Tuesday, May 03, 2011

Honors World History II: 4 May 2011

Prayer
Beyond the Sound Bites:


The Chapter 17 Section 1 Quiz Make-up is today.

The Chapter 16 Test Make-up is today.

The Chapter 16 Section 4 Quiz Make-up is today.

There is no #27 on the Quiz; leave #27 on the Scantron blank. Do not answer on the Scantron, skip #27.

The Chapter 16 Section 3 Quiz Make-up is today.

The Chapter 16 Section 2 Quiz Make-up is today.

Cf. http://shanawiki.wikispaces.com/Honors+World+History+II+Chapter+16+Section+2+Quiz+Prep+Page+Spring+2011

The Chapter 16 Section 1 Quiz Make-up is today.

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

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

Chapter 17 The West Between the Wars 1919-1939

Trotsky, the hero of the Russian Revolution, was for years venerated like a saint.
With a partner, answer the following.

The Assassination of Leon Trotsky, 2:40

Who conspired against Trotsky?
What happened between Mercader and Trotsky?
What did Trotsky do after the attack?
How long afterwards did he die?
What happened to his assassin?



On August 20, 1940, Trotsky was successfully attacked in his home by a NKVD agent, Ramón Mercader, who drove the pick of an ice axe into Trotsky's skull.

The blow was poorly delivered and failed to kill Trotsky instantly, as Mercader had intended. Witnesses stated that Trotsky spat on Mercader and began struggling fiercely with him. Hearing the commotion, Trotsky's bodyguards burst into the room and nearly killed Mercader, but Trotsky stopped them, shouting, "Do not kill him! This man has a story to tell." Trotsky was taken to a hospital, operated on, and survived for more than a day, dying at the age of 60 on August 21, 1940 as a result of severe brain damage.

According to James P. Cannon, the secretary of the Socialist Workers Party (USA), Trotsky's last words were "I will not survive this attack. Stalin has finally accomplished the task he attempted unsuccessfully before."

The blow was poorly delivered and failed to kill Trotsky instantly, as Mercader had intended. Witnesses stated that Trotsky spat on Mercader and began struggling fiercely with him. Hearing the commotion, Trotsky's bodyguards burst into the room and nearly killed Mercader, but Trotsky stopped them, laboriously stating that the assassin should be made to answer questions. Trotsky was taken to a hospital, operated on, and survived for more than a day, dying at the age of 60 on 21 August 1940 as a result of severe brain damage. Mercader later testified at his trial:

I laid my raincoat on the table in such a way as to be able to remove the ice axe which was in the pocket. I decided not to miss the wonderful opportunity that presented itself. The moment Trotsky began reading the article, he gave me my chance; I took out the ice axe from the raincoat, gripped it in my hand and, with my eyes closed, dealt him a terrible blow on the head.

According to James P. Cannon, the secretary of the Socialist Workers Party (USA), Trotsky's last words were "I will not survive this attack. Stalin has finally accomplished the task he attempted unsuccessfully before."

Trotsky's assassination was indicative of the brutality and ruthlessness of Stalin.

Between 1936 and 1938, Stalin staged a series of spectacular public “show trials” in Moscow. Former Communist leaders confessed to all kinds of crimes after officials tortured them or threatened their families or friends. Many of the purged party members were never tried but were sent straight to the Gulag. Secret police files reveal that at least four million people were purged during the Stalin years. Some historians estimate the toll to be much greater.

The purges increased Stalin’s power. All Soviet citizens were now well aware of the consequences of disloyalty. However, Stalin’s government also paid a price. Among the purged were experts in industry, economics, and engineering, and many of the Soviet Union’s most talented writers and thinkers. The victims included most of the nation’s military leaders and about half of its military officers, a loss that would weigh heavily on Stalin in 1941, when Germany invaded the Soviet Union.

With a partner, answer the following.

Reading Check

Summarizing

What was Lenin's New Economic Policy?

Authoritarian States in the West
Like Germany, most new nations in Eastern Europe slid from democratic to authoritarian rule in the postwar era. In 1919, a dozen countries were carved out of the old Russian, Austro-Hungarian, Ottoman and German empires. Although they differed from one another in important ways, they faced some common problems. They were small countries whose rural, agricultural economies lacked capital to develop industry. Social and economic inequalities separated poor peasants from wealthy landlords. None had much experience with the democratic process. Further complicating the situation, tensions leftover from World War I hindered economic cooperation between countries. Each country in the region tried to be independent of its neighbors, which hurt all of them. The region was hit hard by the Great Depression.

Eastern Europe

Old rivalries between ethnic and religious groups created severe tensions. In Czechoslovakia, Czechs and Slovaks were unwilling partners. Serbs dominated the new state of Yugoslavia, but restless Slovenes and Croats living there pressed for independence. In Poland, Hungary, and Romania, conflict flared among various ethnic groups.

Economic problems and ethnic tensions contributed to instability, which in turn helped fascist rulers gain power. In Hungary, military strongman Nicholas Horthy (hawr tay) overthrew a Communist-led government in 1919. By 1926, the military hero Joseph Pilsudski (peel soot skee) had taken control over Poland. Eventually, right-wing dictators emerged in every Eastern European country except Czechoslovakia and Finland. Like Hitler, these dictators promised order and won the backing of the military and wealthy. They also turned to anti-Semitism, using Jews as scapegoats for many national problems. Meanwhile, strong, aggressive neighbors eyed these small, weak states of Eastern Europe as tempting targets.

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

Spain

Reading Check

Explaining

How did Czechoslovakia maintain its political democracy?

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.

Let's answer a few questions about Weimar.

Weimar:

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

1st

Let's answer a few questions about the Nazis.

