Tuesday, April 05, 2011

Honors World History II: 6 April 2011

6 April


Prayer

Beyond the Sound Bites:


All-Female, American Sortie Flies Bombing Mission Against Taliban – Meet ‘Dudette 07’

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/

Cf. http://ant.umn.edu/vae.php

Chapter 16 War and Revolution 1914-1919

Section 4 End of the War

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.

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 questions.

Treaty of Versailles, 1:15

What prejudices inhibited the Treaty of Versailles?
What shattered Wilson's idealism?
Which nations were broken up?
What was their problem?
Did the Treaty solve the problems of World War I?


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 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?

mandates

In-class assignment: with a partner, consider the map.

Cf. http://www.phschool.com/webcodes10/index.cfm?wcprefix=nap&wcsuffix=2641&area=view&x=6&y=16

Web Code: nap-2641

Cf. http://www.phschool.com/

Map Skills

The peace treaties that ended World War I redrew the map of Europe.

1. Locate

(a) Lithuania (b) Czechoslovakia (c) Yugoslavia (c) Poland (d) Danzig

2. Regions

Which countries lost territory in Eastern Europe?

3. Draw Conclusions

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?

Preview: Chapter 17 The West Between the Wars 1919-1939

Chapter Overview

The peace settlements at the end of World War I combined with severe economic problems to produce widespread discontent across Europe. Democratic rule in many states gave way to fascism, authoritarianism, and the totalitarianism of Stalin and Hitler.

Section 1 The Futile Search for Stability
The peace settlement at the end of World War I left many nations unhappy and border disputes simmering throughout Europe. The League of Nations proved a weak institution. Democracy was widespread, and women in many European countries gained the right to vote. However, economic problems plagued France, Great Britain, and the German Weimar Republic. When Germany declared that it could not continue to pay reparations, France occupied one German region as a source of reparations. An American plan reduced the burden of reparations and led to a period of prosperity and American investment in Europe. The prosperity ended with the economic collapse of 1929 and the Great Depression. European governments tried different approaches to ending the depression. Many middle-class Germans began to identify with anti-democratic political parties. The new American president, Franklin Delano Roosevelt, pursued a policy of active government intervention in the economy that came to be known as the New Deal.

Section 2 The Rise of Dictatorial Regimes
By 1939 most European democracies had collapsed. Only France and Great Britain remained democratic. Benito Mussolini began his political career as a Socialist, but he abandoned socialism for fascism, which glorified the state and justified the suppression of all political dissent. In Italy, Mussolini outlawed most political opposition, but also compromised with powerful groups and never achieved totalitarian control. After the Russian civil war, Lenin restored capitalist practices to prevent economic and political collapse. After Lenin's death, Joseph Stalin emerged as the most powerful Communist figure. Stalin sidelined the Bolsheviks of the revolutionary era and established totalitarian rule. His program of rapid industrialization and collectivization forced horrendous sacrifices on the population. His political purges caused millions to be arrested, imprisoned, and executed. Elsewhere in Eastern Europe and in Francisco Franco's Spain, authoritarian regimes were mainly concerned with preserving the existing social order.

Section 3 Hitler and Nazi Germany
Adolf Hitler, a failed student and artist, built up a small racist, anti-Semitic political party in Germany after World War I. Hitler's Beer Hall Putsch failed. In prison, he wrote Mein Kampf—an account of his movement and his views. As democracy broke down, right-wing elites looked to Hitler for leadership. In 1933 Hitler became chancellor. Amid constant chaos and conflict, Hitler used terror and repression to gain totalitarian control. Meanwhile, a massive rearmament program put Germans back to work. Mass demonstrations and spectacles rallied Germans around Hitler's policies. All major institutions were brought under Nazi control. Women's primary role was to bear Aryan children. Hitler's Nuremberg Laws established official persecution of Jews. A more violent anti-Semitic phase began in 1938 with a destructive rampage against Jews and the deportation of thousands to concentration camps. Increasingly drastic steps barred Jews from attending school, earning a living, or engaging in Nazi society.

