Tuesday, May 17, 2011

Honors World History II: 18 May 2011

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Chapter 18: Nationalism Around the World, 1919–1939

Section 2 Nationalism in Africa and Asia

5th/8th

In-class

Reading Check

Analyzing

Why did many Africans become more politically active after World War I?

The Movement for Indian Independence

Protest and Reform

Gandhi’s philosophy reflected Western as well as Indian influences. He admired Christian teachings about love. He believed in the American philosopher Henry David Thoreau’s ideas about civil disobedience, the refusal to obey unjust laws. Gandhi was also influenced by Western ideas of democracy and nationalism. He urged equal rights for all Indians, women as well as men. He fought hard to end the harsh treatment of untouchables, who were members of the lowest caste, or class.

A Push for Independence

Since 1885, the Indian National Congress party, called the Congress party, had pressed for self-rule within the British empire. After Amritsar, it began to call for full independence. But party members were mostly middle-class, Western-educated elite who had little in common with the masses of Indian peasants. In the 1920s, a new leader named Mohandas Gandhi emerged and united Indians across class lines.

New Leaders and New Problems

In 1939, a new world war exploded. Britain outraged Indian leaders by postponing independence and bringing Indians into the war without consulting them. Angry nationalists launched a campaign of noncooperation and were jailed. Millions of Indians, however, did help Britain during World War II.

When the war ended in 1945, India’s independence could no longer be delayed. As it neared, Muslim fears of the Hindu majority increased. Conflict between Hindus and Muslims would trouble the new nation in the years to come.

In-class

Reading Check

Identifying

What three non-British conflicts affected the Indian independence movements in the 1930s?

The Rise of a Militarist Japan

A Zaibatsu Economy

Japan and the West

The Rise of Militarism

In 1931, a group of Japanese army officers provoked an incident that provided an excuse to seize Manchuria. They set explosives and blew up tracks on a Japanese-owned railroad line. Then, they claimed that the Chinese had committed the act. Claiming self-defense, the army attacked Chinese forces. Without consulting their own government, the Japanese military forces conquered all of Manchuria and set up a puppet state there that they called Manzhouguo (man choo kwoo). They brought in Puyi, the last Chinese emperor, to head the puppet state. When politicians in Tokyo objected to the army’s highhanded actions, public opinion sided with the military.

When the League of Nations condemned Japanese aggression against China, Japan simply withdrew itself from the League. Soon, the Japanese government nullified the agreements limiting naval armament that it had signed with the Western democracies in the 1920s. The League’s member states failed to take military action against Japanese aggression.

In-class

1st

Japan's Expanding Empire to 1934

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Map Skills

Japan expanded its territory in Asia between 1918 and 1934. From their conquered lands, the Japanese acquired natural resources to fuel their industries.

1. Locate:

(a) Japan (b) Korea (c) Manchuria (d) Taiwan

2. Region

Where were Japan’s main manufacturing areas located?

3. Draw Conclusions

What natural resource does Korea lack but Manchuria have?

In the early 1930s, ultranationalists were winning support from the people for foreign conquests and a tough stand against the Western powers. Members of extreme nationalist societies assassinated a number of politicians and business leaders who opposed expansion. Military leaders plotted to overthrow the government and, in 1936, briefly occupied the center of Tokyo.

Civilian government survived, but the unrest forced the government to accept military domination in 1937. To please the ultranationalists, the government cracked down on socialists and suppressed most democratic freedoms. It revived ancient warrior values and built a cult around Emperor Hirohito, whom many believed was descended from the sun goddess. To spread its nationalist message, the government used schools to teach students absolute obedience to the emperor and service to the state.

In-class

Reading Check

Examining

How did the Japanese government change from the 1920s to the 1930s?

Nationalism and Revolution in Asia

The Spread of Communism

Some Chinese turned to the revolutionary ideas of Marx and Lenin. The Soviet Union was more than willing to train Chinese students and military officers to become the vanguard, or elite leaders, of a communist revolution. By the 1920s, a small group of Chinese Communists had formed their own political party.

In-class

Raise The Red Lantern (setting is 1920s China) film review, 3:28

How many wives does the man have?
What does the Red Lantern indicate?
Is China characterized by freedom or is it more like a prison?
What is the focus of the film?

Raise the Red Lantern (simplified Chinese: 大红灯笼高高挂; traditional Chinese: 大紅燈籠高高掛; pinyin: Dà Hóng Dēnglóng Gāogāo Guà) is an award-winning 1991 Chinese-Hong Kong-Taiwanese co-produced film, directed by Zhang Yimou and starring Gong Li. It is an adaption by Ni Zhen of the 1990 novel Wives and Concubines by Su Tong. The film was later adapted into an acclaimed ballet of the same title by the National Ballet of China, also directed by Zhang.

Set in the 1920s, the film tells the story of a young woman who becomes one of the concubines of a wealthy man during the Warlord Era. It is noted for its opulent visuals and sumptuous use of colours. The film was shot in Qiao's Compound in the ancient city of Pingyao, in Shanxi Province. Although the screenplay was approved by Chinese censors, the final version of the film was banned in China for a period. Some film critics have interpreted the film as a veiled allegory against Chinese communist authoritarianism. The film's popularity has also been attributed to helping Chinese tourism after the government response to the Tiananmen Square Protests of 1989.


