther King is assassinated
Just after 6 p.m. on 4 April 1968, Martin Luther King Jr. is fatally shot while standing on the balcony outside his second-story room at the Lorraine Motel in Memphis, Tennessee. The civil rights leader was in Memphis to support a sanitation workers' strike and was on his way to dinner when a bullet struck him in the jaw and severed his spinal cord. King was pronounced dead after his arrival at a Memphis hospital. He was 39 years old.
Prayer
Beyond the Sound Bites:
Cf. http://moodle.catholicschools-phl.org
Cf. http://www.cueprompter.com/
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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/
Cf. http://ant.umn.edu/vae.php
Chapter 16 War and Revolution 1914-1919
Section 3 The Russian Revolution
In-class assignment, with a partner, answer the question.
Reading Check
Contrasting
Why did the Red Army prevail over the White Army?
War and Revolution in Russia 1914 - 1921 by Dr Jonathan Smele
In-class assignment, with a partner, answer the question.
How and in what way does World War I tank duty appear safe or unsafe?
Tanks, 1:46
The Last Year of the War
By 1917, European societies were cracking under the strain of war. Casualties on the fronts and shortages at home sapped morale. The stalemate dragged on, seemingly without end. Soon, however, the departure of one country from the war and the entry of another would tip the balance and end the stalemate.
The world's first tank, Little Willie, 2:50
In-class assignment, with a partner, answer the questions.
What is the first tank nicknamed?
What are the new war technologies?
In 1915, who began the British push for land ships?
Describe the early, unusual tank designs.
What is the break though revolutionary design?
In-class assignment, with a partner, answer the questions.
Tank vs. Tank, 3:21
What happened in the first armored duel?
Did one side--German or Allied--prevail?
Describe the conclusion of the world's first tank vs. tank fight.
A German Submarine Sinks the Lusitania
The sinking of the British line Lusitania in 1915, was part of Germany’s policy of unrestricted submarine warfare. The incident was featured in propaganda posters as evidence of German brutality.
5th, 8th
In-class assignment, with a partner, answer the questions.
Reading Check
Describing
What happened within Germany after the armistice?
Reading Check
Identifying
What clause in the Treaty of Versailles particularly angered the Germans?
A New German Offensive
1918 The last German offensive, pictures from the front, 5:32
armistice
Despite inspiring propaganda, by 1917 the morale of troops and civilians had plunged. Germany was sending 15-year-old recruits to the front. Britain was on the brink of bankruptcy.
A final showdown on the Western Front began in early 1918. The Germans badly wanted to achieve a major victory before eager American troops arrived in Europe. In March, the Germans launched a huge offensive that by July had pushed the Allies back 40 miles. These efforts exhausted the Germans, however, and by then American troops were arriving by the thousands. The Allies then launched a counterattack, slowly driving German forces back across France and Belgium. In September, German generals told the kaiser that the war could not be won.
Collapse and Armistice
World War I: Voices of the Armistice, 4:27
In-class assignment, with a partner, describe the voices.
What are your impressions of the descriptions of soldierly life as expressed in these letters? Detail their concerns and interests in these primary texts.
Uprisings exploded among hungry city dwellers across Germany. German commanders advised the kaiser to step down. William II did so in early November, fleeing into exile in the Netherlands.
By autumn, Austria-Hungary was also reeling toward collapse. As the government in Vienna tottered, the subject nationalities revolted, splintering the empire of the Hapsburgs. Bulgaria and the Ottoman empire also asked for peace.
The new German government sought an armistice, or agreement to end fighting, with the Allies. At 11 a.m. on November 11, 1918, the Great War at last came to an end.
Revolutionary Forces
Rosa Luxemburg (Rosalia Luxemburg, Polish: Róża Luksemburg; 5 March 1871[1] – 15 January 1919) was a Polish Jewish (Marxist) theorist, philosopher, economist and activist who became a naturalized German citizen. She was successively a member of the Social Democracy of the Kingdom of Poland and Lithuania, the German SPD, the Independent Social Democratic Party and the Communist Party of Germany.