Nazis:

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

Information on Nazi Germany, Hitler

Click on "Germany Image Gallery" for the slideshow.

With a partner, answer the following.

Slide 1: Which one is the young Hitler?

Slide 8: How did the President of the Weimar Republic, Paul von Hindenburg, dismiss Hitler?

Slide 9: Once the Nazis took power what happened to all groups and organizations?

Slide 10: What happened to the Reichstag?

Slide 11: What happened after the Reichstag fire?

Slide 12: What did the Nazis begin to do to Jewish businesses?

Slide 30: What did the Americans refuse to do at the 1936 Olympics?

Slide 31: What two leaders of their country refused to shake Jesse Owens' hand?

Slide 46: Who knocked out Max Schmeling?

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

With a partner, answer the following.

Why did people support Hitler?

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

Basic site:

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

Hitler and His Views Cf. http://www.pearsonsuccessnet.com/snpapp/iText/products/0-13-133374-7/audio.html?fname=audio/audio_WH07Y03252.mov

With a partner, answer the following.

Note Taking

Reading and Listening Skills: Identify Main Ideas

As you read and listen to this section of material, summarize the section’s main ideas in a flowchart like the one below.

Hitler depicted with a member of a Nazi youth organization

In the 1930s, Adolf Hitler and the Nazi party brought hope to Germans suffering from the Great Depression. On the dark side of Hitler’s promises was a message of hate, aimed particularly at Jews. A German Jewish woman recalls an attack on her family during Kristallnacht, a night in early November 1938 when Nazi mobs attacked Jewish homes and businesses.

“They broke our windowpanes, and the house became very cold. . . . We were standing there, outside in the cold, still in our night clothes, with only a coat thrown over. . . . Then they made everyone lie face down on the ground . . . ‘Now, they will shoot us,’ we thought. We were very afraid.”

In 1923, as you may have read, Hitler made a failed attempt to seize power in Munich. He was arrested and found guilty of treason. While in prison, Hitler wrote Mein Kampf (“My Struggle”). It would later become the basic book of Nazi goals and ideology.

Mein Kampf reflected Hitler’s obsessions—extreme nationalism, racism, and anti-Semitism. Germans, he said, belonged to a superior “master race” of Aryans, or light-skinned Europeans, whose greatest enemies were the Jews. Hitler’s ideas were rooted in a long tradition of anti-Semitism. In the Middle Ages, Christians persecuted Jews because of their different beliefs. The rise of nationalism in the 1800s caused people to identify Jews as ethnic outsiders. Hitler viewed Jews not as members of a religion but as a separate race. (He defined a Jew as anyone with one Jewish grandparent.) Echoing a familiar right-wing theme, he blamed Germany’s defeat in World War I on a conspiracy of Marxists, Jews, corrupt politicians, and business leaders.

In his recipe for revival, Hitler urged Germans everywhere to unite into one great nation. Germany must expand, he said, to gain Lebensraum (lay buns rowm), or living space, for its people. Slavs and other inferior races must bow to Aryan needs. To achieve its greatness, Germany needed a strong leader, or Führer (fyoo rur). Hitler was determined to become that leader.

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

Reading Check

Summarizing

What main ideas does Hitler express in his book Mein Kampf?

Rise of Nazism

Adolf Hitler was born in Austria in 1889. When he was 18, he went to Vienna, then the capital of the multinational Hapsburg empire. German Austrians made up just one of many ethnic groups in Vienna. Yet they felt superior to Jews, Serbs, Poles, and other groups. While living in Vienna, Hitler developed the fanatical anti-Semitism, or prejudice against Jewish people, that would later play a major role in his rise to power.

Hitler went to Germany and fought in the German army during World War I. In 1919, he joined a small group of right-wing extremists. Like many ex-soldiers, he despised the Weimar government, which he saw as weak. Within a year, he was the unquestioned leader of the National Socialist German Workers, or Nazi, party. Like Mussolini, Hitler organized his supporters into fighting squads. Nazi “storm troopers” fought in the streets against their political enemies.

As a boy, Adolf Hitler (1889–1945) became obsessed with Germany’s 1871 victory in the Franco–Prussian War. “The great historic struggle would become my greatest spiritual experience,” he later wrote. “I became more and more enthusiastic about everything . . . connected with war.”

In school, young Hitler was known as a ringleader. One of his teachers recalled, “He demanded of his fellow pupils their unqualified obedience.” He failed to finish high school and was later crushed when he was rejected by art school.

After his attempt to overthrow the Bavarian government, for which he was in prison for less than a year, Hitler was released. He soon renewed his table-thumping speeches. The Great Depression played into Hitler’s hands. As unemployment rose, Nazi membership grew to almost a million. Hitler’s program appealed to veterans, workers, the lower middle classes, small-town Germans, and business people alike. He promised to end reparations, create jobs, and defy the Versailles treaty by rearming Germany.


Inflation Rocks Germany

A man uses German marks to paper his wall because it costs less than buying wallpaper. At the height of the inflation, it would have taken 84,000 fifty-million mark notes like the one below, to equal a single American dollar. Why would inflation hit middle class people with modest savings hard?

With the government paralyzed by divisions, both Nazis and Communists won more seats in the Reichstag, or lower house of the legislature. Fearing the growth of communist political power, conservative politicians turned to Hitler. Although they despised him, they believed they could control him. Thus, with conservative support, Hitler was appointed chancellor in 1933 through legal means under the Weimar constitution.

Within a year, Hitler was dictator of Germany. He and his supporters suspended civil rights, destroyed the socialists and Communists, and disbanded other political parties. Germany became a one-party state. Like Stalin in Russia, Hitler purged his own party, brutally executing Nazis he felt were disloyal. Nazis learned that Hitler demanded unquestioning obedience.