Communist Parties in Asia

In-class

Reading Check

Evaluating

What was the relationship between communism and imperialism?

Preview

Section 3 Revolutionary Chaos in China

Nationalists and Communists

In-class

Reading Check

Explaining

How did Chiang Kai-shek change the Communist-Nationalist alliance?

The Communists in Hiding

In-class

Reading Check

Identifying

Which group did Mao believe would start the Communist Revolution in China?

The Long March

In-class

Reading Check

Explaining

Why did it seem that communism was no longer a threat to China after the Long March?

The New China of Chiang Kai-shek

In-class

Reading Check

Identifying

What was the intended final stage of Chiang Kai-shek's reform program?

Preview

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.

The Latin American Economy

In the early 1900s, Latin America’s economy was booming because of exports. Latin Americans sold their plentiful natural resources and cash crops to industrialized countries. In return, they bought products made in those countries. Meanwhile, foreign investors controlled many of Latin America’s natural resources.

Stable governments helped to keep the region’s economy on a good footing. Some Latin American nations, such as Argentina and Uruguay, had democratic constitutions. However, military dictators or small groups of wealthy landowners held the real power. The tiny ruling class kept the economic benefits of the booming economy for themselves. The growing middle class and the lower classes—workers and peasants—had no say in their own government. These inequalities troubled many Latin American countries, but in Mexico the situation led to an explosive revolution.

Democracy and Market Economy in Latin America (3 of 3), 5:05

The Future of Democracy and Market Economy in Latin America. An interview to Hernando De Soto, President, Institute for Liberty and Democracy, Lima, Peru.

Role of the United States

Impact of the Great Depression

During the 1920s and 1930s, world events affected Latin American economies. After World War I, trade with Europe fell off. The Great Depression that struck the United States in 1929 spread around the world in the 1930s. Prices for Latin American exports plunged as demand dried up. At the same time, the cost of imported consumer goods rose. Latin America’s economies, dependent on export trade, declined rapidly.

A tide of economic nationalism, or emphasis on home control of the economy, swept Latin American countries. They were determined to develop their own industries so they would not have to buy so many products from other countries. Local entrepreneurs set up factories to produce goods. Governments raised tariffs, or taxes on imports, to protect the new industries. Governments also invested directly in new businesses. Following Mexico’s lead, some nations took over foreign-owned assets. The drive to create domestic industries was not wholly successful. Unequal distribution of wealth held back economic development.

Vocabulary Builder
assets—(as ets) n. things of value

The Great Depression also triggered political changes in Latin America. The economic crisis caused people to lose faith in the ruling oligarchies and the ideas of liberal government.

Liberalism, a belief in the individual and in limited government, was a European theory actually only really successful as applied in the United States.

People began to feel that it did not work in Latin America. However, ideas about what form a new type of government should take varied.

In-class

Reading Check

Comparing

How did the United States's method investing in Latin American differ from that of Britain?

The Move to Authoritarianism

Argentina

Brazil

Good Neighbor Policy, 3:58

FDR's support for dictator Getulio Vargas, Brazil, Carmen Miranda

In the Second World War, the U.S. is virtually isolated from its former trading partners in Asia and Europe. The war is raging in the world, and moreover, the U.S. needed to match the firepower of the Germans. Looking for Raw Material, the alternative was to approach its neighbors, including Brazil.

The Americans propagated the "good neighbor policy" in the Americas. And in time of War 2 was followed as part of this policy of friendship, three Pan American Conference, a council of continental defense held in Panama in 1939, Havana, Cuba in 1940 and Rio de Janeiro - Brazil in 1942. All countries that hosted these meetings during the war Geographical have high strategic value. The Panama Canal provides access to the Pacific Ocean and the island of Cuba positioned ahead of the U.S. coasts and in addition, the Brazil that is five hours of flight bombing of Dakar, Africa.

At this time the film industry came into its heyday and how part of this project was cultural partnership through film, the filmmaker Walt Disney and Orson Welles, came steadily for Brazil and the Brazilian Minister of Foreign Relations, Aranha played magnificently its diplomatic role. Celebrities such as Joe Carioca appeared as part of this project, the ELF symbol of the snake smoke created by the Brazilians in Italy, won a version designed by Disney. Products such as Coca-Cola, were brought by the Americans to Brazil.

In 1942, as a result of cultural reciprocity between American nations, a Brazilian muse came to prominence in Hollywood, Carmen Miranda, who was carrying in his luggage Brazilian culture to the home of Uncle Sam.

During and after World War I, investments by the United States in the nations of Latin America soared. British influence declined. The United States continued to play the role of international policeman, intervening to restore order when it felt its interests were threatened.

Vocabulary Builder
intervening—(in tur veen ing) vi. coming between two arguing factions

During the Mexican Revolution, the United States stepped in to support the leaders who favored American interests. In 1914, the United States attacked the port of Veracruz to punish Mexico for imprisoning several American sailors. In 1916, the U.S. army invaded Mexico after Pancho Villa killed more than a dozen Americans in New Mexico. This interference stirred up anti-American feelings, which increased throughout Latin America during the 1920s. For example, in Nicaragua, Augusto César Sandino led a guerrilla movement against United States forces occupying his country.

