Tuesday, May 10, 2011

Honors World History II: 11 May 2011

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

The Chapter 11 Section 4 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.

Education


http://www.youtube.com/watch?v=HsHn6LoO-ro

Hamas Video: Palestinian Child Soldiers for Allah


The Chapter 17 Section 3 Quiz Make-up is today.

The Chapter 17 Section 2 Quiz Make-up is today.

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

Preview

Chapter 18: Nationalism Around the World, 1919–1939

Nationalism was a major force in the Middle East, Africa, and India after World War I. In China, the Nationalists forced the Communists into retreat and formed a republic. An expansionist military took power in Japan. Economic crisis led to military dictatorships throughout Latin America.

Section 1 Nationalism in the Middle East
World War I was the final blow for an Ottoman Empire in its decline since the late eighteenth century. One of its final acts was an act of genocide, the slaughter of Armenians seeking independence. Nationalist leaders in the collapsing empire established the independent states of Turkey, Iran, and Saudi Arabia. Britain and France withdrew their promised support for Arab nationalists and set up British mandates in Iraq and Jordan, and French mandates in Lebanon and Syria. Saudi Arabia had vast supplies of newly discovered oil and suddenly attracted Western oil companies that would bring the kingdom untold wealth. Palestine became a site of conflict beginning with the British Balfour Declaration of 1917, which declared Palestine the site for a Jewish homeland. Tensions between Jews and Muslims only worsened as Jewish immigrants fleeing Nazi persecution flooded Palestine.

Section 2 Nationalism in Africa and Asia
After World War I, Germany lost its African colonies to Britain and France. Violent suppression and the slow pace of reform in the colonies led many Africans to agitate for independence. Two African Americans, W.E.B. Du Bois and Marcus Garvey, were influential in building African cultural awareness and Pan-African unity. Mohandas Gandhi built a large movement for Indian independence through nonviolence. Indian Muslims felt sidelined by the largest independence organization, the Indian National Congress, and called for a separate Muslim state. Rapid industrialization in Japan led to support for territorial expansion to improve Japan's access to raw materials and markets. After a period of pacifism prompted in part by pressure from the United States, Japan conquered Manchuria, and the military took control of the government. The Communist International helped build Communist parties in China and Southeast Asia.

Section 3 Revolutionary Chaos in China
As central authority collapsed in China, rival Nationalist and Communist Party forces briefly joined ranks. The two groups split after a Nationalist massacre of Communists. The Nationalists, led by Chiang Kai-shek, founded a new Chinese republic in 1928. The Communists, led by Mao Zedong, went into hiding in the cities. Mao's plans, however, were for a revolution led by peasants. In 1933 Mao's forces used guerrilla tactics to break through Nationalist lines closing in on them. They then began the Long March to the last surviving Communist base. Chiang had plans for land reform and a Western-style constitutional government. To make Western ideas palatable, he blended them with Confucian themes. Although he did achieve some meaningful reforms, Chiang's support came mainly from the rural gentry and the urban middle class; his reforms did little to redistribute wealth.

Section 4 Nationalism in Latin America
American investors directly controlled many Latin American industries beginning in the 1920s. Latin American nationalists claimed that U.S. investments propped up the regions' dictators. The Great Depression weakened regional economies and led to the creation of government-run industries, since Latin Americans could not afford many imported goods. Economic crisis and instability prompted military leaders to overthrow the elected governments—which were dominated by small elites—and to establish authoritarian regimes. Dictators sometimes gained an urban following by promising better factory conditions. Industrialization became a core government project. Fascist symbols and nationalist slogans were used amid harsh political repression. In Mexico, a single-party state dominated society. The popular Depression-era leader Lázaro Cárdenas nationalized foreign-owned oil companies and redistributed land to Mexican peasants. Artists helped build national identity in many Latin American countries.

Gandhi's March to the Sea

In-class

Note Taking

Identify Causes and Effects

Recognizing causes and effects can help you understand the significance of certain events. In a chart like the one below, record the causes and effects of Gandhi’s leadership of India’s independence movement.


To mobilize mass support, Gandhi decided to take a stand against the British salt monopoly, which he saw as a symbol of British oppression. Natural salt was available in the sea, but the British government required Indians to buy only salt sold by the monopoly.