In 1915, after the SPD supported German involvement in World War I, she co-founded, with Karl Liebknecht, the anti-war Spartakusbund (Spartacist League). On 1 January 1919 the Spartacist League became the Communist Party of Germany (KPD). In November 1918, during the German Revolution she founded the Die Rote Fahne (The Red Flag), the central organ of the Spartacist movement.
She regarded the Spartacist uprising of January 1919 in Berlin as a blunder, but supported it after Liebknecht ordered it without her knowledge. The revolt was crushed by the Social Democrat government and the Freikorps (WWI veterans defending the Weimar Republic).
The Freikorps, oh Deutschland hoch in Ehren, 3:50
In response to the uprising, Social Democratic leader Friedrich Ebert ordered the Freikorps to destroy the left-wing revolution. Luxemburg and Liebknecht were captured in Berlin on January 15, 1919, by the Freikorps' Garde-Kavallerie-Schützendivision. Its commander, Captain Waldemar Pabst, along with Horst von Pflugk-Hartung questioned them and then gave the order to execute them. Luxemburg was knocked down with a rifle butt, then shot in the head; her body was flung into Berlin's Landwehr Canal. In the Tiergarten Karl Liebknecht was shot and his body, without a name, brought to a morgue. Likewise, hundreds of KPD members were summarily killed, and the Workers' and Soldiers' councils disbanded; the German revolution was ended. More than four months later, on June 1, 1919, Luxemburg's corpse was found and identified. After their deaths, Luxemburg and Karl Liebknecht became martyrs for Marxists.
Reading Check
Describing
What happened within Germany after the armistice?
The Peace Settlements
Lloyd George, Clemenceau, and Wilson (left to right) at the Paris Peace Conference.
The victorious Allies met at the Paris Peace Conference to discuss the fate of Europe, the former Ottoman empire, and various colonies around the world. The Central Powers and Russia were not allowed to take part in the negotiations.
Wilson's Proposals
Just weeks after the war ended, President Wilson boarded a steamship bound for France. He had decided to go in person to Paris, where Allied leaders would make the peace. Wilson was certain that he could solve the problems of old Europe. “Tell me what is right,” Wilson urged his advisers, “and I’ll fight for it.” Sadly, it would not be that easy. Europe was a shattered continent. Its problems, and those of the world, would not be solved at the Paris Peace Conference, or for many years afterward.
Wilson was one of three strong leaders who dominated the Paris Peace Conference. He was a dedicated reformer and at times was so stubbornly convinced that he was right that he could be hard to work with. Wilson urged for “peace without victory” based on his Fourteen Points.
peace agreements through open agreements
reducing armaments
self-determination (the right of each people to have its own nation)
In-class assignment, with a partner, answer the question.
How did Wilson's idealism run into difficulties in Europe?
Treaty of Versailles, 1:15
The Paris Peace Conference
reparations
Two other Allied leaders at the peace conference had different aims. British prime minister David Lloyd George had promised to build a postwar Britain “fit for heroes”—a goal that would cost money. The chief goal of the French leader, Georges Clemenceau (klem un soh), was to weaken Germany so that it could never again threaten France. “Mr. Wilson bores me with his Fourteen Points,” complained Clemenceau. “Why, God Almighty has only ten!”
In-class assignment, with a partner, complete the summary.
Note Taking
Reading Skill: Categorize
One way to summarize information is to divide it into categories. In the table below, the left-hand column lists issues the world faced after World War I. As you read and understand this section, categorize the information in the text in one of the second two columns.
Crowds of other representatives circled around the “Big Three” with their own demands and interests. The Italian prime minister, Vittorio Orlando (awr lan doh), insisted that the Allies honor their secret agreement to give former Austro-Hungarian lands to Italy. Such secret agreements violated the principle of self-determination.
Self-determination posed other problems. Many people who had been ruled by Russia, Austria-Hungary, or the Ottoman empire now demanded national states of their own. The territories claimed by these peoples often overlapped, so it was impossible to satisfy them all. Some ethnic groups became unwanted minorities in newly created states.