In the 1930s, President Franklin Roosevelt took a new approach to Latin America and pledged to follow “the policy of the good neighbor.” Under the Good Neighbor Policy, the United States pledged to lessen its interference in the affairs of Latin American nations. The United States withdrew troops stationed in Haiti and Nicaragua. It lifted the Platt Amendment, which had limited Cuban independence. Roosevelt also supported Mexico’s nationalization of its oil companies. The Good Neighbor policy strengthened Latin American nationalism and improved relations between Latin America and the United States.

Mexico

This Mexican peasants’ song from the early 1900s reflected many Mexicans’ desire for change under the rule of the dictator Porfirio Díaz:

“Our homes and humble dwellings

always full of sadness

living like animals

in the midst of riches.

On the other hand, the haciendados,

owners of lives and lands,

appear disinterested

and don’t listen to our complaints.”

By 1910, the dictator Porfirio Díaz had ruled Mexico for almost 35 years, winning reelection as president again and again. On the surface, Mexico enjoyed peace and economic growth. Díaz welcomed foreign investors who developed mines, built railroads, and drilled for oil. However, underneath the surface, discontent rippled through Mexico. The country’s prosperity benefited only a small group. Most Mexicans were mestizos or Indian peasants who lived in desperate poverty. Most of these peasants worked on haciendas, or large plantations, controlled by the landowning elite. Some peasants earned meager wages in factories and mines in Mexico’s cities. Meanwhile, the growing urban middle class wanted democracy and the elite resented the power of foreign companies. All of these groups opposed the Diáz dictatorship.

The unrest boiled over in 1910 when Francisco Madero, a liberal reformer from an elite family, demanded free elections. Faced with rebellion in several parts of the country, Díaz resigned in 1911. Soon a bloody, complex struggle engulfed Mexico.

In 1917, voters elected Venustiano Carranza president of Mexico. That year, Carranza reluctantly approved a new constitution that included land and labor reform. With amendments, it is still in force today.

The Constitution of 1917 addressed three major issues: land, religion, and labor. The constitution strengthened government control over the economy. It permitted the breakup of large estates, placed restrictions on foreigners owning land, and allowed nationalization, or government takeover, of natural resources. Church land was made “the property of the nation.” The constitution set a minimum wage and protected workers’ right to strike.

Although the constitution gave suffrage only to men, it did give women some rights. Women doing the same job as men were entitled to the same pay. In response to women activists, Carranza also passed laws allowing married women to draw up contracts, take part in legal suits, and have equal authority with men in spending family funds.

Fighting continued on a smaller scale throughout the 1920s, including Carranza’s overthrow in 1920. In 1929, the government organized what later became the Institutional Revolutionary Party (PRI). The PRI managed to accommodate many groups in Mexican society, including business and military leaders, peasants, and workers. The PRI did this by adopting some of the goals of these groups, while keeping real power in its own hands. It suppressed opposition and dissent. Using all of these tactics, the PRI brought stability to Mexico and over time carried out many desired reforms. The PRI dominated Mexican politics from the 1930s until the free election of 2000.

At first, the Constitution of 1917 was just a set of goals to be achieved in the future. But in the 1920s and 1930s, as the government finally restored order, it began to carry out reforms.

In the 1920s, the government helped some Indian communities regain lands that had been taken from them. In the 1930s, under President Lázaro Cárdenas, millions of acres of land were redistributed to peasants under a communal land program. The government supported labor unions and launched a massive effort to combat illiteracy. Schools and libraries were set up. Dedicated teachers, often young women, worked for low pay. While they taught basic skills, they spread ideas of nationalism that began to bridge the gulf between the regions and the central government. As the revolutionary era ended, Mexico became the first Latin American nation to pursue real social and economic reforms for the majority of its people.

The government also took a strong role in directing the economy. In 1938, labor disputes broke out between Mexican workers and the management of some foreign-owned petroleum companies. In response, President Cárdenas decreed that the Mexican government would nationalize Mexico’s oil resources. American and British oil companies resisted Cárdenas’s decision, but eventually accepted compensation for their losses. Mexicans felt that they had at last gained economic independence from foreign influence.

In-class

Reading Check

Examining

Culture in Latin America

By the 1920s, Latin American writers, artists, and thinkers began to reject European influences in culture as well. Instead, they took pride in their own culture, with its blend of Western and native traditions.

In Mexico, cultural nationalism, or pride in one’s own culture, was reflected in the revival of mural painting, a major art form of the Aztecs and Maya. In the 1920s and 1930s, Diego Rivera, José Clemente Orozco (oh rohs koh), David Alfaro Siqueiros (see keh rohs), and other muralists created magnificent works. On the walls of public buildings, they portrayed the struggles of the Mexican people for liberty. The murals have been a great source of national pride ever since.

Diego Rivera, 4:50

In-class

Reading Check

Examining

How did Diego Rivera use his artistic talent as a political tool?

Preview

Chapter 19 World War II 1939-1945

Chapter 19: World War II, 1939–1945
The German and Japanese occupations of neighboring countries led to a brutal war that took millions of lives. Both countries were defeated, but not before the Nazis had killed millions of people in pursuit of Aryan domination of Europe.