Section 4 Cultural and Intellectual Trends
After World War I, radio and film became sources of entertainment as well as propaganda tools. Hitler and the Nazis made wide use of both. Work patterns after the war allowed many people to enjoy mass leisure activities such as professional sporting events, as well as train, bus, and car travel. The Nazis organized events such as concerts for workers. The revolution in physics continued with Werner Heisenberg's uncertainty principle. The uncertainty of the post-war world became a prominent theme in art. Dadaism and the surrealism of Salvador Dalí reflected absurdity in the world. Nazi art was intended to be authentically German. In fact, it was largely derived from nineteenth-century folk art. Literary interest in the unconscious produced the "stream of consciousness" technique of James Joyce's Ulysees. The German novelist Hermann Hesse was influenced by psychology and Asian religions.

Primary Documents - Treaty of Versailles, 28 June 1919 Cf. http://www.firstworldwar.com/source/versailles.htm

Chapter Preview

A Story that Matters

The Great Depression


This is Depression era photography of Dorothea Lange to the sound of Bing Crosby singing 'Buddy, Can You Spare A Dime,' (Yip Harburg wrote this iconic song), 2:25
In the early 1930s, a worldwide economic depression threw thousands out of work and into lives of poverty. The song below summed up the mood of the time:

“They used to tell me I was building a dream

With peace and glory ahead—

Why should I be standing in line,

Just waiting for bread?

Once I built a railroad, I made it run,

Made it race against time.

Once I built a railroad, now it’s done—

Brother, can you spare a dime?”

— from the song “Brother, Can You Spare a Dime?,” lyrics by E.Y. Harburg

Lyrics are reproduced for educational purposes only: copyright remains in the hands of the legitimate owners.



Ch. 17 References on the Great Depression

The Great Depression

Photo Essay on the Great Depression

Cf. http://www.pbs.org/wnet/historyofus/tools/browser12.html

Poor Farmer

Poor Farmer

This haunting photograph shows a farmer ruined by the dustbowl of 1936. A woman and nursing child, possibly part of his family, sit behind him under a makeshift shelter.

Diaries of people who lived during the Depression

Cf. http://teacher.scholastic.com/activities/our_america/great_depression/

People and events of the Dust Bowl

Cf. http://www.pbs.org/wgbh/americanexperience/films/dustbowl/

Original photographs from the times

Cf. http://memory.loc.gov/ammem/fsahtml/fatop1.html


The Dust Bowl

In Dorothea Lange’s famous 1936 photo Migrant Mother, Nipomo, California, a mother looks into the future with despair. She migrated to escape scenes like the one below, where huge dust storms buried farm equipment in Dallas, Texas. How did geography help aggravate the depression in the United States?

The Great Flu Epidemic

Hospitals "Full-Up": The 1918 Influenza Pandemic, 8:24

A documentary comparing the 1918 Spanish Influenza pandemic with modern-day health capabilities, in the event of an act of bioterrorism or any large-scale infectious disease outbreak.



Section 1

The peace settlement at the end of World War I left many nations unhappy and border disputes simmering throughout Europe. The League of Nations proved a weak institution. Democracy was widespread, and women in many European countries gained the right to vote. However, economic problems plagued France, Great Britain, and the German Weimar Republic. When Germany declared that it could not continue to pay reparations, France occupied one German region as a source of reparations. An American plan reduced the burden of reparations and led to a period of prosperity and American investment in Europe. The prosperity ended with the economic collapse of 1929 and the Great Depression. European governments tried different approaches to ending the depression. Many middle-class Germans began to identify with anti-democratic political parties. The new American president, Franklin Delano Roosevelt, pursued a policy of active government intervention in the economy that came to be known as the New Deal.