On March 12, 1930, Gandhi set out with 78 followers on a 240-mile march to the sea. As the tiny band passed through villages, crowds responded to Gandhi’s message. By the time they reached the sea, the marchers numbered in the thousands. On April 6, Gandhi waded into the surf and picked up a lump of sea salt. He was soon arrested and jailed. Still, Indians followed his lead. Coastal villages started collecting salt. Indians sold salt on city streets. As Gandhi’s campaign gained force, tens of thousands of Indians were imprisoned.

All around the world, newspapers criticized Britain’s harsh reaction to the protests. Stories revealed how police brutally clubbed peaceful marchers who tried to occupy a government salt works. Slowly, Gandhi’s campaign forced Britain to hand over some power to Indians. Britain also agreed to meet other demands of the Congress party.

Cf.
Mohandas Gandhi: Hind Swaraj

Section 1 Nationalism in the Middle East

Section 1 Nationalism in the Middle East
World War I was the final blow for an Ottoman Empire in its decline since the late eighteenth century. One of its final acts was an act of genocide, the slaughter of Armenians seeking independence. Nationalist leaders in the collapsing empire established the independent states of Turkey, Iran, and Saudi Arabia. Britain and France withdrew their promised support for Arab nationalists and set up British mandates in Iraq and Jordan, and French mandates in Lebanon and Syria. Saudi Arabia had vast supplies of newly discovered oil and suddenly attracted Western oil companies that would bring the kingdom untold wealth. Palestine became a site of conflict beginning with the British Balfour Declaration of 1917, which declared Palestine the site for a Jewish homeland. Tensions between Jews and Muslims only worsened as Jewish immigrants fleeing Nazi persecution flooded Palestine.

Note Taking

Reading and Listening Skill: Identify Causes and Effects

Record reasons for the rise of nationalism in Africa and the Middle East and its effects in a chart like the one below.


Decline and Fall of the Ottoman Empire

Impact of World War I
Nationalist movements brought immense changes to the Middle East in the aftermath of World War I. The defeated Ottoman empire was near collapse in 1918. Its Arab lands, as you may have read, were divided between Britain and France. However, in Asia Minor, the Turkish peninsula between the Black Sea and the Mediterranean Sea, Turks resisted Western control and fought to build a modern nation.

Massacre of the Armenians

"1915 Armenian genocide" resolution approved, 2:51

The U.S. House of Representatives' Foreign Affairs Committee has passed a resolution recognizing the 1915 Armenian massacre as genocide. The Turkish President says the decision is unacceptable and is not regarded by the Turkish people as of any value.



Emergence of the Turkish Republic
In 1920, the Ottoman sultan reluctantly signed the Treaty of Sèvres, in which the empire lost its Arab and North African lands. The sultan also had to give up some land in Asia Minor to a number of Allied countries, including Greece. A Greek force landed in the city of Smyrna (now Izmir) to assert Greece’s claims. Turkish nationalists, led by the determined and energetic Mustafa Kemal, overthrew the sultan, defeated the Greeks, and declared Turkey a republic. Kemal negotiated a new treaty. Among other provisions, the treaty called for about 1.3 million Greeks to leave Turkey, while some 400,000 Turks left Greece.
Kemal later took the name Atatürk (ah tah turk), meaning “father of the Turks.” Between 1923 and his death in 1938, Atatürk forced through an ambitious program of radical reforms. His goals were to modernize Turkey along Western lines and to separate religion from government. To achieve these goals, Atatürk mandated that Islamic traditions in several fields be replaced with Western alternatives (see Biography).

Biography
Atatürk (1881–1938)

President Kennedy - Speech about Ataturk, 1:56



“Atatürk” is the name that Mustafa Kemal gave himself when he ordered all Turkish people to take on surnames, or last names. It means “Father of the Turks.” In 1920, he led Turkish nationalists in the fight against Greek forces trying to enforce the Treaty of Sèvres, establishing the borders of the modern Republic of Turkey. Once in power, he passed many reforms to modernize, Westernize, and secularize Turkey. Atatürk is still honored throughout Turkey today—his portrait appears on postage and all currency. Why is Atatürk considered the “Father of the Turks”?