Section 1 Paths to War
Aggressive moves by Germany and Japan set the stage for World War II. Adolf Hitler began a massive military buildup and instituted a draft in violation of the Treaty of Versailles. The German annexation of Austria alarmed France but did not shake Great Britain's policy of appeasement. Mussolini became a German ally. Appeasement of Germany peaked at a conference in Munich where Hitler claimed he sought only one final territory, the Czech Sudetenland. This soon proved false. When Hitler signed a nonaggression pact with Stalin and invaded Poland, Britain and France declared war on Germany. Japanese expansion into Manchuria and northern China brought condemnation from the League of Nations. While still at war with China, Japan launched a surprise attack on U.S. and European colonies in Southeast Asia.

Section 2 The Course of World War II
German forces swept through northern Europe early in the war and set up the Vichy government in France. German air attacks on Great Britain resulted in fierce British retaliation. In the east, harsh weather and a resolute Soviet Union defeated an invading German army. The Japanese conquered the Pacific but miscalculated when they attacked the U.S. naval base at Pearl Harbor. The United States surprised Japan by abandoning its neutrality and entering the war to retake the Pacific. By the end of 1943, the tide had turned against Germany, Italy, and Japan. After the invasion of Normandy, the Allies liberated Paris and defeated Germany. U.S. President Harry Truman, British Prime Minister Winston Churchill, and Soviet Premier Josef Stalin met at Potsdam, Germany, to plan the post-war world. The war in Asia continued until the United States dropped atomic bombs on the Japanese cities of Hiroshima and Nagasaki, causing massive casualties and bringing Japan's surrender.

Section 3 The New Order and the Holocaust
To further their war effort and Hitler's plans for Aryan expansion, the Nazis forced millions of people to resettle as forced laborers. No aspect of the Nazi New Order was more terrifying than the deliberate attempt to exterminate the Jews. As part of the Nazis' Final Solution, Jews were locked into cramped, unsanitary ghettos or forced to dig their own mass graves before being killed. When this proved too slow for the Nazis, they transported Europe's Jews to death camps where they were worked to death or sent to die in gas chambers. The Nazis killed between five and six million Jews and nine to ten million non-Jews. In Asia, Japan showed little respect for the conquered peoples in its effort to secure industrial markets and raw materials. Japanese treatment of prisoners of war was equally harsh. Japan professed a commitment to ending Western colonialism, but the brutality of the Japanese convinced many Asians to resist Japanese occupation.

Section 4 The Home Front and the Aftermath of the War
World War II reached almost every area of the world, and mobilization for war brought widespread suffering and even starvation. The war caused 20 million civilian deaths. The United States, which did not fight the war on its own territory, sent its forces to fight and produced much of the military equipment for the Allies. Segregation in the U.S. military led African Americans to demand civil rights. Racism and suspicion led to the war-time detention of more than 100,000 Japanese Americans. The bombing of cities by the Allied and Axis powers cost thousands of lives, but probably did nothing to weaken the morale of either side. After the war, ideological conflict between the West and the Soviet Union resulted in the Cold War. The Cold War centered around the status of Soviet-dominated Eastern Europe.

World War II 1939-1945

Chapter 19 World War II 1939-1945

Note Taking

Reading and Listening Skill: Recognize Sequence

As you read and listen, keep track of the sequence of events that led to the outbreak of World War II by completing a table like the one below.


Note Taking
Reading Skill: Recognize Sequence

Complete this timetable of German aggression as you read.


The German Path to War

Hitler pursued his goal of bringing all German-speaking people into the Third Reich. He also took steps to gain “living space” for Germans in Eastern Europe. Hitler, who believed in the superiority of the German people, or “Aryan race,” thought that Germany had a right to conquer the inferior Slavs to the east. “Nature is cruel,” he claimed, “therefore we, too, may be cruel. . . .I have the right to remove millions of an inferior race that breeds like vermin.”

Hitler on the History of the Aryan Race (Mein Kampf in English), 3:10



Throughout the 1930s, challenges to peace followed a pattern. Dictators took aggressive action but met only verbal protests and pleas for peace from the democracies. Mussolini, Hitler, and the leaders of Japan viewed that desire for peace as weakness and responded with new acts of aggression. With hindsight, we can see the shortcomings of the democracies’ policies. These policies, however, were the product of long and careful deliberation. At the time, some people believed they would work.

The First Steps

Hitler, too, had tested the will of the Western democracies and found it weak. First, he built up the German military in defiance of the treaty that had ended World War I. Then, in 1936, he sent troops into the “demilitarized” Rhineland bordering France—another treaty violation.

March 1936 Rhineland remilitarized, 3:50



Germans hated the Versailles treaty, and Hitler’s successful challenge made him more popular at home. The Western democracies denounced his moves but took no real action. Instead, they adopted a policy of appeasement, or giving in to the demands of an aggressor in order to to keep the peace.

The World At War - Appeasement, 6:54



The Western policy of appeasement developed for a number of reasons. France was demoralized, suffering from political divisions at home. It could not take on Hitler without British support. The British, however, had no desire to confront the German dictator. Some even thought that Hitler’s actions constituted a justifiable response to the terms of the Treaty of Versailles, which they believed had been too harsh on Germany.

In both Britain and France, many saw Hitler and fascism as a defense against a worse evil—the spread of Soviet communism. Additionally, the Great Depression sapped the energies of the Western democracies. Finally, widespread pacifism, or opposition to all war, and disgust with the destruction from the previous war pushed many governments to seek peace at any price.