League of Nations, 2:52



Uneasy Peace, Uncertain Security

A Weak League of Nations

The peace was fragile. Although the Kellogg-Briand Pact outlawed war, it provided no way of enforcing the ban. The League of Nations, too, was powerless to stop aggression. In 1931, the League vigorously condemned Japan’s invasion of Manchuria, but did not take military action to stop it. Ambitious dictators in Europe noted the League’s weakness and began to pursue aggressive foreign policies.

Analyzing Political Cartoons

An End to War?

The Kellogg-Briand Pact raised hopes for an end to war. But not everyone was so optimistic, as this 1929 American cartoon shows.

*Kellogg-Briand Pact framed as a fire insurance policy
*Adequate navy as a fire extinguisher
*Uncle Sam looking at both

1. Do you think that the cartoonist feels that a fire insurance policy is enough to prevent a fire?

2. What point do you think the cartoonist is making about the Kellogg-Briand Pact?

French Demands

Inflation in Germany

The Treaty of Locarno

The Locarno Treaties and Germany's Entry into the League, :59



Despite disagreements, many people worked for peace in the 1920s. Hopes soared in 1925 when representatives from seven European nations signed a series of treaties at Locarno, Switzerland. These treaties settled Germany’s disputed borders with France, Belgium, Czechoslovakia, and Poland. The Locarno treaties became the symbol of a new era of peace.

The Kellogg-Briand Pact, which was sponsored by the United States in 1928, echoed the hopeful “spirit of Locarno.” Almost every independent nation signed this agreement, promising to “renounce war as an instrument of national policy.” In this optimistic spirit, the great powers pursued disarmament, the reduction of armed forces and weapons. The United States, Britain, France, Japan, and other nations signed treaties to reduce the size of their navies. However, they failed to agree on limiting the size of their armies.

Reading Check

Explaining

Why was the League of Nations unable to maintain peace?

The Great Depression

The post-war prosperity did not last. At the end of the 1920s, an economic crisis began in the United States and spread to the rest of the world, leaving almost no corner untouched.

Causes of the Depression

The wealth created during the 1920s in the United States was not shared evenly. Farmers and unskilled workers were on the losing end. Though demand for raw materials and agricultural products had skyrocketed during the war, demand dwindled and prices fell after the war. Farmers, miners and other suppliers of raw materials suffered. Because they earned less, they bought less. At the same time, better technology allowed factories to make more products faster. This led to overproduction, a condition in which the production of goods exceeds the demand for them. As demand slowed, factories cut back on production and workers lost their jobs.

Meanwhile, a crisis in finance—the management of money matters, including the circulation of money, loans, investments, and banking—was brewing. Few saw the danger. Prices on the New York Stock Exchange were at an all-time high. Eager investors acquired stocks through risky methods. To slow the run on the stock market, the Federal Reserve, the central banking system of the United States, which regulates banks, raised interest rates in 1928 and again 1929. It didn’t work. Instead, the higher interest rates made people nervous about borrowing money and investing, thereby hurting demand.

In the autumn of 1929, jitters about the economy caused many people to sell their stocks at once. Financial panic set in. Stock prices crashed, wiping out the fortunes of many investors. The Great Depression, a painful time of global economic collapse, had begun quietly in the summer of 1929 with decreasing production. The October stock market crash aggravated the economic decline.

Responses to the Depression

In 1931, the Federal Reserve again increased the interest rate, with an even more disastrous effect. As people bought and invested less, businesses closed and banks failed, throwing millions out of work. The cycle spiraled steadily downward. The jobless could not afford to buy goods, so more factories had to close, which in turn increased unemployment. People slept on park benches and lined up to eat in soup kitchens.

The economic problems quickly spread around the world. American banks stopped making loans abroad and demanded repayment of foreign loans. Without support from the United States, Germany suffered. It could not make its reparations payments. France and Britain were not able to make their loan payments.

Desperate governments tried to protect their economies from foreign competition. The United States imposed the highest tariffs in its history. The policy backfired when other nations retaliated by raising their tariffs. In 1932 and 1933, global world trade sank to its 1900 level. As you have read, the Great Depression spread misery from the industrial world to Latin America, Africa, and Asia.