After Hitler came to power, he used his elite guard of storm troopers to terrorize his opponents. But when he felt his power threatened, Hitler had leaders of the storm troopers murdered during the “Night of the Long Knives” on June 30, 1934.
With a partner, answer the following.

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

Reading Check

Explaining

What factors helped the Nazi Party to gain power in Germany?

Victory of Nazism

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

Reading Check

Examining

Why was the Enabling Act important to Hitler's success in controlling Germany?

The Nazi State

The State and Terror

Economic Policies

Spectacles and Organizations

Women and Nazism

Anti-Semitic Policies

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

Reading Check

Summarizing

What steps did Hitler take to establish a Nazi totalitarian state in Germany?

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

How To Take Effective Notes
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


References

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

Creedence Clearwater Revival: Fortunate Son, 2:19



The Chapter 16 Section 2 Quiz Prep Page is available.

Cf. http://shanawiki.wikispaces.com/Honors+World+History+II+Chapter+16+Section+2+Quiz+Prep+Page+Spring+2011

Review the Chapter 16 Test Prep Page.

Who - Won't get fooled again 1971, 3:39




The Undisputed Truth - Smiling Faces.Live TV Performance 1975, 3:52


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

Wednesday HW
1. p. 547, #2, 2. p. 548, Preview Questions, #1-2.
Thursday HW
1. p. 548, Preview Questions, #3; 2. p. 549, Picturing History; 3. p. 551, #1.
Friday HW
1. p. 551, #2.

Honors Business Economics: 4 May 2011

Prayer
Beyond the Sound Bites (if time after the Quiz):
The Chapter 11 Section 1 Quiz 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.

It's two notches above junk and one notch above the equivalent of a single A.


The Chapter 10 Test Make-up is today.

Skip #31; leave it blank.

The Chapter 10 Section 3 Quiz Make-up is today.

The Chapter 10 Section 2 Quiz Make-up is today.

The Chapter 10 Section 1 Quiz Make-up is today.

The Chapter 9 Test Make-up is today.

The Quiz 9.(4) Prep Page is available.

For the Make-up 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

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

Unit 4 Macroeconomics: Performance and Stabilization

Chapter 12 Macroeconomic Performance

Chapter 12 - Fighting Unemployment-Inflation and Poverty, Spotlight Video, 2:19

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

Section Overview

Section 1: Measuring the Nation's Output and Income

Macroeconomics is the branch of economics that deals with the economy as a whole, using aggregate measures of output, income, prices, and employment. Gross Domestic Product (GDP) is the nation's most comprehensive measure of total output. Gross National Product is derived from GDP and is the most comprehensive measure of total income. Four other measures of income are net national product, national income, personal income, and disposable personal income. Economists view the economy as being organized into four sectors: the consumer or household sector, the investment sector, the government sector, and the foreign sector. These sectors are then combined to form the output-expenditure model, which is written as GDP = C + I + G + F.

"Learning About Population"

Introduction
Population trends are important to many groups. Politicians, for example, closely watch population shifts to see how voting patterns may change. Community leaders are interested because increases or decreases in local population impact services such as sanitation, education, crime prevention, and fire protection. Businesses use census data to help determine new plant locations, products and services, and sales territories.

Destination Title: The U.S. Census Bureau's IDB Population Pyramids

Cf. http://www.census.gov/ipc/www/idb/informationGateway.php

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
For this activity, begin at the U.S. Census Bureau's International Database Population Pyramid Web site.

1. Select the United States from the country list. Select "Summary" for the type of output, and select a medium graph size. Select "Submit Query" and print a hard copy of your results. Examine each pyramid. What do you notice about the relationship between the left and right sides for each graph?

2. How does the population in the 15-19 age group change between the first graph and the last?

3. Use your browser's "Back" button to return to the first page. Select "General Information about the IDB" from the bottom of the page. What are the major types of data available in the IDB?

4. Select "Countries Ranked by Total Population." Enter the current year in the box. Select "Rank top 10 countries," and "Submit Query." What countries rank in the top 10 by population?

Cf. http://glencoe.mcgraw-hill.com/sites/0078747643/student_view0/unit4/chapter12/student_web_activities.html

Section 1 Measuring the Nation's Output and Income

macroeconomics

4th

Macroeconomic Viewpoints, 7:07

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

Describe the three versions of aggregate demand?
Describe the classical model, the Keynesian model, and the intermediate model.
Which one is correct? When?
Does the economy self-adjust?
What is the recessionary gap?
What happens during this gap?
What is the inflationary gap?
What happens to wages?
What is the role for the government if the economy is not where we'd like it to be, according to classical thought? According to Keynes?



gross domestic product (GDP)

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

GDP - Gross Domestic Product, 4:28

What is GDP?
What's the difference between GDP and GNP?
What are the two ways to calculate GDP?
What is the formula to express the first way?
What is the formula to express the second way?
How many singers in the song can you name?



intermediate products

secondhand sales

nonmarket transactions

underground economy

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

Economics: Off the Books: The Underground Economy, 4:36

What is the underground economy?
Is this income reported to the IRS?
What types of transactions are there?
What additional type is there?
How much do economists estimate makes up the underground economy?
What are the estimates about the taxes lost on this income?
Are there additional costs related to the underground economy?



base year

real GDP

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

Real GDP, 4:34

What is real GDP?
What do they refer to?
Define GDP and work through the definition by explaining the term.
What is included in GDP and what is not?
What activities do not form a part of GDP?
What is the tricky part?
What is GNP?
Where can "American" companies operate?
How does time relate to measuring of production?



current GDP

GDP per capita

gross national product (GNP)

GDP vs. GNP, 2:37

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

What is the difference between GDP and GNP?
How are these two terms different?
What is the difference?
Can you provide two examples?
Inference: which is better for producing wealth--GDP or GNP? Why?