As war clouds gathered in Europe in the mid-1930s, the United States Congress passed a series of Neutrality Acts. One law forbade the sale of arms to any nation at war. Others outlawed loans to warring nations and prohibited Americans from traveling on ships of warring powers. The fundamental goal of American policy, however, was to avoid involvement in a European war, not to prevent such a conflict.

The Mood Of The USA 1939 to Pearl Harbor, 2:16



New Alliances

In the face of the apparent weakness of Britain, France, and the United States, Germany, Italy, and Japan formed what became known as the Rome-Berlin-Tokyo Axis. Known as the Axis powers, the three nations agreed to fight Soviet communism. They also agreed not to interfere with one another’s plans for territorial expansion. The agreement cleared the way for these anti-democratic, aggressor powers to take even bolder steps.

Berlin-Rome-Tokyo 1937, 2:36



In Italy, Mussolini decided to act on his own imperialist ambitions. Italy’s defeat by the Ethiopians at the battle of Adowa in 1896 still rankled. In 1935, Italy invaded Ethiopia, located in northeastern Africa. Although the Ethiopians resisted bravely, their outdated weapons were no match for Mussolini’s tanks, machine guns, poison gas, and airplanes. The Ethiopian king Haile Selassie (hy luh suh lah see) appealed to the League of Nations for help. The League voted sanctions against Italy for violating international law. But the League had no power to enforce the sanctions, and by early 1936, Italy had conquered Ethiopia.

Union with Austria

From the beginning, Nazi propaganda had found fertile ground in Austria. By 1938, Hitler was ready to engineer the Anschluss (ahn shloos), or union of Austria and Germany. Early that year, he forced the Austrian chancellor to appoint Nazis to key cabinet posts. When the Austrian leader balked at other demands in March, Hitler sent in the German army to “preserve order.” To indicate his new role as ruler of Austria, Hitler made a speech from the Hofburg Palace, the former residence of the Hapsburg emperors.

The Anschluss violated the Versailles treaty and created a brief war scare. Some Austrians favored annexation. Hitler quickly silenced any Austrians who opposed it. And since the Western democracies took no action, Hitler easily had his way.

Demands and Appeasement

Germany turned next to Czechoslovakia. At first, Hitler insisted that the three million Germans in the Sudetenland (soo day tun land)—a region of western Czechoslovakia—be given autonomy. Czechoslovakia was one of only two remaining democracies in Eastern Europe. (Finland was the other.) Still, Britain and France were not willing to go to war to save it. As British and French leaders searched for a peaceful solution, Hitler increased his demands. The Sudetenland, he said, must be annexed to Germany.

At the Munich Conference in September 1938, British and French leaders again chose appeasement. They caved in to Hitler’s demands and then persuaded the Czechs to surrender the Sudetenland without a fight. In exchange, Hitler assured Britain and France that he had no further plans to expand his territory.

After the horrors of World War I, Western democracies desperately tried to preserve peace during the 1930s while ignoring signs that the rulers of Germany, Italy, and Japan were preparing to build new empires. Despite the best efforts of Neville Chamberlain and other Western leaders, the world was headed to war again.

British Prime Minister Neville Chamberlain spoke to a jubilant crowd upon returning to London from a conference with Adolf Hitler in Munich, Germany, in September 1938:

“For the second time in our history, a British Prime Minister has returned from Germany bringing peace with honor. I believe it is peace for our time . . . Go home and get a nice quiet sleep.”

"Peace in our Time," Chamberlain, September 1938, 3:24



Great Britain and France React

Hitler and the Soviets

Just as Churchill predicted, Europe plunged rapidly toward war. In March 1939, Hitler broke his promises and gobbled up the rest of Czechoslovakia. The democracies finally accepted the fact that appeasement had failed. At last thoroughly alarmed, they promised to protect Poland, most likely the next target of Hitler’s expansion.

In August 1939, Hitler stunned the world by announcing a nonaggression pact with his great enemy—Joseph Stalin, the Soviet dictator. Publicly, the Nazi-Soviet Pact bound Hitler and Stalin to peaceful relations. Secretly, the two agreed not to fight if the other went to war and to divide up Poland and other parts of Eastern Europe between them.

Stalin-Hitler pact commemorated, 3:58



The pact was based not on friendship or respect but on mutual need. Hitler feared communism as Stalin feared fascism. But Hitler wanted a free hand in Poland. Also, he did not want to fight a war with the Western democracies and the Soviet Union at the same time. For his part, Stalin had sought allies among the Western democracies against the Nazi menace. Mutual suspicions, however, kept them apart. By joining with Hitler, Stalin tried to protect the Soviet Union from the threat of war with Germany and grabbed a chance to gain land in Eastern Europe.

In-class

Reading Check

Identifying

Where did Hitler believe he could find more "living space" to expand Germany?

The Japanese Path to War

One of the earliest tests had been posed by Japan. Japanese military leaders and ultranationalists thought that Japan should have an empire equal to those of the Western powers. In pursuit of this goal, Japan seized Manchuria in 1931. When the League of Nations condemned the aggression, Japan simply withdrew from the organization. Japan’s easy success strengthened the militarist faction in Japan. In 1937, Japanese armies overran much of eastern China, starting the Second Sino-Japanese War. Once again, Western protests did not stop Japan.

Japanese Invasion of Manchuria, 2:06



When war broke out in Europe in 1939, the Japanese saw a chance to grab European possessions in Southeast Asia. The rich resources of the region, including oil, rubber, and tin, would be of immense value in fighting its war against the Chinese.