Reading Check

Summarizing

What were the results of the Great Depression?

Democratic States After the War
Note Taking

Reading Skill: Identify Main Ideas

Record main ideas from this section in a table like the one below.



In 1919, the three Western democracies—Britain, France, and the United States—appeared powerful. They had ruled the Paris Peace Conference and boosted hopes for democracy among the new nations of Eastern Europe. Beneath the surface, however, postwar Europe faced grave problems. To make matters worse, many members of the younger generation who might have become the next great leaders had been killed in the war.

At first, the most pressing issues were finding jobs for returning veterans and rebuilding war-ravaged lands. Economic problems fed social unrest and made radical ideas more popular.

In addition to problems at home, the three democracies faced a difficult international situation. The peace settlements caused friction, especially in Germany and among some ethnic groups in Eastern Europe.

Germany

From its headquarters in Geneva, Switzerland, the League of Nations encouraged cooperation and tried to get members to make a commitment to stop aggression. In 1926, after signing the Locarno agreements, Germany joined the League. Later, the Soviet Union was also admitted.

France

Like Britain, France emerged from World War I both a victor and a loser. Political divisions and financial scandals plagued the government of the Third Republic. Several parties—from conservatives to communists—competed for power. The parties differed on many issues, including how to get reparations payments from Germany. A series of quickly changing coalition governments ruled France.

France’s chief concern after the war was securing its borders against Germany. The French remembered the German invasions of 1870 and 1914. To prevent a third invasion, France built massive fortifications called the Maginot Line along its border with Germany. However, the line would not be enough to stop another German invasion in 1940.

In its quest for security, France also strengthened its military and sought alliances with other countries, including the Soviet Union. It insisted on strict enforcement of the Versailles treaty and complete payment of reparations. France’s goal was to keep the German economy weak.

Great Britain

Britain disagreed with this aim. Almost from the signing of the Treaty of Versailles, British leaders wanted to relax the treaty’s harsh treatment of Germany. They feared that if Germany became too weak, the Soviet Union and France would become too powerful.

In Britain during the 1920s, the Labour party surpassed the Liberal party in strength. The Labour party gained support among workers by promoting a gradual move toward socialism. The Liberal party passed some social legislation, but it traditionally represented middle-class business interests. As the Liberal party faltered, the middle class began to back the Conservative party, joining the upper class, professionals, and farmers. With this support, the Conservative party held power during much of 1920s. After a massive strike of over three million workers in 1926, Conservatives passed legislation limiting the power of workers to strike.

Britain still faced the “Irish question.” In 1914, Parliament passed a home-rule bill that was shelved when the war began. On Easter 1916, a small group of militant Irish nationalists launched a revolt against British rule. Although the Easter Rising was quickly suppressed, it stirred wider support for the Irish cause. When Parliament again failed to grant home rule in 1919, members of the Irish Republican Army (IRA) began a guerrilla war against British forces and their supporters. In 1922, moderates in Ireland and Britain reached an agreement. Most of Ireland became the self-governing Irish Free State. The largely Protestant northern counties remained under British rule. However, the IRA and others fought for decades against the division.

Ireland 1916 - The Easter Rising, 4:45


The Irish Resist

Members of the Irish Republican Army prepare to resist the British occupation of Dublin in 1921 by erecting a barbed wire barricade. The Irish Free State, established in 1922, was a compromise between the opposing sides, but peace was short-lived. The conflict has continued since that time.

The United States

In contrast, the United States emerged from World War I in good shape. A late entrant into the war, it had suffered relatively few casualties and little loss of property. However, the United States did experience some domestic unrest. Fear of radicals and the Bolshevik Revolution in Russia set off a “Red Scare” in 1919 and 1920. Police rounded up suspected foreign-born radicals, and a number were expelled from the United States.