Wilson had to compromise on his Fourteen Points. However, he stood firm on his goal of creating an international League of Nations. The League would be based on the idea of collective security, a system in which a group of nations acts as one to preserve the peace of all. Wilson felt sure that the League could correct any mistakes made in Paris.
People in History
Georges Clemenceau
The Treaty of Versailles
In June 1919, the Allies ordered representatives of the new German Republic to sign the treaty they had drawn up at the palace of Versailles (vur sy) outside Paris. The German delegates were horrified. The treaty forced Germany to assume full blame for causing the war. It also imposed huge reparations that would burden an already damaged German economy. The reparations covered not only the destruction caused by the war, but also pensions for millions of Allied soldiers or their widows and families. The total cost of German reparations would later be calculated at $30 billion (the equivalent of about $2.7 trillion today).
A New Map of Europe
In-class assignment, with a partner, consider the cartoon.
This cartoon portrays one view of the peace treaties that ended World War I.
* The turkey symbolizes Germany.
* Britain holds a carving knife and fork, ready to carve the turkey.
* Other Allies await the feast.
1. What does carving up the turkey symbolize?
2. What attitude do you think that the cartoonist has towards the treaties?
Why might the distribution of territory after World War I leave behind widespread dissatisfaction?
Other parts of the treaty were aimed at weakening Germany. The treaty severely limited the size of the once-feared German military. It returned Alsace and Lorraine to France, removed hundreds of square miles of territory from western and eastern Germany, and stripped Germany of its overseas colonies. The treaty compelled many Germans to leave the homes they had made in Russia, Poland, Alsace-Lorraine, and the German colonies to return to Germany or Austria.
The Germans signed because they had no choice. However, German resentment of the Treaty of Versailles would poison the international climate for 20 years. It would help spark an even deadlier world war in the years to come.
The Allies drew up separate treaties with the other Central Powers. Like the Treaty of Versailles, these treaties left widespread dissatisfaction. Discontented nations waited for a chance to revise the peace settlements in their favor.
Where the German, Austrian, and Russian empires had once ruled, a band of new nations emerged. Poland became an independent nation after more than 100 years of foreign rule. The Baltic states of Latvia, Lithuania, and Estonia fought for and achieved independence.
Three new republics—Czechoslovakia, Austria, and Hungary—rose in the old Hapsburg heartland. In the Balkans, the peacemakers created a new South Slav state, Yugoslavia, dominated by Serbia.
European colonies in Africa, Asia, and the Pacific had looked to the Paris Peace Conference with high hopes. Colonial leaders expected that the peace would bring new respect and an end to imperial rule. However, the leaders at Paris applied self-determination only to parts of Europe. Outside Europe, the victorious Allies added to their overseas empires. The treaties created a system of mandates, territories administered by Western powers. Britain and France gained mandates over German colonies in Africa. Japan and Australia were given mandates over some Pacific islands. The treaties handled lands that used to be part of the Ottoman empire as if they were colonies, too.
In theory, mandates were to be held until they were able to stand alone. In practice, they became European colonies. From Africa to the Middle East and across Asia, people felt betrayed by the peacemakers.
The War's Legacy
Reading Check
Identifying
What clause in the Treaty of Versailles particularly angered the Germans?
The Great War #1, World War 1 Era Period Music and Pictures. WW 1 spanned from August of 1914 to November of 1918 and raged across the globe. The United States was officially involved in the war from April 1917 to the end.
The dough boys are nearly forgotten today in the shadow of World War 2, Vietnam and Iraq. Millions of American men and women, black and white, served our country in The Great War. This series of shorts shows the music of their time and photographs from the Great War.
Links
BBC Schools Links
GCSE Bitesize Revision - History
bbc.co.uk/schools/gcsebitesize/history/
A secondary revision resource for GCSE exams covering the First World War.
The Bitesize series features audio clips from history and commentators:
Standard Grade Bitesize Revision - History
bbc.co.uk/scotland/learning/bitesize/standard/history/
A secondary revision resource for Standard Grade covering the First World War.