In 1940, Japan advanced into French Indochina and the Dutch East Indies. To stop Japanese aggression, the United States banned the sale of war materials, such as iron, steel, and oil to Japan. Japanese leaders saw this move as an attempt to interfere in Japan’s sphere of influence.

Asian Holocaust - Asia-Pacific theatre of war, World War II, 1:07

This short clip highlights the human scale of the tragedy in the Second World War Asia-Pacific theatre. Between 1931-1945, Japanese Imperial Forces invaded and occupied parts of China, Manchukuo, Dutch East Indies (Indonesia), New Guinea, French Indochina (Vietnam, Laos, Cambodia), British Malaya, Singapore, Burma, Borneo, American-occupied Philippines. This clip is part of a project on www.asianholocaust.org to gather resources and information to commemorate the Asian and Allied victims of this epic conflict.



Japan and the United States held talks to ease the growing tension. But extreme militarists, such as General Tojo Hideki, hoped to expand Japan’s empire, and the United States was interfering with their plans.

War with China

The New Asian Order

In-class

Reading Check

Explaining

Why did Japan want to establish a New Order in East Asia?

Section 2 The Course of World War II

German forces swept through northern Europe early in the war and set up the Vichy government in France. German air attacks on Great Britain resulted in fierce British retaliation. In the east, harsh weather and a resolute Soviet Union defeated an invading German army. The Japanese conquered the Pacific but miscalculated when they attacked the U.S. naval base at Pearl Harbor. The United States surprised Japan by abandoning its neutrality and entering the war to retake the Pacific. By the end of 1943, the tide had turned against Germany, Italy, and Japan. After the invasion of Normandy, the Allies liberated Paris and defeated Germany. U.S. President Harry Truman, British Prime Minister Winston Churchill, and Soviet Premier Josef Stalin met at Potsdam, Germany, to plan the post-war world. The war in Asia continued until the United States dropped atomic bombs on the Japanese cities of Hiroshima and Nagasaki, causing massive casualties and bringing Japan's surrender.

World War Two : Europe and North Africa 1939 - 1945 Map


Europe At War

Hitler's Early Victories

The Battle of Britain

Attack on the Soviet Union

p. 594

In-class

Reading Check

Identifying

Where did Hitler believe he could find more "living space" to expand Germany?

Japan At War

Pearl Harbor Franklin Delano Roosevelt, 5:23


p. 599, Geography Skills, #1-2

p. 600, Reading Check

Describing

By the spring of 1942, which territories did Japan control?

The Allies Advance

The European Theater

The Asian Theater

In-class

p. 603, Reading Check

Summarizing

Why was the German assault on Stalingrad a crushing defeat for the Germans?

Last Years of the War

The European Theater

People in History

Winston Churchill

The Asian Theater

p. 604, Reading Check

In-class

Identifying

What was the "second front" that the Allies opened in Western Europe?

Section 3 The New Order and the Holocaust
To further their war effort and Hitler's plans for Aryan expansion, the Nazis forced millions of people to resettle as forced laborers. No aspect of the Nazi New Order was more terrifying than the deliberate attempt to exterminate the Jews. As part of the Nazis' Final Solution, Jews were locked into cramped, unsanitary ghettos or forced to dig their own mass graves before being killed. When this proved too slow for the Nazis, they transported Europe's Jews to death camps where they were worked to death or sent to die in gas chambers. The Nazis killed between five and six million Jews and nine to ten million non-Jews. In Asia, Japan showed little respect for the conquered peoples in its effort to secure industrial markets and raw materials. Japanese treatment of prisoners of war was equally harsh. Japan professed a commitment to ending Western colonialism, but the brutality of the Japanese convinced many Asians to resist Japanese occupation.

Ch. 19 Resources

See the war through the eyes of soldiers, secret agents, pilots and evacuees.

Life for children during the war.

Listen to an air raid warning.

The blitz and the home front in the UK.

Churchill and the bombing of Dresden


London, England during World War II



Cologne, 1944

Preview: Section 4 The Home Front and the Aftermath of the War

Section 4 The Home Front and the Aftermath of the War
World War II reached almost every area of the world, and mobilization for war brought widespread suffering and even starvation. The war caused 20 million civilian deaths. The United States, which did not fight the war on its own territory, sent its forces to fight and produced much of the military equipment for the Allies. Segregation in the U.S. military led African Americans to demand civil rights. Racism and suspicion led to the war-time detention of more than 100,000 Japanese Americans. The bombing of cities by the Allied and Axis powers cost thousands of lives, but probably did nothing to weaken the morale of either side. After the war, ideological conflict between the West and the Soviet Union resulted in the Cold War. The Cold War centered around the status of Soviet-dominated Eastern Europe.

The Mobilization of Peoples: Four Examples

The Soviet Union

The United States

Germany

Japan

In-class

Reading Check

Evaluating

How did World War II contribute to racial tensions in the United States?

Front line Civilians: The Bombing of Cities

p. 615, "The ferocious bombing of Dresden from February 13 to 15, 1945, created a firestorm that may have killed as many as a hundred thousand inhabitants and refugees. . . . Germany suffered enormously from the Allied bombing raids. Millions of buildings were destroyed, and possibly half a million civilians died."