Beechmontcrest: GDP vs. GNP.

Ownership vs. Location

The difference between GDP and GNP comes down to two factors: ownership and location.

GDP measures economic output based on location. If economic output occurs in the United States, then it is included in the GDP.

GNP measures economic output based on ownership. If the resources that produce the economic output are owned by an American entity, they are included in the GNP.

Honda and Ford

Honda of America is the largest automotive-related manufacturer in Ohio. There are four Honda plants in the state. Because these plants are located in the U.S., their output is included in the Gross Domestic Product (GDP). However, because these plants are owned by a corporation based in Japan, the output is not be included in the Gross National Product (GNP).

Now here is an opposite example: Ford Motor Company manufactures automobiles at its plant in Hermosillo, Mexico. Ford is an American corporation, so the output from this plant is included in the GNP. Since the plant is outside the United States, though, the output of the Hermosillo facility is not added to the GDP.

GDP, NDP, and National Income

Closely related to the concept of GDP is National Domestic Product, or NDP. NDP is based on a simple realization: it takes money to make money; or more precisely, it takes capital to make money.

In this context, “capital” is simply an economists’ term for goods that are used to manufacture other goods (and services) and deliver them to market. In the world of automotive manufacturing, this would mean machinery, factories, etc. But this is only one example. Across the economy, innumerable varieties of capital are consumed (and worn out) in order to make, sell, and deliver everything from washing machines to landscaping services.

Economists assume that all this “used-up capital” will be replaced. After all, businesses need to replace the items they consume and wear out in order to stay in business. This used-up capital is referred to as “capital depreciation.” Since it merely represents what business must replace if they want to keep running, it is deducted when economists evaluate the economy’s performance. When capital depreciation is subtracted from the gross domestic product, GDP, the difference between the two is called net domestic product, or NDP:

net national product (NNP)

national income (NI)

personal income (PI)

disposable personal income (DPI)

household

unrelated individual

family

output-expenditure model

net exports of goods and services

12.1 Reading Strategy

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

Complete the graphic organizer by describing how the different economic sectors contribute to the nation's economic activity.

Issues in the News

GDP posts smallest gain in 3 years

GDP--The Measure of National Output

Measuring Current GDP

Some Things Are Excluded

Current GDP vs. Real GDP

GDP per Capita

Limitations of GDP

The Global Economy and You

A Measure of Economic Performance and Well-Being

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

p. 323, Reading Check

Explaining

What does GDP measure, and why is it important?

GDP--The Measure of National Income

Gross National Product

Net National Product

National Income

Personal Income

Disposable Personal Income

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

p. 324, Reading Check

Summarizing

What are the different measures of national income?

Economic Sectors and Circular Flows

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

Figure 12.3 Circular Flow of Economic Activity

In your own words, describe the circular flow of economic activity.

Cf. http://glencoe.com/sites/common_assets/socialstudies/in_motion_08/epp/EPP_p325.swf

Consumer Sector

Investment Sector

Government Sector

Foreign Sector

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

Contrasting

How do households and families differ?

p. 327, Reading Check

The Output-Expenditure Model

p. 326, Reading Check

Describing

How does the foreign sector fit into the output-expenditure model?

12.1 Review

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

Use the graphic organizer to compare GDP and GNP.

Profile in Economics

John Kenneth Galbraith

p. 328, #1, Which viewpoint made Galbraith an iconoclast to other economists?

2. How might living through the Great Depression lead to liberal economic thought?

Section 2: Population and Economic Growth

The population census, an official count of all people living in the United States, must be conducted every 10 years. The annual rate of population growth was more than three percent until the Civil War, but it has declined steadily since then and is now less than one percent annually. Factors contributing to this trend are a replacement level fertility rate, a longer life expectancy, and constant net immigration. The racial and ethnic mix will also change with gains made by Asians, Hispanics, and African Americans. Changes are gradual and can usually be predicted.

In-class assignment, with a partner, complete the graphic organizer by identifying changes in the United States in the listed categories.

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

Section 3: Poverty and the Distribution of Income

People are classified as living in poverty if their incomes fall below a predetermined level, or threshold. Economists are interested in how many people are in poverty and how it is dispersed in households. There are eight reasons why incomes vary: education, wealth, tax law changes, decline of unions, more service jobs, monopoly power, discrimination, and changes in family structures. In order to assist people in poverty, the government has established numerous anti-poverty programs. Most of them are classified under welfare- income assistance, general assistance, social service programs, tax credits, enterprise zones, workfare programs, and negative income tax.

Figure 12.4 Center of Population, 1790-2000

Cf. http://glencoe.com/sites/common_assets/socialstudies/in_motion_08/epp/EPP_p331.swf

Figure 12.9 Poverty in the United States: total Number and Rate

Cf. http://glencoe.com/sites/common_assets/socialstudies/in_motion_08/epp/EPP_p342.swf

Chapter 11 Resources

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

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?

Chapters 8-11

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

Wisconsin Labor Protests - Noodles, 1:36



Homemaking Knowledge Contributes To The Enrichment of Life, 9:19

From the "Why Study Home Economics?" (1955); Two teenage girls learn how a knowledge of homemaking can contribute to the enrichment of life. They also learn about the vocational opportunities available to home economic students. Home economics, is an academic discipline which combines aspects of consumer science, nutrition, cooking, parenting and human development, interior decoration, textiles, family economics, housing, apparel design and resource management as well as other related subjects. Producer: Centron Corporation; Creative Commons license: Public Domain.


