Sunday, April 10, 2011

Honors World History II: 11 April 2011

The Apollo 13 mission was launched on April 11, 1970 at 13:13 CST. Two days later an explosion crippled the service module upon which the Command Module depended. To conserve its batteries and the oxygen needed for the last hours of flight, the crew instead used the Lunar Module's resources as a "lifeboat" during the return trip to Earth. Despite great hardship caused by limited power, loss of cabin heat, shortage of potable water and the critical need to jury-rig the carbon dioxide removal system, the crew returned safely to Earth on April 17. NASA called the mission a "successful failure".

Prayer

Beyond the Sound Bites:


The Chapter 16 Section 1 Quiz is Wednesday.

Cf. http://shanawiki.wikispaces.com/Honors+World+History+II+Chapter+16+Section+1+Quiz+Prep+Page+Spring+2011

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

The War's Legacy

Be sure to check the assignment on Moodle and access it there.

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

Paris Peace Conference:
Writing a Treaty to End World War I

This problem-based learning unit asks students to assume roles as experts from countries that participated in World War I. These experts will meet both in expert groups and with their respective country representatives to determine what terms, in four specific areas, should be included in the treaty which will formally end the war. Next, they must decide as countries whether they will sign the treaty they have negotiated. To conclude the unit, students will compare the treaty they create with the real Treaty of Versailles to determine which treaty would most likely ensure long lasting peace in Europe.

The Task:
You are a citizen from one of the leading countries which fought in World War I: Germany, Russia, France, Great Britain, Italy, or the United States. Because you are an expert in a specific area of study, you have received the following letter, which asks you to help to develop a treaty to end the war.
1. Germany
2. Russia
3. France
4. Great Britain
5. Italy
6. United States
Georges Clemenceau, Premier of France
Chairman of the Peace Conference
Paris France
18 May 1919

Committee Delegate:

The Conference Commission requests your immediate presence in Paris as a delegate to the Paris Peace Conference. After months of deliberation, the Peace Treaty to end the war will undergo formal negotiations in four specific areas beginning 1 June 1919. You and four fellow citizens, experts in the areas of economics, geography, ethics, military history, and international negotiations, have been appointed by your government to represent them in the process. Each country present will be allowed to participate in a seven day review and deliberation of the terms of the peace.

Your timely presence in Paris by 1 June 1919 will allow your country to be heard. As Chairman of the Peace Conference, I assure you that your task will be difficult, but of supreme importance to the future of Europe and the world. We must remember what defeat would have cost us, and what peace must assure us.

Georges Clemenceau
Premier of France

The Process:

In order to understand the position your country takes at the end of this "war to end all wars", it is necessary to provide the Conference Committee with a statement of purpose. At your initial meeting your country is to ascertain what resources you may need, and discuss where you may find them. You will have a sufficient time to research the views of experts from your country and from any sources you may wish to consult, including those listed below and others available in other places such as a library.

After researching your topic your group will present aloud and write a one page letter of intent to the Committee, explaining your country's position as you enter expert negotiations. What has World War I meant to your country? What do you hope these negotiations will accomplish?

Next, experts will be asked to meet with fellow expert representatives of all of the countries present at the Conference. Each country has enlisted its finest minds to discuss the topics of reparations, territorial changes, military power, ethics, and world affairs. While experts should primarily consider the intentions of their own country, they should also consider what effects the terms of this treaty may have upon future world relationships. You will research and negotiate the following terms (1. Economists, 2. Geographers, 3. Ethicists, 4. Military Experts, 5. Ambassadors):

Economists, you will help determine what costs were incurred because of the War, and what amount of reparations, if any, should be paid.

Geographers, You will help determine what territorial boundaries will be established as provisions of the Treaty.

Ethicists, you will determine which, if any country, is responsible for causing the War.

Military Experts, you will determine what restrictions or regulations upon military power will be required by the Treaty.

Ambassadors, you will be spokesperson for your group at all Conference meetings. You may call upon experts to support your testimony. You are responsible for the scheduling of tasks, to be certain your country complies with the Official Conference Agenda. At expert meetings you may speak only to your delegates.

Fact Finding Tasks

Following expert negotiations, each country will meet to review the treaty created by your experts. You will decide whether your country will or will not sign the Treaty. On June 28, 1919 the Treaty will be ceremoniously signed at the Palace of Versailles. Each country will deliver a one minute address to be broadcast on radios throughout the world, justifying your decision. A written copy should be provided for the world press.

Links and Resources:

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

Be sure you can successfully access Moodle.

In addition to your textbook, encyclopedias, and other books available to you, the following internet sources will help you to complete this task.

