Thursday, May 05, 2011

Honors World History II: 5 May 2011

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

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.

Chrome: http://www.memritv.org/clip/en/2910.htm

#2910 - Hamas Prime Minister Ismail Haniya Condemns the Killing of the "Muslim Mujahid" Osama Bin Laden
Al-Jazeera TV (Qatar) - May 3, 2011 - 01:02

Chrome: http://www.memritv.org/clip/en/0/0/0/0/0/0/2912.htm

#2912 - Preacher Eulogizes Bin Laden at Al-Aqsa Mosque and Warns: Obama Will Soon Be "Hanging from the Gallows," Next to Bush
The Internet - May 2, 2011 - 02:18


Pakistanis burn U.S. flags; backlash over death grows.

Teacher comment



UC Berkeley students -- who reject cutting spending -- refuse to sign our petition and pledge to pay their individual share of the national debt. They do offer some perplexing ideas, however, on how we can eliminate our nation's enormous debt.

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/

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

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

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Chapter 17 The West Between the Wars 1919-1939

Section 3 Hitler and Nazi Germany

5th/8th

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.

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

5th/8th

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

Cabaret - Tomorrow Belongs to Me, 3:13

A Memorable Scene from the movie Cabaret (1972):

How did the Hitler Youth win the future during Weimar?
Why do you think that not all the older people joined in singing?
Why do you think the character refers to the Hitler Youth and asks:

"Do you still think you can control them?"

http://www.youtube.com/watch?v=bs5bnVoZK4Q&feature=related

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.

1st

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.

1st

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

1st

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

1st

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?

Preview

Section 4 Cultural and Intellectual Trends

Mass Culture: Radio and Movies

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

Who invented the radio?
What happened in 1912 to change radio?
How was radio broadcasting effected by World War I?
How did radio prosper with commercial interests?
Were the early radio pioneers a diverse group?
In 1927, which institution intervened?
How did commercial interests drive radio and music again?

Early Radio History, 4:53


What were people listening to? They listened to a uniquely American form of music: jazz.

In the 1920s, many radios tuned into the new sounds of jazz. In fact, the 1920s are often called the Jazz Age. African American musicians combined Western harmonies with African rhythms to create jazz. Jazz musicians like trumpeter Louis Armstrong and pianist Duke Ellington, took simple melodies and improvised endless subtle variations in rhythm and beat. They produced original music, and people loved it. Much of today’s popular music has been influenced by jazz.

Louis' Music Class

Find out more about jazz

Cf. http://www.smithsonianjazz.org/index.php?option=com_content&view=article&id=97:louis-music-class&catid=10&Itemid=83

1st Celluloid film, 1888 - Roundhay Garden Scene, :03

The earliest celluloid film was shot by Louis Aimé Augustin Le Prince using the Le Prince single-lens camera made in 1888. It was taken in the garden of the Whitley family house in Oakwood Grange Road, Roundhay, a suburb of Leeds, Yorkshire, Great Britain, possibly on October 14, 1888. It shows Adolphe Le Prince (Le Prince's son), Mrs. Sarah Whitley, (Le Prince's mother-in-law), Joseph Whitley and Miss Harriet Hartley. The 'actors' are shown walking around in circles, laughing to themselves and keeping within the area framed by the camera. It lasts for less than 2 seconds and includes 4 frames.


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

Birth of a Nation by D.W. Griffith - Trailer (1915), 2:22

What impression of the South do you get from this film classic?
What famous events are depicted?

Two brothers, Phil and Ted Stoneman, visit their friends in Piedmont, South Carolina: the family Cameron. This friendship is affected by the Civil War, as the Stonemans and the Camerons must join up opposite armies.


The consequences of the War in their lives are shown in connection to major historical events, like the development of the Civil War itself, Lincoln's assassination, and the birth of the Ku Klux Klan.

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

Joseph Goebbels, 6:29

What is propaganda?
When did propaganda begin?
What three forms of propaganda are there?
Which did the Nazis and Goebbels favor?
What is Goebbels' background?
What elements of media needed to be controlled?
What did the media need?
At the end of the war what happened to his family?
What other countries also used propaganda?
Has propaganda always been used for evil?