Reading Check

Evaluating

How did the Ottoman Empire finally end?

The Modernization of Turkey

Atatürk’s Reforms in Turkey

*Replaced Islamic law with European model
*Replaced Muslim calendar with Western (Christian) calendar
*Moved day of rest from Friday to Sunday
*Closed religious schools and opened state schools
*Forced people to wear Western-style clothes
*Replaced Arabic alphabet with Latin alphabet
*Gave women the right to vote and to work outside the home.

Westernization Transforms Turkey

Atatürk’s government encouraged industrial expansion. The government built railroads, set up factories, and hired westerners to advise on how to make Turkey economically independent.

To achieve his reforms, Atatürk ruled with an iron hand. To many Turks, he was a hero who was transforming Turkey into a strong, modern power. Others questioned Atatürk’s dictatorial powers and complete rejection of religion in laws and government. They believed that Islam could play a constructive role in a modern, civil state.

In 1924, Atatürk, as part of his reforms, constitutionally abolished the institution of the Caliphate. The title was then taken up by King Hussein bin Ali of Hejaz, leader of the Arab Revolt, but his kingdom was defeated and annexed by Ibn Saud in 1925. The title has since been inactive.

A summit was convened at Cairo in 1926 to discuss the revival of the Caliphate, but most Muslim countries did not participate and no action was taken to implement the summit's resolutions.
Though the title was adopted by the King of Morocco and by Mullah Mohammed Omar, former head of the now-defunct Taliban regime of Afghanistan, neither claimed any legal standing or authority over Muslims outside the borders of their respective countries.

The closest thing to a Caliphate in existence today is the Organisation of the Islamic Conference (OIC), an international organization with influence founded in 1969 consisting of the governments of most Muslim-majority countries. In fact, the "OIC Fulfills Function of Caliphate, Embodies ‘Islamic Solidarity,’ Says OIC Chief, according to a recent news story.

Rashad Hussain is the current American representative to the OIC.

In 2004, Hussain was on a panel discussion on civil rights at a Muslim Students Association conference in Chicago. With him on the panel was Laila Al-Arian, a daughter of Sami Al-Arian, who on March 2, 2006, entered a guilty plea to a charge of conspiracy to help the Palestinian Islamic Jihad, a "specially designated terrorist" organization, and was sentenced to 57 months in prison, and ordered deported following his prison term. During the panel discussion, and following Laila Al-Arain's comments, Hussain made critical statements about the U.S. terror prosecution of Sami Al-Arian, as well as other Muslim terrorism suspects, characterizing them as "politically motivated persecutions."

Hussain later acknowledged that he was accurately quoted in 2004 as calling the treatment of Sami al-Arian as an example of “politically motivated persecutions.” Hussain made the admission after Politico acquired an audio recording of the Muslim Students Association event, and his comments. Hussain stated that he "made statements on that panel that I now recognize were ill-conceived or not well-formulated." Earlier, Hussain – through White House spokesmen – said he could not recall having made the statements." After Hussain's statement, the White House stated that it "is expressing its confidence in Hussain, despite his concession last week that he made ill-considered statements in 2004 about Bush-era terrorism prosecutions."

In-class

Reading Check

Identifying

What radical step did Ataturk Take to modernize Turkey?

The Beginnings of Modern Iran

The success of Atatürk’s reforms inspired nationalists in neighboring Persia (present-day Iran). Persian nationalists greatly resented the British and Russians, who had won spheres of influence over Persia in 1907. In 1925, an ambitious army officer, Reza Khan, overthrew the shah. He set up his own dynasty, with himself as shah.

Like Atatürk, Reza Khan rushed to modernize Persia and make it fully independent. He built factories, roads, and railroads and strengthened the army. He forced Persians to wear Western clothing and set up modern, secular schools. In addition, he moved to replace Islamic law with secular law and encouraged women to take part in public life. Muslim religious leaders fiercely condemned Reza Khan’s efforts to introduce Western ways to the nation.

Reza Khan also persuaded the British company that controlled Persia’s oil industry to give Persia a larger share of the profits and insisted that Persian workers be hired at all levels of the company. In the decades ahead, oil would become a major factor in Persia’s economy and foreign policy.