The “Red Scare” fed growing demands to limit immigration. Millions of immigrants from southern and eastern Europe had poured into the United States between 1890 and 1914. Some native-born Americans sought to exclude these newcomers, whose cultures differed from those of earlier settlers from northern Europe. In response, Congress passed laws limiting immigration from Europe. Earlier laws had already excluded or limited Chinese and Japanese immigration.

Reading Check

Explaining

What did John Maynard Keynes think would resolve the Great Depression?

John Maynard Keynes and the Great Depression, 2:10

Hughes Rudd narrates:



Ch. 17 References

The Great Depression

Photo Essay on the Great Depression

Cf. http://www.pbs.org/wnet/historyofus/tools/browser12.html

Diaries of people who lived during the Depression

Cf. http://teacher.scholastic.com/activities/our_america/great_depression/

People and events of the Dust Bowl

Cf. http://www.pbs.org/wgbh/americanexperience/films/dustbowl/

Original photographs from the times

Cf. http://memory.loc.gov/ammem/fsahtml/fatop1.html

Cf. Click on links to view original documents from Mussolini's life and times.

Cf. http://www.nationalarchives.gov.uk/education/heroesvillains/g3/

Click on "Germany Image Gallery" for the slideshow.

Cf. http://www.worldwar2database.com/cgi-bin/slideviewer.cgi?list=preludegermany.slides

Read a detailed account of the life of Hitler

Cf. http://library.thinkquest.org/19092/hitler.html

Test yourself on how Hitler came to power

Cf. http://www.schoolhistory.co.uk/lessons/riseofhitler/index.htm

Nazi propaganda posters: Election, Sower of peace, 'One People, One Nation, One Leader,' Saving for a Volkswagen, Jews, Anti-Bolshevism.

Cf. http://www.bbc.co.uk/history/worldwars/wwtwo/nazi_propaganda_gallery.shtml

Soviet Russia

Stalin and Industrialization of the USSR
See original documents and learn more about Stalin's methods.

Cf. http://www.nationalarchives.gov.uk/education/heroesvillains/g4/

View Soviet posters

Cf. http://www.internationalposter.com/country-primers/soviet-posters.aspx

Review Stalin's takeover of power

Cf. http://www.bbc.co.uk/schools/gcsebitesize/history/mwh/russia/stalinsact.shtml

Find out more about jazz

Cf. http://www.smithsonianjazz.org/class/whatsjazz/wij_start.asp

Paul McCartney and Wings - Give Ireland back to the Irish, 3:43

Song about the British in the north eastern counties of Ireland which denies the Irish people the right of national self-determination.

Song performed by Wings.

Give ireland back to the irish
Dont make them have to take it away
Give ireland back to the irish
Make ireland irish today
Great britian you are tremendous
And nobody knows like me
But really what are you doin
In the land across the sea

Tell me how would you like it
If on your way to work
You were stopped by irish soliders
Would you lie down do nothing
Would you give in, or go berserk

Give ireland back to the irish
Dont make them have to take it away
Give ireland back to the irish
Make ireland irish today

Great britian and all the people
Say that all people must be free
Meanwhile back in ireland
Theres a man who looks like me

And he dreams of God and country
And hes feeling really bad
And hes sitting in a prison
Should he lie down do nothing
Should give in or go mad

Give ireland back to the irish
Dont make them have to take it away
Give ireland back to the irish
Make ireland irish today

Give ireland back to the irish
Dont make them have to take it away
Give ireland back to the irish
Make ireland irish today

Lyrics reproduced here for educational purposes only; copyright remains in the hands of the legitimate owners.



John & Yoko - Sunday Bloody Sunday, 5:03, from Lennon's 'Sometime In New York City' album.


Sunday Bloody Sunday - Wolfe Tones, 4:09

This is a song from their CD entitled Celtic Symphony.