SuperMariObama, :59


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

Wednesday HW
1. p. 303, #3-5.
Thursday HW
1. p. 303, #6-8.
Friday HW
1. p. 303, #9.

Honors Business Economics: 3 May 2011

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

The Chapter 11 Section 1 Quiz is delayed.

Rethink Afghanistan (Part 3): The Cost of War (Trailer), 1:59


How much did YOU pay for war this year?


Cf. http://rethinkafghanistan.com/iou/

The Chapter 10 Test Make-up is today.

Skip

The Chapter 10 Section 3 Quiz Make-up is today.

The Chapter 10 Section 2 Quiz Make-up is today.

The Chapter 10 Section 1 Quiz Make-up is today.

The Chapter 9 Test Make-up is today.

The Quiz 9.(4) Prep Page is available.

For the Make-up 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

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

11.3 Investing in Equities and Options

4th

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

Which of the three plans is the worst?
Which of the three plans is the best?

Figure 11.7 How Much Money Will You Have at Retirement? p. 308

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

Stock Markets and Their Performance

Stock Exchanges

Global Economy And You, Verkaufen

Over-the Counter Markets

Measure of Performance

Bull vs. Bear Markets

7th

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

Reading Check

Contrasting

What is the difference between an over-the-counter market and the NYSE?

Trading in the Future

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

Reading Check

Explaining

Why might a contract that takes place in the future be an advantage to the buyer or seller?

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.

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

Business Week News clip

Taking Their Business Elsewhere

p. 312, #1, What has enabled investors to buy shares on overseas exchanges?

p. 312, #2, Why did SarbOx have a negative impact on American stock exchanges?

Chapter 11 Resources

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?

Chapters 8-11

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

Preview

Unit 4 Macroeconomics: Performance and Stabilization

Chapter 12 Macroeconomic Performance

Section Overview

Section 1: Measuring the Nation's Output and Income

Macroeconomics is the branch of economics that deals with the economy as a whole, using aggregate measures of output, income, prices, and employment. Gross Domestic Product (GDP) is the nation's most comprehensive measure of total output. Gross National Product is derived from GDP and is the most comprehensive measure of total income. Four other measures of income are net national product, national income, personal income, and disposable personal income. Economists view the economy as being organized into four sectors: the consumer or household sector, the investment sector, the government sector, and the foreign sector. These sectors are then combined to form the output-expenditure model, which is written as GDP = C + I + G + F.

"Learning About Population"

Introduction
Population trends are important to many groups. Politicians, for example, closely watch population shifts to see how voting patterns may change. Community leaders are interested because increases or decreases in local population impact services such as sanitation, education, crime prevention, and fire protection. Businesses use census data to help determine new plant locations, products and services, and sales territories.

Destination Title: The U.S. Census Bureau's IDB Population Pyramids

Cf. http://www.census.gov/ipc/www/idb/informationGateway.php

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
For this activity, begin at the U.S. Census Bureau's International Database Population Pyramid Web site.

1. Select the United States from the country list. Select "Summary" for the type of output, and select a medium graph size. Select "Submit Query" and print a hard copy of your results. Examine each pyramid. What do you notice about the relationship between the left and right sides for each graph?

2. How does the population in the 15-19 age group change between the first graph and the last?

3. Use your browser's "Back" button to return to the first page. Select "General Information about the IDB" from the bottom of the page. What are the major types of data available in the IDB?

4. Select "Countries Ranked by Total Population." Enter the current year in the box. Select "Rank top 10 countries," and "Submit Query." What countries rank in the top 10 by population?

Cf. http://glencoe.mcgraw-hill.com/sites/0078747643/student_view0/unit4/chapter12/student_web_activities.html

Section 1 Measuring the Nation's Output and Income

macroeconomics

Macroeconomic Viewpoints, 7:07

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

Describe the three versions of aggregate demand?
Describe the classical model, the Keynesian model, and the intermediate model.
Which one is correct? When?
Does the economy self-adjust?
What is the recessionary gap?
What happens during this gap?
What is the inflationary gap?
What happens to wages?
What is the role for the government if the economy is not where we'd like it to be, according to classical thought? According to Keynes?


gross domestic product (GDP)

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

GDP - Gross Domestic Product, 4:28

What is GDP?
What's the difference between GDP and GNP?
What are the two ways to calculate GDP?
What is the formula to express the first way?
What is the formula to express the second way?
How many singers in the song can you name?


intermediate products

secondhand sales

nonmarket transactions

underground economy

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

Economics: Off the Books: The Underground Economy, 4:36

What is the underground economy?
Is this income reported to the IRS?
What types of transactions are there?
What additional type is there?
How much do economists estimate makes up the underground economy?
What are the estimates about the taxes lost on this income?
Are there additional costs related to the underground economy?


base year

real GDP

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

Real GDP, 4:34

What is real GDP?
What do they refer to?
Define GDP and work through the definition by explaining the term.
What is included in GDP and what is not?
What activities do not form a part of GDP?
What is the tricky part?
What is GNP?
Where can "American" companies operate?
How does time relate to measuring of production?


current GDP

GDP per capita

gross national product (GNP)

GDP vs. GNP, 2:37

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

What is the difference between GDP and GNP?
How are these two terms different?
What is the difference?
Can you provide two examples?
Inference: which is better for producing wealth--GDP or GNP? Why?


Beechmontcrest: GDP vs. GNP.

Ownership vs. Location

The difference between GDP and GNP comes down to two factors: ownership and location.

GDP measures economic output based on location. If economic output occurs in the United States, then it is included in the GDP.

GNP measures economic output based on ownership. If the resources that produce the economic output are owned by an American entity, they are included in the GNP.