BBC Sites
BBC History - World War One
bbc.co.uk/history/worldwars/wwone/
This World War One site from BBC History features interactive movies, animations, feature articles and 3-d models.
History Trail – How to do History
bbc.co.uk/history/lj/how_to_do_historylj/preview.shtml
Follow in the footsteps of professional historians and find out how they do history. Discover how postcards, council records, tapestries and people's memories of the past are all valuable sources for the historian.
Other Sites
Learning Curve – The Great War
http://www.learningcurve.gov.uk/greatwar
This is a comprehensive offering from the Public Records Office, which tells the story of the First World War through six different source based investigations. It aims to show how the War developed and includes teachers' notes.
Spartacus Educational – The First World War
http://www.spartacus.schoolnet.co.uk/FWW.htm
Spartacus' World War One website offers a growing encyclopaedia of entries about the war, as well as links to other websites.
First World War.com - The war to end all wars
http://www.firstworldwar.com
This site gives a general overview of the First World War. It offers a collection of insightful feature articles, photos and footage, memoirs and diaries.
Spark Notes – World War 1 (1914-1918)
http://www.sparknotes.com/history/european/ww1/
Gives a summary and commentary on each main study area of the First World War.
Art of the First World War
http://www.art-ww1.com/gb/present.html
Presents 100 paintings from international collections from around the world to commemorate the First World War.
The World War One Document Archive
http://www.art-ww1.com/gb/present.html
The World War One Document Archive presents primary documents concerning the Great War.
World War 1 - Web Links
http://www.historyteacher.net/APEuroCourse/WebLinks/WebLinks-WorldWar1.htm
This site lists links to in-depth articles on all aspects of the First World War, including a large collection of links to primary source material.
National Curriculum Online: History
http://curriculum.qcda.gov.uk/key-stages-3-and-4/subjects/history/index.aspx?return=/key-stages-3-and-4/subjects/index.aspx
Information about the National Curriculum for History, QCDA and DfEE schemes of work, pupils' work and information about standards and support materials.
QCDA History
http://www.qcda.gov.uk/6354.aspx
The Qualifications and Curriculum Development Authority (QCDA) History section.
Examine key issues with the help of original documents.
The Great War #1, World War 1 Era Period Music and Pictures. WW 1 spanned from August of 1914 to November of 1918 and raged across the globe. The United States was officially involved in the war from April 1917 to the end.
The dough boys are nearly forgotten today in the shadow of World War 2, Vietnam and Iraq. Millions of American men and women, black and white, served our country in The Great War. This series of shorts shows the music of their time and photographs from the Great War.
Links
BBC Schools Links
GCSE Bitesize Revision - History
bbc.co.uk/schools/gcsebitesize/history/
A secondary revision resource for GCSE exams covering the First World War.
The Bitesize series features audio clips from history and commentators:
Standard Grade Bitesize Revision - History
bbc.co.uk/scotland/learning/bitesize/standard/history/
A secondary revision resource for Standard Grade covering the First World War.
BBC Sites
BBC History - World War One
bbc.co.uk/history/worldwars/wwone/
This World War One site from BBC History features interactive movies, animations, feature articles and 3-d models.
History Trail – How to do History
bbc.co.uk/history/lj/how_to_do_historylj/preview.shtml
Follow in the footsteps of professional historians and find out how they do history. Discover how postcards, council records, tapestries and people's memories of the past are all valuable sources for the historian.
Other Sites
Learning Curve – The Great War
http://www.learningcurve.gov.uk/greatwar
This is a comprehensive offering from the Public Records Office, which tells the story of the First World War through six different source based investigations. It aims to show how the War developed and includes teachers' notes.
Spartacus Educational – The First World War
http://www.spartacus.schoolnet.co.uk/FWW.htm
Spartacus' World War One website offers a growing encyclopaedia of entries about the war, as well as links to other websites.
First World War.com - The war to end all wars
http://www.firstworldwar.com
This site gives a general overview of the First World War. It offers a collection of insightful feature articles, photos and footage, memoirs and diaries.