Communication Theory at Southeastern University, Hannah Wilkins, Dr. Scott, Spring 2010

Music Used:
Sirius Fire by Patrick Doyle
I Can Hear Your Voice by Michael W. Smith

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

Reading Check

Explaining

Why was the radio an important propaganda tool for the Nazis?

Mass Leisure

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

Reading Check

Examining

How did the "Strength through Joy" program help to support the Nazi regime?

Artistic and Literary Trends

Art: Nightmares and New Visions

During and after the war, the dada movement burst onto the art world. Dadaists rejected all traditional conventions and believed that there was no sense or truth in the world. Paintings and sculptures by Jean Arp and Max Ernst were intended to shock and disturb viewers. Other dadaist artists created collages, photomontages, or sculptures made of objects they found abandoned or thrown away.

Cubism and dada both helped to inspire surrealism, a movement that attempted to portray the workings of the unconscious mind. Surrealism rejected rational thought, which had produced the horrors of World War I, in favor of irrational or unconscious ideas. The Spanish surrealist Salvador Dali used images of melting clocks and burning giraffes to suggest the chaotic dream state described by Freud.

Literature: The Search for the Unconscious

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

Reading Check

Examining

Why were artists and writers after World War I attracted to Freud's theory of the unconscious?

The Heroic Age of Physics

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

Reading Check

Explaining

How did Heisenberg's uncertainty principle challenge the Newtonian worldview?


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


This tune was played during the Weimar/Nazi presentations as well.

Richard Wagner, Ride of the Valkyries/Apocalypse Now, 2:26


Cabaret (1972) Mein Herr, 3:34

In 1995, this film was selected for preservation in the United States National Film Registry as being deemed "culturally, historically, or aesthetically significant."

Cabaret is a 1972 American musical film directed by Bob Fosse and starring Liza Minnelli, Michael York and Joel Grey. The film is set in Berlin during the Weimar Republic in 1931, before the rise of the Nazis under Adolf Hitler.

Cabaret was nominated for 10 Academy Awards in 1973,[1] and nearly performed a clean sweep, winning 8, including Best Director (Bob Fosse), Best Actress (Liza Minnelli), Best Actor in a Supporting Role (Joel Grey), and winning for Cinematography, Editing, Music, Art Direction (Rolf Zehetbauer, Hans Jürgen Kiebach, Herbert Strabel) and Sound (losing Best Picture and Best Adapted Screenplay to The Godfather). It won 7 BAFTA awards, including Best Film, Best Direction and Best Actress, and the Golden Globe Award for Best Motion Picture (Musical or Comedy).

Set in Weimar Germany, from the film, Cabaret (1972), a number entitled, "Mein Herr," 3:34

http://www.youtube.com/watch?v=qbEeRL94ziI

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

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: 5 May 2011

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

The Chapter 11 Section 2 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.

http://www.youtube.com/watch?v=ngM2NIy6rwg

Soss Says U.S. May Not Reclaim Lost Jobs Until 2017

May 4 (Bloomberg) -- Neal Soss, chief economist for Credit Suisse Holdings USA Inc., talks about the Institute for Supply Management's report that service industries in the U.S. expanded in April at the slowest pace in eight months, and the outlook for the economy and labor market. The ISM's index of non-manufacturing companies declined to 52.8 last month from 57.3 in March. Soss speaks with Tom Keene on Bloomberg Television's "Surveillance Midday." (Source: Bloomberg)

5 May 2011: Jobless claims hit 8-month high.

The Chapter 11 Section 1 Quiz Make-up is today.

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

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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/unit4/

Section Overview

Section 1: Measuring the Nation's Output and Income

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

4th

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

4th

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.

census

urban population

rural population

center of population

infrastructure

baby boom

population pyramid

dependency ratio

demographers

fertility rate

life expectancy

net immigration

12.2 Reading Strategy

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

12.2 Review

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.


4th

SuperMariObama, :59


7th, Slo-mo Jello


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

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