Honda and Ford

Honda of America is the largest automotive-related manufacturer in Ohio. There are four Honda plants in the state. Because these plants are located in the U.S., their output is included in the Gross Domestic Product (GDP). However, because these plants are owned by a corporation based in Japan, the output is not be included in the Gross National Product (GNP).

Now here is an opposite example: Ford Motor Company manufactures automobiles at its plant in Hermosillo, Mexico. Ford is an American corporation, so the output from this plant is included in the GNP. Since the plant is outside the United States, though, the output of the Hermosillo facility is not added to the GDP.

GDP, NDP, and National Income

Closely related to the concept of GDP is National Domestic Product, or NDP. NDP is based on a simple realization: it takes money to make money; or more precisely, it takes capital to make money.

In this context, “capital” is simply an economists’ term for goods that are used to manufacture other goods (and services) and deliver them to market. In the world of automotive manufacturing, this would mean machinery, factories, etc. But this is only one example. Across the economy, innumerable varieties of capital are consumed (and worn out) in order to make, sell, and deliver everything from washing machines to landscaping services.

Economists assume that all this “used-up capital” will be replaced. After all, businesses need to replace the items they consume and wear out in order to stay in business. This used-up capital is referred to as “capital depreciation.” Since it merely represents what business must replace if they want to keep running, it is deducted when economists evaluate the economy’s performance. When capital depreciation is subtracted from the gross domestic product, GDP, the difference between the two is called net domestic product, or NDP:

net national product (NNP)

national income (NI)

personal income (PI)

disposable personal income (DPI)

household

unrelated individual

family

output-expenditure model

net exports of goods and services

12.1 Reading Strategy

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

Complete the graphic organizer by describing how the different economic sectors contribute to the nation's economic activity.

12.1 Review

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

Use the graphic organizer to compare GDP and GNP.

Section 2: Population and Economic Growth

The population census, an official count of all people living in the United States, must be conducted every 10 years. The annual rate of population growth was more than three percent until the Civil War, but it has declined steadily since then and is now less than one percent annually. Factors contributing to this trend are a replacement level fertility rate, a longer life expectancy, and constant net immigration. The racial and ethnic mix will also change with gains made by Asians, Hispanics, and African Americans. Changes are gradual and can usually be predicted.

Section 3: Poverty and the Distribution of Income

People are classified as living in poverty if their incomes fall below a predetermined level, or threshold. Economists are interested in how many people are in poverty and how it is dispersed in households. There are eight reasons why incomes vary: education, wealth, tax law changes, decline of unions, more service jobs, monopoly power, discrimination, and changes in family structures. In order to assist people in poverty, the government has established numerous anti-poverty programs. Most of them are classified under welfare- income assistance, general assistance, social service programs, tax credits, enterprise zones, workfare programs, and negative income tax.

Figure 12.3 Circular Flow of Economic Activity

Cf. http://glencoe.com/sites/common_assets/socialstudies/in_motion_08/epp/EPP_p325.swf

Figure 12.4 Center of Population, 1790-2000

Cf. http://glencoe.com/sites/common_assets/socialstudies/in_motion_08/epp/EPP_p331.swf

Figure 12.9 Poverty in the United States: total Number and Rate

Cf. http://glencoe.com/sites/common_assets/socialstudies/in_motion_08/epp/EPP_p342.swf

Wisconsin Labor Protests - Noodles, 1:36


Phillies, :31


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

Tuesday HW
1. p. 301, Savings Bonds; 2. p. 302, Economic Analysis; 3. p. 303, #2.
Wednesday HW
1. p. 303, #3-5.
Thursday HW
1. p. 303, #6-8.
Friday HW
1. p. 303, #9.

Honors World History II: 3 May 2011

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

The Chapter 17 Section 1 Quiz 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.


At the 2011 White House Correspondents' Association Dinner, Obama jokes about a sequel to the film the King's Speech that hits closer to home.

Obama’s Joke Video About the Birth Certificate Controversy


In Westminster, Orange County, California a pro-bin Laden 50-foot long graffiti was painted along the I-405 Freeway that stated: “Osama Forever.” An upside down American flag was drawn with black spray paint in the middle of the message, and Caltrans crews were called out quickly to remove it.

The Chapter 16 Test Make-up is today.

The Chapter 16 Section 4 Quiz Make-up is today.

There is no #27 on the Quiz; leave #27 on the Scantron blank. Do not answer on the Scantron, skip #27.

The Chapter 16 Section 3 Quiz Make-up is today.

The Chapter 16 Section 2 Quiz Make-up is today.

Cf. http://shanawiki.wikispaces.com/Honors+World+History+II+Chapter+16+Section+2+Quiz+Prep+Page+Spring+2011

The Chapter 16 Section 1 Quiz Make-up is today.

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

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

Chapter 17 The West Between the Wars 1919-1939

Trotsky, the hero of the Russian Revolution, was for years venerated like a saint.
With a partner, answer the following.

The Assassination of Leon Trotsky, 2:40

Who conspired against Trotsky?
What happened between Mercader and Trotsky?
What did Trotsky do after the attack?
How long afterwards did he die?
What happened to his assassin?



On August 20, 1940, Trotsky was successfully attacked in his home by a NKVD agent, Ramón Mercader, who drove the pick of an ice axe into Trotsky's skull.

The blow was poorly delivered and failed to kill Trotsky instantly, as Mercader had intended. Witnesses stated that Trotsky spat on Mercader and began struggling fiercely with him. Hearing the commotion, Trotsky's bodyguards burst into the room and nearly killed Mercader, but Trotsky stopped them, shouting, "Do not kill him! This man has a story to tell." Trotsky was taken to a hospital, operated on, and survived for more than a day, dying at the age of 60 on August 21, 1940 as a result of severe brain damage.