In-class

Reading Check

Comparing

How was Reza Shah Pahlavi's modernization of Persia different from Ataturk's transformation of Turkey?

Arab Nationalism

Oil became a major factor throughout the Middle East during this period. The use of gasoline-powered engines in various vehicles during World War I showed that oil was the fuel of the future. Foreign companies began to move into the Middle East to exploit its large oil reserves.

Partly in response to foreign influence, Arab nationalism grew after World War I and gave rise to Pan-Arabism. This nationalist movement was built on the shared heritage of Arabs who lived in lands from the Arabian Peninsula to North Africa. Today, this area includes Syria, Jordan, Iraq, Egypt, Algeria, and Morocco. Pan-Arabism emphasized the common history and language of Arabs and recalled the golden age of Arab civilization. The movement sought to free Arabs from foreign domination and unite them in their own state.

The Middle East, 1920s, Cf. http://www.phschool.com/webcodes10/index.cfm?fuseaction=home.gotoWebCode&wcprefix=nap&wcsuffix=2721

Map Skills

Population movements and foreign influences changed the Middle East after World War I.

1. Locate

(a) Turkey (b) Persia (c) Palestine (d) the Persian Gulf

2. Human-Environment Interaction

What natural resource was discovered in the Middle East around this time? What effect did its discovery have on the region?

3. Make Inferences

List the ways foreign influence affected the Middle East in the 1920s.

Arabs were outraged by the European-controlled mandates set up at the Paris Peace Conference. During World War I, Arabs had helped the Allies against the Central Powers, especially the Ottoman empire. In return for their help, the Allies led the Arabs to believe that they would gain independence after the war. Instead, the Allies carved up the Ottoman lands, giving France mandates in Syria and Lebanon and Britain mandates in Palestine and Iraq. Later, Britain gave a large part of the Palestinian mandate, Trans-Jordan to Abdullah for a kingdom.

Arabs felt betrayed by the West—a feeling that has endured to this day. During the 1920s and 1930s, their anger erupted in frequent protests and revolts against Western imperialism. A major center of turmoil was the British mandate of Palestine. There, Arab nationalists and Jewish nationalists, known as Zionists, increasingly clashed.

In-class

Reading Check

Examining

How were many Middle Eastern states created after World War I?

The Problem of Palestine

Two Views of One Place

Posters encouraged visitors and settlers to go to Palestine. At the same time, Palestinian Arabs tried to limit Jewish settlement in the area.
The Arab-Israeli Conflict: A Brief History

Since Roman times, Jews had dreamed of returning to the land of Judea, or Israel. In 1897, Theodor Herzl (hurt sul) responded to growing anti-Semitism, or prejudice against Jewish people,in Europe by founding the modern Zionist movement. His goal was to rebuild a Jewish state in Palestine. Among other things, violent pogroms against Jews in Russia prompted thousands of them to migrate to Palestine. They joined the small Jewish community that had lived there since biblical times.

During World War I, the Allies made two conflicting sets of promises. First, they promised Arabs their own kingdoms in former Ottoman lands, including Palestine. Then, in 1917, the British attempted to win the support of European Jews by issuing the Balfour Declaration. In it, the British advocated the idea of setting up “a national home for the Jewish people” in Palestine. The declaration noted, however, that “nothing shall be done which may prejudice the civil and religious rights of existing non-Jewish communities in Palestine.” Those communities were Arab. The stage was thus set for conflict between Arab and Jewish nationalists.

Vocabulary Builder

advocated—(ad vuh kayt id) v. supported or favored

From 1919 to 1940, tens of thousands of Jews immigrated to Palestine due to the Zionist movement and the effects of anti-Semitism in Europe. Despite great hardships, Jewish settlers set up factories, built new towns, and established farming communities. At the same time, the Arab population almost doubled. Many were immigrants from nearby lands. As a result, Palestine's population included a changing mix of newcomers. The Jewish population, which was less than 60,000 in 1919, grew to about 400,000 in 1936, while the Muslim population increased from about 568,000 in 1919 to about 1 million in 1940.