The Peace Settlements: Treaty of Versailles
Overview of the events and decisions made at the W.W.I Peace Conference.
The Versailles Treaty and Related Documents
In addition to the complete Versailles Peace Treaty, this web site has many related documents, such as maps, charts and photos.
Armies Mobilized and Casualties: 1914-18
Figures on W.W.I armies are available here.
Financial Cost of War
Figures on W.W.I costs are available here.
The World War I Document Archive
An archive of primary documents from World War I.
W.W.I Sites: Links to Other Resources
Lots of connections to resources about W.W.I.
President Wilson and W.W.I
A version of how the war began.
World War I - Trenches on the Web
A collection of W.W.I resources.

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 DalĂ­ 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.

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

Based on the lyrics, pictures, and song, what conditions can you infer about the Depression? What characterized this era?



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

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

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

During the influenza pandemic, how many people were sickened?
How many died?
Describe the conditions during the pandemic.
In their own homes, how did people cope with the pandemic?
After 80 years, how and in what way are we prepared or unprepared today for a pandemic?
Summarize the compelling questions that remain after learning about the pandemic.
Are we better off today in preparing for a pandemic?

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.

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

League of Nations, 2:52

What was the problem with the structure of the League?
If a country did not like an idea submitted what could they do?
What weakness of the League was exposed?
What other problems existed?
What was the biggest problem?
Were there more successes or failures?
Did the Leagure effectively settle the Manchurian Crisis?
Did appeasement (offering flowers) towards the aggressor-- Japan--work?
Did the League effectively act in the Abyssinian (Ethiopian) Crisis?
Why not?



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

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

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

What happened under the Locarno Pact?
In what year did Germany become a full member of the League of Nations?



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.

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

Reading Check

Explaining

Why was the League of Nations unable to maintain peace?

The Great Depression

In-class assignment, with a partner, fill in the chart.


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.

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

Reading Check

Summarizing

What were the results of the Great Depression?

Democratic States After the War

In-class assignment, with a partner, fill in the table.

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.

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

Easter Rising, 5:50

In what year did a rebellion begint?
Who was the mastermind behind the guerilla war?


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.

In-class assignment, with a partner, consider the question.

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



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

Peace at Christmastime by Tina Micula, 4:49


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



Peace Train Cat Stevens, 4:13


The Paris Peace Conference: Writing a Treaty to End World War I assignment is due in class on Thursday.

The Chapter 16 Section 1 Quiz is Wednesday.

Cf. http://shanawiki.wikispaces.com/Honors+World+History+II+Chapter+16+Section+1+Quiz+Prep+Page+Spring+2011

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

Monday HW
1. p. 528, #2-9
Tuesday HW
1. p. 528, #10-12
Wednesday HW
1. p. 528, #13-15
Thursday HW
1. p. 528, #16-18
Friday HW
1. p. 528, #19

Honors Business Economics: 11 April 2011

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

The Chapter 9 Section 3 Quiz for Juniors is today.

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

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

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

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

The Quiz Prep Page is available for Wednesday's Quiz.

Consider the material found in Chapter 9 Section 3:

minimum tax, VAT (Value-Added Tax), flat tax, federal tax reform, business taxes, profits, tax burden, personal income rate, depreciation, investment tax credit, and, capital gains.

Cf. http://shanawiki.wikispaces.com/Honors+Business+Economics+Chapter+9+Section+4+Quiz+Prep+Page+Spring+2011


The Chapter 9 Section 1, Section 2, and Section 3 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 11 Resources

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

Chapter 11: Financial Markets

Chapter 11 Section 1 Savings and the Financial System

7th

financial system

Figure 11.1 Overview of the Financial System

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

What do financial intermediaries do?
What do Households, businesses do?
What are the largest borrowers?
What can households borrow and invest in?

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

How are people in the U.S. effected by the global financial system?

U.S. Economy and Financial System Bankrupt--What's next?, 6:38

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

What negative fundamentals have upset the U.S. financial system?
What is the first negative fundamental?
The second?
Third?
Fourth?
Five?
Six?
Seven?
What is it called when these markets collapse?
Eight?
Nine?


financial intermediary, p. 290-291

In-class assignment, with a partner, list examples of financial intermediaries.

List at least five financial intermediaries.

Define what financial intermediaries do.

nonbank financial institution

finance company

premium

pension

pension fund

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

How are the socialist states of Europe bridging Europe's Pension Gap? 6:38

What can be done to forestall a pension gap in Europe (or any country adopting the socialist model of pensions)?
At what age do people expect to retire in Sweden?
What incentives are there to work longer?
What is different for blue-collar workers?
How can blue-collar workers continue to work?
What advantages are there for workers and society?


With life expectancy in Europe rising and birth rates falling, how much longer can states provide proper pensions for their senior citizens? With fewer people working to support retirees, governments are encouraging their citizens to postpone taking their pensions.

risk

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

INVEST 101 - Risk versus Reward, 2:53

What should investors take into account?
What is the difference between an aggressive vs. a conservative investor?
What happens over time?
What happens if you take bigger risks?


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

11.2 The Power of Compound Interest

What does the table show?
How can money grow with compound interest?
How much interest is earned after the first 10 years at 6 per cent? (p. 293)

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

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

Saving and Economic Growth

Savers and Financial Assets

The Circular Flow of Finance

Financing Capital Formation

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

Reading Check

Summarizing

How does the financial system bring savers and borrowers together?