Spark Notes – World War 1 (1914-1918)
http://www.sparknotes.com/history/european/ww1/
Gives a summary and commentary on each main study area of the First World War.
Art of the First World War
http://www.art-ww1.com/gb/present.html
Presents 100 paintings from international collections from around the world to commemorate the First World War.
The World War One Document Archive
http://www.art-ww1.com/gb/present.html
The World War One Document Archive presents primary documents concerning the Great War.
World War 1 - Web Links
http://www.historyteacher.net/APEuroCourse/WebLinks/WebLinks-WorldWar1.htm
This site lists links to in-depth articles on all aspects of the First World War, including a large collection of links to primary source material.
National Curriculum Online: History
http://curriculum.qcda.gov.uk/key-stages-3-and-4/subjects/history/index.aspx?return=/key-stages-3-and-4/subjects/index.aspx
Information about the National Curriculum for History, QCDA and DfEE schemes of work, pupils' work and information about standards and support materials.
QCDA History
http://www.qcda.gov.uk/6354.aspx
The Qualifications and Curriculum Development Authority (QCDA) History section.
Examine key issues with the help of original documents.
Soviet Pioneer Song: May There Always Be Sunshine, 3:04
This video is a tribute to Young Pioneer organization of the Soviet Union (1922 - 1991).
The Young Pioneer Organization of the Soviet Union (Всесою́зная пионе́рская организа́ция и́мени) was a mass youth organization of the USSR for children of age 10-15 in the Soviet Union between 1922 and 1991.
The music is a old soviet pioneer song from 1966.
English song name: "May There Always Be Sunshine"
Russian song name: "Пусть всегда будет солнце"
Official song name: "Солнечный круг"
May There Always Be Sunshine (Russian: Пусть всегда будет солнце! Actual Russian Title: Солнечный круг) is a Soviet Russian song, written for children. It was created in 1962, music was composed by Arkady Ostrovsky and the lyrics were written by Lev Oshanin. The Russian writer Korney Chukovsky later wrote in his book that the base for the song was the four lines which became the refrain, composed by a boy of age four in 1928.
Performed for the first time in 1962 at the Sopot International Song Festival by Russian singer Tamara Miansarova it earned the first prize for her there and immediately became widespread in the USSR and some other countries. It was sung by Young Pioneers in Young Pioneer camps, Young Pioneer meetings and at schools; it was sung by Little Octobrists at schools; it was sung even by pre-school children. This song was widely considered as a symbol of peace in the Soviet Union.
It is one of few Soviet songs which did not lose much of their popularity after the USSR and the Young Pioneer organization of the Soviet Union ceased to exist, and are still popular in Russia.
The song was translated into German by Ilse and Hans Naumilkat and Manfred Streubel (as Immer lebe die Sonne) and was popular among Ernst Thälmann Pioneers.
Lyrics:
Russian:
Солнечный круг,
Небо вокруг —
Это рисунок мальчишки.
Нарисовал он на листке
И подписал в уголке:
Припев:
— Пусть всегда будет солнце,
Пусть всегда будет небо,
Пусть всегда будет мама,
Пусть всегда буду я!
Russian (latin)
Solnechnyi krug,
Nebo vokrug —
Ehto risunok mal'chishki
Narisoval on na listke
I podpisal v ugolke:
Pripev:
— Pust' vsegda budet solntse,
Pust' vsegda budet nebo,
Pust' vsegda budet mama,
Pust' vsegda budu ya!
English:
Circle of sun,
Sky all around;
This is the young boy's drawing.
He drew on the paper,
And signed in the corner:
Chorus:
May there always be sun
May there always be sky,
May there always be mother,
May there always be me!
Back In The USSR: The Beatles, 2:43
A Rock version of the Russian National Anthem, 3:15
Develop a sequence of events leading to the March Revolution.
World War I in Popular Culture
Reading Check
Identifying
Did the growth of nationalism in the first half of the nineteenth century lead to increased competition or increased cooperation among European nations?
Reading Check
Explaining
According to some historians, how might internal disorder have been one of the causes of World War I?