Bombing of Dresden in World War II, 3:06


Britain

Germany

Japan

Science, Technology & Society, p. 616

"Of the city's [Hiroshima] 350,000 inhabitants, 140,000 had died by the end of 1945. By the end of 1950, another 50,000 had died from the effects of radiation."

In-class

Reading Check

Explaining

Why were civilian populations targeted in bombing raids?

Peace and a New War

The Tehran Conference

The Yalta Conference

The Potsdam Conference

War Crimes Trails

A New Struggle

In-class

Reading Check

Identifying

Why did Stalin want to control Eastern Europe after World War II?

Ch. 19 Resources

Online guide to the Holocaust

Colonel Paul Tibbets describes dropping the A-Bomb on Hiroshima August 6, 1945.

Cf. http://www.eyewitnesstohistory.com/vohiroshima.htm

See the war through the eyes of soldiers, secret agents, pilots and evacuees.

Life for children during the war.

Listen to an air raid warning.

The blitz and the home front in the UK.

Churchill and the bombing of Dresden



Audio file of the death dive of a Kamikaze.

Cf. http://avanimation.avsupport.com/sound/Kamikaze.wav

London, England during World War II

Cologne, 1944

p. 628ff, Ch. 20 Cold War and Postwar Changes 1945-1970

Confrontation of the Superpowers

p. 632, The Truman Doctrine

Truman Doctrine, 2:31


p. 632, The Marshall Plan

The Marshall Plan, 1:40


p. 635, The Cuban Missile Crisis

Kennedy addresses the nation on the Cuban Missile Crisis, 3:05


p. 635, Vietnam and the Domino Theory

Domino Theory, Eisenhower to Nixon, 1:11


p. 638, Picturing History, Sputnik

Sputnik beeps overhead, Americans in awe, including a young John Glenn, 3:23


John F. Kennedy's Moon Speech to Congress - May 25, 1961, America on the Moon, July 20, 1969, 1:36


p. 644, Economic Miracles: Germany and Japan


p. 646, Youth Protest in the 1960s, "The Times They Are A-Changin'"

Mario Savio: Sproul Hall Steps, December 2, 1964, 1:26


Campus Unrest in late 1960s & early 1970s at UCLA, Inauguration, Communist professor teaching, Angela Davis, 6:31

Cf. http://www.youtube.com/watch?v=AI4U-q2o2cg&feature=PlayList&p=55D6264643BE92EA&playnext_from=PL&playnext=1&index=41

p. 646, The United States in the 1960s

p. 646, John F. Kennedy

Ask Not What Your Country Can Do For You: the inaugural address of John Fitzgerald Kennedy, 5:37


p. 646, The Johnson Administration

McGovern Warns Obama of LBJ Legacy, 3:40

In 1964, President Johnson said of Vietnam that I don't think it's worth fighting for, and I don't think that we can get out. Its just the biggest damn mess I ever saw.'' Yet Johnson escalated the conflict and America became bogged down in Southeast Asia for more than a decade. Former Senator George McGovern recently sat down with ANP and said that President Obama runs the risk, like Johnsons Great Society, of hobbling his ambitious domestic goals if he continues to send troops into Afghanistan.


pp. 647, 651, Rev. Martin Luther King, Jr., "I Have a Dream"

I have a Dream Speech, 2:18


p. 648, The Emergence of a New Society

Ch. 21 The Contemporary Western World 1970-Present

p. 656, "Tear Down This Wall"

Ronald Reagan- "Tear Down This Wall," 4:00


p. 661, Revolutions in Eastern Europe

p. 661, Poland, Lech Walesa, Roman Catholic Church

p. 668, The U.S. Domestic Scene

p. 668, Nixon and Watergate

Watergate Scandal, 3:29


p. 669, The Carter Administration

"Crisis of Confidence" Speech July 15, 1979, 2:08


p. 669, The Reagan Revolution

Ronald Reagan 1984 TV Ad: "Its morning in America again," 1:00


Revisiting the Reagan Revolution -- A Book Release Party Featuring Dr. Steven Hayward, 4:08


p. 672, The Growth of Terrorism

p. 672, 9/11

Michael Scheuer on "Inside 9/11," 4:27


p. 675, Popular Culture

p. 675, Elvis, Beatles

Elvis Presley - Sun Records History, 2:08

Sun Studio was opened by rock pioneer Sam Phillips at 706 Union Avenue in Memphis, Tennessee, on January 3, 1950. It was originally called Memphis Recording Service, sharing the same building with the Sun Records label business. Reputedly the first rock-and-roll single, Jackie Brenston and his Delta Cats' "Rocket 88" was recorded there in 1951 with song composer Ike Turner on keyboards, leading the studio to claim status as the birthplace of rock & roll. Blues and R&B artists like Howlin' Wolf, Junior Parker, Little Milton, B.B. King, James Cotton, Rufus Thomas, and Rosco Gordon recorded there in the early 1950s.

Rock-and-roll, country music, and rockabilly artists, including unknowns recording demos and others like Johnny Cash, Elvis Presley, Carl Perkins, Roy Orbison, Charlie Feathers, Ray Harris, Warren Smith, Charlie Rich, and Jerry Lee Lewis, signed to the Sun Records label recorded there throughout the latter 1950s until the studio outgrew its Union Avenue location. Sam Phillips opened the larger Sam C. Phillips Recording Studio, better known as Phillips Recording, in 1959 to take the place of the older facility. Since Sam had invested in the Holiday Inn Hotel chain earlier, he also recorded artist starting in 1963 on the label Holiday Inn Records for Kemmons Wilson.