Nonbank Financial Intermediaries

Finance Companies

Life Insurance Companies

Pension Funds

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

Reading Check

Comparing and Contrasting

How do finance companies, life insurance companies, and pension funds channel savings to borrowers?

Basic Investment Considerations

Consistency

Simplicity

The Risk-Return Relationship

Investment Objectives

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

Reading Check

Identifying

If you were to invest your money, what would your objectives be?

11.1 Review

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

Use the graphic organizer to describe the nonbank financial intermediaries.

Profiles in Economics Sallie Krawcheck

Keep Your Message Simple--with Mark Thompson, 2:06

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

What is leadership?
What does communication involve?


Chapter 11 Section 2 Financial Assets and Their Markets

Section Preview

Content Vocabulary

bond

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

Personal Finance: How to Understand Bonds, 1:35

What exactly is a bond?
What has this to do with a company?
What is paid back?
What happens if the company goes bankrupt?


A bond is essentially a debt that funds a company, and that will be paid back with interest. Understand bonds and how it's different than equities with tips from a financial planner in this free video on personal finance and the stock market.

Expert: Chris Markowski
Contact: www.watchdogonwallstreet.com

coupon rate

maturity

par value

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

How do we calculate a par value of a bond?
What is its price?

Stocks & Investments: How to Calculate the Par Value of a Bond, 1:01


Calculating the par value of a bond is simple by looking at the initial purchase price of the bond, as the par value is generally the issues value as well as the ending value. Find the par value of a bond with financial advice from an experienced portfolio manager in this free video on investing.

Expert: Gregory Bramwell-Smith
Bio: Gregory Bramwell-Smith is the relationship and portfolio manager at Bramwell-Smith Associates.

current yield

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

Bond Investing: How to Find a Current Yield on a Bond, 1:49

How do we find a current yield on a bond?
What is the formula?
Where do you find this information?


The current yield on a bond is the yearly interest rate divided by the cost price of that bond. Find the current yield on a bond by calling the holder of the bond or checking the newspaper with help from a licensed financial planner in this free video on bonds and investing.

Expert: William Rae
Contact: www.hbwfl.com

junk bond

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

Stocks & Bonds: What Are Junk Bonds? 1:25

What is a junk bond?
What comes with high yield?
What may happen with junk bonds?


Junk bonds, or high yield bonds, are bonds that have low credit ratings, and therefore include an inherent risk. Be aware of a bond's credit rating before making an investment with help from a portfolio manager in this free video on personal finance and money management.

Expert: Gregory Bramwell-Smith
Bio: Gregory Bramwell-Smith is the relationship and portfolio manager at Bramwell-Smith Associates.

municipal bond

tax-exempt

savings bond

beneficiary

Treasury note

Treasury bond

Treasury bill

Individual Retirement Account (IRA)

capital market

money market

primary market

secondary market

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.

Issues in the News Want More Interest? Meet Bond, Junk Bond


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.

Figure 11.7 How Much Money Will You Have at Retirement?

Cf. http://glencoe.com/sites/common_assets/socialstudies/in_motion_08/epp/EPP_p308.swf

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?

Chapter 10: Government Spending

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/

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


Seinfeld Risk Management, 4:17

Cf. http://www.youtube.com/watch?v=laKprX-HP94

Finance Company Collector - A song protesting the current recession, 4:30


Josh Riddle and David Rufful are seniors at Dartmouth College.


Pension Tension Blues, 5:42

Lyrics: co-written by Susan Mangiero and Steven Zelin, Singing CPA.


The Quiz Prep Page is available for Wednesday.

Consider the material found in Chapter 9 Section 3:

minimum tax, VAT (Value-Added Tax), flat tax, federal tax reform, business taxes, profits, tax burden, personal income rate, depreciation, investment tax credit, and, capital gains.

Cf. http://shanawiki.wikispaces.com/Honors+Business+Economics+Chapter+9+Section+4+Quiz+Prep+Page+Spring+2011

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

Monday HW
1. p. 286, #11-16.
Tuesday HW
1. p. 286, #17-19
Wednesday HW
1. p. 286, #20-22
Thursday HW
1. p. 286, #23-25
Friday HW
1. p. 286, #26

Honors World History II: HW for Week of 11 April 2011

Monday HW
1. p. 528, #2-9
Tuesday HW
1. p. 528, #10-12
Wednesday HW
1. p. 528, #13-15
Thursday HW
1. p. 528, #16-18
Friday HW
1. p. 528, #19

Honors Business Economics: HW for Week of 11 April 2011

Monday HW
1. p. 286, #11-16.
Tuesday HW
1. p. 286, #17-19
Wednesday HW
1. p. 286, #20-22
Thursday HW
1. p. 286, #23-25
Friday HW
1. p. 286, #26