References
One helpful animation is:

Animated Map: The Western Front, 1914 - 1918

Animated battle of the Somme

Cf. http://www.bbc.co.uk/history/worldwars/wwone/launch_ani_somme_map.shtml

Among other animations, you can view: Life in the Trenches

Cf. http://www.bbc.co.uk/history/interactive/animations/wwone_movies/index_embed.shtml

You can try your luck during several front line missions with

Trench warfare:

Cf. http://www.bbc.co.uk/schools/worldwarone/hq/trenchwarfare.shtml

By the time the Yanks get involved there is a popular song which memorialized American involvement:

Cf. http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/activities/songs/

American involvement in WW I, 4:11

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:

Cf. http://www.bbc.co.uk/schools/gcsebitesize/history/mwh/

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.

One helpful animation is:

Animated Map: The Western Front, 1914 - 1918

Cf. http://www.bbc.co.uk/history/worldwars/wwone/launch_ani_western_front.shtml

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.

Cf. http://www.nationalarchives.gov.uk/education/greatwar/g1/

The best overall war reference for the entire modern period:

War Made New: Weapons, Warriors, and the Making of the Modern World by Max Boot

All Quiet on the Western Front by Erich Maria Remarque

Cassell Military Classics: Iron Fist: Classic Armoured Warfare by Bryan Perrett

Day of the Assassins: A Jack Christie Novel by Johnny O'Brien

War in the Air 1914-45 (Smithsonian History of Warfare) by Williamson Murray
The Encyclopedia of Warfare: The Changing Nature of Warfare From Prehistory to Modern-day Armed Conflicts by Robin Cross, pp. 170-193.

The Encyclopedia of Weaponry: The Development of Weaponry from Prehistory to 21st Century Warfare, Ian V. Hogg, pp. 112-139.

Battles and Campaigns (Mapping History) by Malcolm Swanston

A documentary about the battle of the Somme 1916 part 1, 9:58







War and Revolution in Russia 1914 - 1921

By Dr Jonathan Smele

Cf. http://www.bbc.co.uk/history/worldwars/wwone/eastern_front_01.shtml
World War One News Report, High School History Project


World War 1 Songs, 5:40

Songs are in this order: It's A Long Way to Berlin but We'll Get There, The Yanks Started Yankin, I May Stay Away A Little Longer, It's A Long Way to Tipperary, What Kind of an American Are You, How Ya Gonna Keep Them Down on the Farm

Cf. http://www.youtube.com/watch?v=sH4-fYIfC-E

Elvis Costello's (What's So Funny 'Bout) Peace, Love and Understanding, 3:18



Peace Train Cat Stevens, 4:13



Creedence Clearwater Revival: Fortunate Son, 2:19


Chapter 17 References

The BBC on Weimar:

Cf. http://www.bbc.co.uk/schools/gcsebitesize/history/mwh/germany/weimaract.shtml

The BBC on Nazis:

Cf. http://www.bbc.co.uk/schools/gcsebitesize/history/mwh/germany/nazisact.shtml

Wagner - RIDE OF THE VALKYRIES - Furtwangler, 5:09

The Ride of the Valkyries, by Richard Wagner, in a classic recording with Wilhelm Furtwangler and the Vienna Philharmonic. Illustrations are by Arthur Rackham.

The music: probably the most famous and instantly identifiable of Wagner's works is this short orchestral prelude from Die Walkure, the second opera in the monumental Der Ring des Nibelungen. It has gone on to enter popular culture, being used in many films, most notably the helicopter attack sequence in Apocalypse Now. In terms of composition it perfectly demonstrates Wagner's epic sense of drama, and also his masterful orchestration.

The conductor: Wilhelm Furtwangler is probably unrivalled as an interpreter of the core Austro-German Romantic repertoire, setting benchmarks in the performance of Beethoven, Schubert, Brahms, Wagner, Bruckner and others. His recordings include two complete Ring Cycles, both of them classics.

The illustrations: Arthur Rackham was one of the greatest illustrators at the turn of the 19th century, creating classic visions for fairy tales and fantasies (Alice, Peter Pan, etc.).

His work on Der Ring des Nibelungen is often considered one of the finest visual depictions of Wagner's epic.