According to James P. Cannon, the secretary of the Socialist Workers Party (USA), Trotsky's last words were "I will not survive this attack. Stalin has finally accomplished the task he attempted unsuccessfully before."

The blow was poorly delivered and failed to kill Trotsky instantly, as Mercader had intended. Witnesses stated that Trotsky spat on Mercader and began struggling fiercely with him. Hearing the commotion, Trotsky's bodyguards burst into the room and nearly killed Mercader, but Trotsky stopped them, laboriously stating that the assassin should be made to answer questions. Trotsky was taken to a hospital, operated on, and survived for more than a day, dying at the age of 60 on 21 August 1940 as a result of severe brain damage. Mercader later testified at his trial:

I laid my raincoat on the table in such a way as to be able to remove the ice axe which was in the pocket. I decided not to miss the wonderful opportunity that presented itself. The moment Trotsky began reading the article, he gave me my chance; I took out the ice axe from the raincoat, gripped it in my hand and, with my eyes closed, dealt him a terrible blow on the head.

According to James P. Cannon, the secretary of the Socialist Workers Party (USA), Trotsky's last words were "I will not survive this attack. Stalin has finally accomplished the task he attempted unsuccessfully before."

Trotsky's assassination was indicative of the brutality and ruthlessness of Stalin.

Between 1936 and 1938, Stalin staged a series of spectacular public “show trials” in Moscow. Former Communist leaders confessed to all kinds of crimes after officials tortured them or threatened their families or friends. Many of the purged party members were never tried but were sent straight to the Gulag. Secret police files reveal that at least four million people were purged during the Stalin years. Some historians estimate the toll to be much greater.

The purges increased Stalin’s power. All Soviet citizens were now well aware of the consequences of disloyalty. However, Stalin’s government also paid a price. Among the purged were experts in industry, economics, and engineering, and many of the Soviet Union’s most talented writers and thinkers. The victims included most of the nation’s military leaders and about half of its military officers, a loss that would weigh heavily on Stalin in 1941, when Germany invaded the Soviet Union.

With a partner, answer the following.

Reading Check

Summarizing

What was Lenin's New Economic Policy?

Authoritarian States in the West
Like Germany, most new nations in Eastern Europe slid from democratic to authoritarian rule in the postwar era. In 1919, a dozen countries were carved out of the old Russian, Austro-Hungarian, Ottoman and German empires. Although they differed from one another in important ways, they faced some common problems. They were small countries whose rural, agricultural economies lacked capital to develop industry. Social and economic inequalities separated poor peasants from wealthy landlords. None had much experience with the democratic process. Further complicating the situation, tensions leftover from World War I hindered economic cooperation between countries. Each country in the region tried to be independent of its neighbors, which hurt all of them. The region was hit hard by the Great Depression.

Eastern Europe

Old rivalries between ethnic and religious groups created severe tensions. In Czechoslovakia, Czechs and Slovaks were unwilling partners. Serbs dominated the new state of Yugoslavia, but restless Slovenes and Croats living there pressed for independence. In Poland, Hungary, and Romania, conflict flared among various ethnic groups.

Economic problems and ethnic tensions contributed to instability, which in turn helped fascist rulers gain power. In Hungary, military strongman Nicholas Horthy (hawr tay) overthrew a Communist-led government in 1919. By 1926, the military hero Joseph Pilsudski (peel soot skee) had taken control over Poland. Eventually, right-wing dictators emerged in every Eastern European country except Czechoslovakia and Finland. Like Hitler, these dictators promised order and won the backing of the military and wealthy. They also turned to anti-Semitism, using Jews as scapegoats for many national problems. Meanwhile, strong, aggressive neighbors eyed these small, weak states of Eastern Europe as tempting targets.

1st

With a partner, answer the following.

Spain

Reading Check

Explaining

How did Czechoslovakia maintain its political democracy?

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.

Let's answer a few questions about Weimar.

Weimar:

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

1st

Let's answer a few questions about the Nazis.

Nazis:

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

Information on Nazi Germany, Hitler

Click on "Germany Image Gallery" for the slideshow.

With a partner, answer the following.

Slide 1: Which one is the young Hitler?

Slide 8: How did the President of the Weimar Republic, Paul von Hindenburg, dismiss Hitler?

Slide 9: Once the Nazis took power what happened to all groups and organizations?

Slide 10: What happened to the Reichstag?

Slide 11: What happened after the Reichstag fire?

Slide 12: What did the Nazis begin to do to Jewish businesses?

Slide 30: What did the Americans refuse to do at the 1936 Olympics?

Slide 31: What two leaders of their country refused to shake Jesse Owens' hand?

Slide 46: Who knocked out Max Schmeling?

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

With a partner, answer the following.

Why did people support Hitler?

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

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

Hitler and His Views Cf. http://www.pearsonsuccessnet.com/snpapp/iText/products/0-13-133374-7/audio.html?fname=audio/audio_WH07Y03252.mov

With a partner, answer the following.

Note Taking

Reading and Listening Skills: Identify Main Ideas

As you read and listen to this section of material, summarize the section’s main ideas in a flowchart like the one below.

Hitler depicted with a member of a Nazi youth organization

In the 1930s, Adolf Hitler and the Nazi party brought hope to Germans suffering from the Great Depression. On the dark side of Hitler’s promises was a message of hate, aimed particularly at Jews. A German Jewish woman recalls an attack on her family during Kristallnacht, a night in early November 1938 when Nazi mobs attacked Jewish homes and businesses.