At first, some Arabs welcomed the money and modern technical skills that the newcomers brought with them. But as more Jews moved to Palestine, tensions between the two groups developed. Jewish organizations tried to purchase as much land as they could, while Arabs sought to slow down or stop Jewish immigration. Religious differences between Jews and Arabs heightened tensions. Arabs attacked Jewish settlements, hoping to discourage settlers. The Jewish settlers established their own military defense force. For the rest of the century, Arab and Jews fought over the land that Arabs called Palestine and Jews called Israel.

In-class

Reading Check

Explaining

Why did the Balfour Declaration produce problems in Palestine?

Chapter 18 References

The End of the British Empire, Cf. http://www.nationalarchives.gov.uk/education/empire/g3/default.htm

Video clips of Gandhi and other Indian leaders

The life of Gandhi

Find out more about African independence

The Arab-Israeli Conflict: A Brief History

Middle East

Oil

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

Chapter 17 Section 4 Practice

Postwar Social Changes

Cf. http://www.phschool.com/webcodes10/index.cfm?fuseaction=home.gotoWebCode&wcprefix=naa&wcsuffix=2819

and

http://www.phschool.com/atschool/worldhistory/tests/kisi/ch28_sec1/

Chapter 17 Section 4 Quiz Prep Page

Osama Obama, 2:58


Defined, 4:18

MEMRI: Hamas Holiday Song Performed by Children: Give Us Our Pocket-Money to Buy Guns and Wage Jihad

Check the school schedule for upcoming Test days; the blog schedule does not replace the official school schedule.

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

Wednesday HW
1. p. 558, #1-10, Using Key Terms, just write the correct term.
Thursday HW
1. p. 558, Reviewing Key Facts, #11-13.
Friday HW
1. p. 563, Preview Questions, #1.

Honors Business Economics: 11 May 2011

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

Clear your desk except for a pencil. Once everyone is quiet, and no talking during the Test, we can begin. Be sure to put your name on the Test.

You may write on the Test itself.

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 Test.

Be sure your name is on the Test.

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


The Chapter 11 Section 3 Quiz Make-up is today.

The Chapter 11 Section 2 Quiz Make-up is today.

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

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

4th

life expectancy

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

Economic Freedom and a Better Life, 3:09

What is the core of economic freedom?
How does the GDP compare for the richest and the poorest countries?
How does the picture change for life expectancy?
What is the relationship between economic freedom life expectancy?
What is the difference for the poor?
What other things come with economic freedom?


Economics professor Josh Hall explains that economic freedom leads to greater human well-being. If we look at average income, life expectancy, income of the poorest 10%, and other factors, we see that when governments let citizens make economic decisions for themselves, this leads to greater human flourishing.

Further resources:
The Economic Freedom of the World Report is available for free online:
http://www.freetheworld.com/reports.html
Also, watch another talk from Prof. Hall, on Economic Freedom and Growth:
http://www.youtube.com/watch?v=EExVqkbSwFk

net immigration

7th

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

What is the problem with the costs and benefits of illegal immigration?
How do the locals benefit?
What other industries benefit?
Who are the losers with immigration?
What part of the population absorbs the costs of immigration?
Does the federal government take the immigrants money?
Do the immigrants receive any of their taxes for Social Security benefits?

What Are True Costs And Benefits Of Illegal Immigration? 5:44


Who truly benefits from the work of illegal immigrants? Reporter Alison St. John brings you a story about the costs and benefits of illegal immigration.

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

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.

Issues in the News

Census Bureau Selects Sites for Census Dress Rehearsal

Population in the United States

p. 331, Figure 12.4 Center of Population, 1790-2000

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

What is the center of population?
Where did it start?
Since then, where has it gone?

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

As of 2010, the geographic center of the U.S. population shifted 23 miles, to 37 degrees 31 minutes north, 92 degrees 10 minutes west, in the northwest corner of Texas County, Missouri.

Counting the Population

Historical Growth

Regional Change

Consequences of Growth

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

p. 332, Urban Sprawl, What are other effects of population growth?

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

Reading Check

Explaining

What have been the major population changes since the first census in 1790?