Duce! the rise and fall of Benito Mussolini by Richard Collier

Fascism

Russia

Soviet

Totalitarian

References

Using Key Terms

Tanks, 1:46



Cassell Military Classics: Iron Fist: Classic Armoured Warfare by Bryan Perrett

References
One helpful animation is:

Animated Map: The Western Front, 1914 - 1918

Animated battle of the Somme

Cf. http://www.bbc.co.uk/history/worldwars/wwone/launch_ani_somme_map.shtml

Among other animations, you can view: Life in the Trenches

Cf. http://www.bbc.co.uk/history/interactive/animations/wwone_movies/index_embed.shtml

You can try your luck during several front line missions with

Trench warfare:

Cf. http://www.bbc.co.uk/schools/worldwarone/hq/trenchwarfare.shtml

By the time the Yanks get involved there is a popular song which memorialized American involvement:

Cf. http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/activities/songs/

American involvement in WW I, 4:11

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:

Cf. http://www.bbc.co.uk/schools/gcsebitesize/history/mwh/

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.

One helpful animation is:

Animated Map: The Western Front, 1914 - 1918

Cf. http://www.bbc.co.uk/history/worldwars/wwone/launch_ani_western_front.shtml

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.

Cf. http://www.nationalarchives.gov.uk/education/greatwar/g1/

The best overall war reference for the entire modern period:

War Made New: Weapons, Warriors, and the Making of the Modern World by Max Boot

All Quiet on the Western Front by Erich Maria Remarque

Cassell Military Classics: Iron Fist: Classic Armoured Warfare by Bryan Perrett

Day of the Assassins: A Jack Christie Novel by Johnny O'Brien

War in the Air 1914-45 (Smithsonian History of Warfare) by Williamson Murray
The Encyclopedia of Warfare: The Changing Nature of Warfare From Prehistory to Modern-day Armed Conflicts by Robin Cross, pp. 170-193.

The Encyclopedia of Weaponry: The Development of Weaponry from Prehistory to 21st Century Warfare, Ian V. Hogg, pp. 112-139.

Battles and Campaigns (Mapping History) by Malcolm Swanston

A documentary about the battle of the Somme 1916 part 1, 9:58

H. W. Brands on Woodrow Wilson and the First World War, 9:32



War and Revolution in Russia 1914 - 1921 by Dr Jonathan Smele

Cf. http://www.bbc.co.uk/history/worldwars/wwone/eastern_front_01.shtml

Review the causes of the Revolution

Cf. http://www.bbc.co.uk/schools/gcsebitesize/history/mwh/russia/

Find out more about the last imperial family of Tsarist Russia.

Cf. http://www.nicholasandalexandra.com/virtual1999/sitemap.html

Photo album of Tsar Nicholas II's Romanov family

Cf. http://www.alexanderpalace.org/romalbum/index.html

A profile of Lenin

Cf. http://www.spartacus.schoolnet.co.uk/RUSlenin.htm

Cassell Military Classics: Iron Fist: Classic Armoured Warfare by Bryan Perrett

References
One helpful animation is:

Animated Map: The Western Front, 1914 - 1918

Animated battle of the Somme

Cf. http://www.bbc.co.uk/history/worldwars/wwone/launch_ani_somme_map.shtml

Among other animations, you can view: Life in the Trenches

Cf. http://www.bbc.co.uk/history/interactive/animations/wwone_movies/index_embed.shtml

You can try your luck during several front line missions with

Trench warfare:

Cf. http://www.bbc.co.uk/schools/worldwarone/hq/trenchwarfare.shtml

By the time the Yanks get involved there is a popular song which memorialized American involvement:

Cf. http://www.loc.gov/teachers/classroommaterials/presentationsandactivities/activities/songs/

American involvement in WW I, 4:11

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:

Cf. http://www.bbc.co.uk/schools/gcsebitesize/history/mwh/

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.

One helpful animation is:

Animated Map: The Western Front, 1914 - 1918

Cf. http://www.bbc.co.uk/history/worldwars/wwone/launch_ani_western_front.shtml

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.