“They broke our windowpanes, and the house became very cold. . . . We were standing there, outside in the cold, still in our night clothes, with only a coat thrown over. . . . Then they made everyone lie face down on the ground . . . ‘Now, they will shoot us,’ we thought. We were very afraid.”

In 1923, as you may have read, Hitler made a failed attempt to seize power in Munich. He was arrested and found guilty of treason. While in prison, Hitler wrote Mein Kampf (“My Struggle”). It would later become the basic book of Nazi goals and ideology.

Mein Kampf reflected Hitler’s obsessions—extreme nationalism, racism, and anti-Semitism. Germans, he said, belonged to a superior “master race” of Aryans, or light-skinned Europeans, whose greatest enemies were the Jews. Hitler’s ideas were rooted in a long tradition of anti-Semitism. In the Middle Ages, Christians persecuted Jews because of their different beliefs. The rise of nationalism in the 1800s caused people to identify Jews as ethnic outsiders. Hitler viewed Jews not as members of a religion but as a separate race. (He defined a Jew as anyone with one Jewish grandparent.) Echoing a familiar right-wing theme, he blamed Germany’s defeat in World War I on a conspiracy of Marxists, Jews, corrupt politicians, and business leaders.

In his recipe for revival, Hitler urged Germans everywhere to unite into one great nation. Germany must expand, he said, to gain Lebensraum (lay buns rowm), or living space, for its people. Slavs and other inferior races must bow to Aryan needs. To achieve its greatness, Germany needed a strong leader, or Führer (fyoo rur). Hitler was determined to become that leader.

With a partner, answer the following.

Reading Check

Summarizing

What main ideas does Hitler express in his book Mein Kampf?

Rise of Nazism

Adolf Hitler was born in Austria in 1889. When he was 18, he went to Vienna, then the capital of the multinational Hapsburg empire. German Austrians made up just one of many ethnic groups in Vienna. Yet they felt superior to Jews, Serbs, Poles, and other groups. While living in Vienna, Hitler developed the fanatical anti-Semitism, or prejudice against Jewish people, that would later play a major role in his rise to power.

Hitler went to Germany and fought in the German army during World War I. In 1919, he joined a small group of right-wing extremists. Like many ex-soldiers, he despised the Weimar government, which he saw as weak. Within a year, he was the unquestioned leader of the National Socialist German Workers, or Nazi, party. Like Mussolini, Hitler organized his supporters into fighting squads. Nazi “storm troopers” fought in the streets against their political enemies.

As a boy, Adolf Hitler (1889–1945) became obsessed with Germany’s 1871 victory in the Franco–Prussian War. “The great historic struggle would become my greatest spiritual experience,” he later wrote. “I became more and more enthusiastic about everything . . . connected with war.”

In school, young Hitler was known as a ringleader. One of his teachers recalled, “He demanded of his fellow pupils their unqualified obedience.” He failed to finish high school and was later crushed when he was rejected by art school.

After his attempt to overthrow the Bavarian government, for which he was in prison for less than a year, Hitler was released. He soon renewed his table-thumping speeches. The Great Depression played into Hitler’s hands. As unemployment rose, Nazi membership grew to almost a million. Hitler’s program appealed to veterans, workers, the lower middle classes, small-town Germans, and business people alike. He promised to end reparations, create jobs, and defy the Versailles treaty by rearming Germany.


Inflation Rocks Germany

A man uses German marks to paper his wall because it costs less than buying wallpaper. At the height of the inflation, it would have taken 84,000 fifty-million mark notes like the one below, to equal a single American dollar. Why would inflation hit middle class people with modest savings hard?

With the government paralyzed by divisions, both Nazis and Communists won more seats in the Reichstag, or lower house of the legislature. Fearing the growth of communist political power, conservative politicians turned to Hitler. Although they despised him, they believed they could control him. Thus, with conservative support, Hitler was appointed chancellor in 1933 through legal means under the Weimar constitution.

Within a year, Hitler was dictator of Germany. He and his supporters suspended civil rights, destroyed the socialists and Communists, and disbanded other political parties. Germany became a one-party state. Like Stalin in Russia, Hitler purged his own party, brutally executing Nazis he felt were disloyal. Nazis learned that Hitler demanded unquestioning obedience.


After Hitler came to power, he used his elite guard of storm troopers to terrorize his opponents. But when he felt his power threatened, Hitler had leaders of the storm troopers murdered during the “Night of the Long Knives” on June 30, 1934.
With a partner, answer the following.

Reading Check

Explaining

What factors helped the Nazi Party to gain power in Germany?

Victory of Nazism

With a partner, answer the following.

Reading Check

Examining

Why was the Enabling Act important to Hitler's success in controlling Germany?

The Nazi State

The State and Terror

Economic Policies

Spectacles and Organizations

Women and Nazism

Anti-Semitic Policies

With a partner, answer the following.

Reading Check

Summarizing

What steps did Hitler take to establish a Nazi totalitarian state in Germany?

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

How To Take Effective Notes
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


References

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

Creedence Clearwater Revival: Fortunate Son, 2:19



The Chapter 16 Section 2 Quiz Prep Page is available.

Cf. http://shanawiki.wikispaces.com/Honors+World+History+II+Chapter+16+Section+2+Quiz+Prep+Page+Spring+2011

Review the Chapter 16 Test Prep Page.

Who - Won't get fooled again 1971, 3:39





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

Tuesday HW
1. p. 546, #8-9; 2. p. 547, #1.
Wednesday HW
1. p. 547, #2, 2. p. 548, Preview Questions, #1-2.
Thursday HW
1. p. 548, Preview Questions, #3; 2. p. 549, Picturing History; 3. p. 551, #1.
Friday HW
1. p. 551, #2.