Projected Population Trends

Age and Gender

Race and Ethnicity

Population Growth

Future Population Growth

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

Reading Check

Summarizing

Why is the rate of population growth declining?

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

12.2 Review

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

Case Study

Falabella Flourishes

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.

Content Vocabulary

poverty threshold

poverty guidelines

Lorenz curve

LorenzGINI.mp4, 5:17

How can you take raw data and graph a Lorenz Curve?
In your own words, explain the Lorenz Curve.
What is the blue curve and what does it show?
What do the Gini Coefficients show?


welfare

The Nature of Justice - Amartya Sen, 5:23

Should we help others, provide welfare, if we are to survive ourselves?
Does nature, and Darwin, suggest that some will not survive?
Should justice play in welfare? How?


Nobel Prize-winning economist Amartya Sen responds to several questions on justice and society. Sen offers his opinion on topics including cultural relativism, justice and democracy, and the ethics of a "survival of the fittest" approach to social justice.

-----

Nobel Laureate Amartya Sen has been called the "Mother Teresa of economics" for his work on famine, human development theory and welfare economics. He argues that social justice is more than a matter of intellectual discourse, and that the idea of justice influences how - and how well -- people live.

Sen offers a powerful critique of the mainstream theories of justice that, despite their many specific achievements, he argues, have taken us in the wrong direction. - Commonwealth Club of California

Amartya Sen is Lamont University Professor, and Professor of Economics and Philosophy, at Harvard University and was until recently the Master of Trinity College, Cambridge. He was formerly Honorary President of OXFAM and is now its Honorary Advisor.

Amartya Sen's books have been translated into more than thirty languages. His research has ranged over a number of fields in economics, philosophy, and decision theory, including social choice theory, welfare economics, theory of measurement, development economics, public health, gender studies, moral and political philosophy, and the economics of peace and war.

Amartya Sen has received honorary doctorates from major universities in North America, Europe, Asia and Africa. He is a Fellow of the British Academy, Foreign Honorary Member of the American Academy of Arts and Sciences, and a member of the American Philosophical Society.

food stamps

Medicaid

Earned Income Tax Credit (EITC)

Tax Tips: Earned Income Tax Credit, 1:25

How does a taxpayer get the Earned Income Credit?
What does it depend on?
How do you qualify?


The Earned Income Tax credit can mean a bigger refund for qualified taxpayers - watch this video for all the details.

enterprise zone

workfare

negative income tax

Negative Income Tax, 3:31

What is the negative income tax?
Would this help poor people?
Would people still have an incentive to earn more?
Why is the negative income tax preferable to illegal aliens working?
Why is this beneficial to middle income earners?
Can this bridge the gap between political parties?


Based on some ideas expressed by Milton Friedman, the negative income tax is a compromise of sorts. It allows a small amount of government assistance in exchange for the elimination of the welfare state. It achieves the goals of those who advocate a safety net by effectively setting an income floor, while not sacrificing an incentive to work, invest, save, and prosper.

Issues in the News

Need for Food Help Is Growing

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

12.3 Reading Strategy

Complete the graphic organizer by outlining three explanations for a growing income gap.

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

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

12.3 Review
Use the graphic organizer to identify the major programs and proposals designed to alleviate the problem of poverty.


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.


Slo-mo Jello 1:00


Over Population Nightmare from 1960s - Star Trek's Mark of Gideon, 2:47


Sing along to Abattabad, :54


PaperPhone, 1:39


PaperPhone is the world's first nextgen, thin film smartphone and interactive paper computer. It is based on a 3.7" flexible electrophoretic (E Ink) display that does not consume electricity when it is not refreshed. Thinfilm sensors allow the phone to respond to bending of the screen to navigate pages in ebooks, play or pause mp3s, make phone calls, or navigate apps. A flexible wacom tablet allows users to draw on the screen with a pen as if it were a sheet of paper.
For more information visit http://www.hml.queensu.ca/paperphone

http://glencoe.mcgraw-hill.com/sites/0078747643/student_view0/unit3/chapter11/self-check_quizzes.html

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

Wednesday HW
1. p. 327, #4-6.
Thursday HW
1. p. 327, #7-8; 2. p. 335, #2.
Friday HW
1. p. 335, #4.