Cf. http://www.nationalarchives.gov.uk/education/greatwar/g1/

The best overall war reference for the entire modern period:

War Made New: Weapons, Warriors, and the Making of the Modern World by Max Boot

All Quiet on the Western Front by Erich Maria Remarque

Cassell Military Classics: Iron Fist: Classic Armoured Warfare by Bryan Perrett

Day of the Assassins: A Jack Christie Novel by Johnny O'Brien

War in the Air 1914-45 (Smithsonian History of Warfare) by Williamson Murray
The Encyclopedia of Warfare: The Changing Nature of Warfare From Prehistory to Modern-day Armed Conflicts by Robin Cross, pp. 170-193.

The Encyclopedia of Weaponry: The Development of Weaponry from Prehistory to 21st Century Warfare, Ian V. Hogg, pp. 112-139.

Battles and Campaigns (Mapping History) by Malcolm Swanston

A documentary about the battle of the Somme 1916 part 1, 9:58


War and Revolution in Russia 1914 - 1921

By Dr Jonathan Smele

Cf. http://www.bbc.co.uk/history/worldwars/wwone/eastern_front_01.shtml

References on Russia

References on Lenin

References on Marx

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


How To Take Effective Notes

p. 516, Reading Check

Identifying

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?

Test/Quiz Resources

Self-check Quiz on Chapter

Vocabulary eFlashcards

Academic Vocabulary

Combined

Content Vocabulary

People, Places and Events

8th

Remy: Why They Fought, 2:19


Mott the Hoople, All The Young Dudes, 3:16


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

Wednesday HW
1. p. 526, #8-9, p. 527, #1
Thursday HW
1. p. 527, #2-4
Friday HW
1. p. 528, #1

Honors Business Economics: 6 April 2011

Prayer
Beyond the Sound Bites:

Behravesh Says Government Shutdown Would `Backfire'

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

Chapter 9 Section 3 Quiz on Friday.

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.

Standard feature:

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

Please follow the steps below:

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

Chapter 10: Government Spending

Section 3: Deficits, Surpluses, and the National Debt

line-item veto

entitlement

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.

Chapter 10 Resources

Chapter 10: Government Spending Multiple Choice Quiz

Chapter 10: Government Spending ePuzzles and Games Column

Chapter 10: Government Spending Vocabulary eFlashcards

Chapter 10: Government Spending In Motion The Federal Budget for Fiscal Year 2007

Chapter 10: Government Spending In Motion State and Local Expenditures

Chapters 8-11

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

Chapter 9 Resources

Chapter 9: Sources of Government Revenue
Multiple Choice Quiz


Cf. http://glencoe.mcgraw-hill.com/sites/0078747643/student_view0/unit3/chapter9/self-check_quizzes.html

Ch. 9 Crossword Puzzle

Chapter 9 Flashcards

Chapter 10 Resources

Self-Check Quiz, Crossword, Vocabulary

Cf. http://glencoe.mcgraw-hill.com/sites/0078747643/student_view0/unit3/chapter10/

Preview

Chapter 11 Resources

Cf. http://glencoe.mcgraw-hill.com/sites/0078747643/student_view0/unit3/chapter11/chapter_overviews.html

Chapter 11: Financial Markets

Chapter Overviews

Section 1: Savings and the Financial System

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.

Cf. http://www.nyse.com/pdfs/nyse_bluebook.pdf

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.

p. 4

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.

p. 23

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 11.1 Overview of the Financial System

Cf. http://glencoe.com/sites/common_assets/socialstudies/in_motion_08/epp/EPP_p291.swf

Figure 11.2 The Power of Compound Interest

Cf. http://glencoe.com/sites/common_assets/socialstudies/in_motion_08/epp/EPP_p293.swf

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.

Chapter 9 Section 3 Quiz on Friday.

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

Wednesday HW
1. p. 284, #1-2, p. 286, #1
Thursday HW
1. p. 286, #2-9
Friday HW
1. p. 286, #10