In 1969, Sam Phillips sold the label to Shelby Singleton, and there was no recording-related or label-related activity again in the building until the September 1985 Class of '55 recording sessions with Carl Perkins, Roy Orbison, Jerry Lee Lewis, and Johnny Cash, produced by Chips Moman.




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


Check the school schedule for upcoming 4th Quarter Assessment day; the blog schedule does not replace the official school schedule.

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

Wednesday HW
1. p. 573, #7-9.
Thursday HW
1. p. 575, Preview Questions, #1-2, 2. p. 579, #4
Friday HW
1.p. 579, #5.

Honors Business Economics: 18 May 2011

Prayer
Beyond the Sound Bites (if time after Quiz 12.3):

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?feature=player_embedded&v=Qf-AqPTdVfI


Obama administration

In February 2009, Jeffrey Immelt was appointed as a member to the President's Economic Recovery Advisory Board to provide the president and his administration with advice and counsel in fixing America's economic downturn.

On January 21, 2011, President Obama announced Immelt's appointment as chairman of his outside panel of economic advisers. The New York Times reported that Obama's appointment of Immelt was "another strong signal that he intends to make the White House more business-friendly." Immelt will retain his post at G.E. while becoming "chairman of the Council on Jobs and Competitiveness, a newly named panel that President Obama is creating by executive order."

Compensation

As CEO of General Electric in 2007, Immelt earned a total compensation of $14,209,267, which included a base salary of $3,300,000, a cash bonus of $5,800,000, and stocks granted of $4,713,000. In 2008, he earned a total compensation of $5,717,469, which included a base salary of $3,300,000, stocks granted of $2,044,650, and other compensation of $372,819. In 2009, Immelt earned a total compensation of $5,487,155, which included a base salary of $3,300,000, and stocks granted of $1,791,000. Cf. Wikipedia

How Corporations Get Out of Paying Taxes
Via: OnlineMBA.com

The Chapter 12 Section 2 Quiz Make-up is today.

Cross out "f."

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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

Business Week News clip

The Get (Much) Richer

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

p. 346, What words and phrases can you identify in the article that help reveal the author's point of view?

2. Does the author state opinions or facts? What bias might be evident in these statements?

The Global Economy and You

Global Fruit

p. 351, 1. What country is the largest buyer of U.S. FRUIT?

2. What are concerns about shipping fresh fruit from other countries?

3. What fruit is available because of global trade?

Preview

Chapter 13

Economic Instability

Section 1 Business Cycles and Fluctuations

Business fluctuations and cycles interrupt economic growth. Business cycles are the regular ups and downs of real GDP. There are many factors that influence business cycles: changes in investment spending, innovation and imitation, monetary policy decisions, and external stocks. The Great Depression of the 1930s was the worst economic decline in United States history. The economy has been much more stable since World War II with a series of short, mild recessions. While seemingly unavoidable, business cycles can be anticipated with tools such as econometric models and statistical series such as the index of leading indicators.

Web Activity

http://glencoe.mcgraw-hill.com/sites/0078747643/student_view0/unit4/chapter13/student_web_activities.html

business cycles

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

The business cycle described here preceded the recession.
How does the business press characterize the economy?
What happened by the March of 2000?
Are we in a new economy hereafter?
What factors do we need to consider?
What is the multiplier effect?
What elements are part of the business cycle?
How does the cycle work (when working well)?

http://www.youtube.com/watch?v=E2p3Qr97oqE

Economics: The Future of the Business Cycle, 4:34


business fluctuations

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

Economics: Recessions, Depressions, and Booms, 3:20

What does the trend line represent?
Draw the business cycle along the trend line.
What is the bottom called?
What is it called when the cycle is on the upswing?
What do we notice after the 1940s?


recession

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

Economics Professor on Recession, Unemployment & Consumer Spending, 3:13

What's wrong with the 2010 economy?
What are some of the near issues that affect unemployment?
What about the renewed Real Estate Tax Credit Extensions?
What are you seeing business owners doing?
Your thoughts on consumer spending?
How do we get out of recession?


peak

trough

expansion

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

On YouTube

The Conversation: Understanding China's Expansion, 2:03

What people are attracted to Asia?
What elements are needed for expansion?
What is China trying?

http://www.youtube.com/watch?v=mB-9TNv04cY

Tony Chan from Hong Kong University explains China's massive growth.

trend line

depression

depression scrip

leading economic indicator

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

Economics: Index of Leading Economic Indicators, 4:34

What is your best source?
What is the most famous?
What is it?
What does it indicate?
How long ahead does it project?
What does it figure out?
What behaviors indicate the direction of the economy?
How many leading indicators are there?
Name a few of the indicators.


composite index of leading economic indicators

econometric model

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

13.1 Reading Strategy

Complete the graphic organizer by identifying factors that can cause changes in the business cycle.

Issues in the News

Economic Growth Totters

Business Cycles: Characteristics and Causes

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

When does a cycle begin and end?
What are the phases?
If the economy continues to expand; what is this called?

13.1 Business Cycles

http://glencoe.com/sites/common_assets/socialstudies/in_motion_08/epp/EPP_p354.swf

Phases of the Business Cycle

Changes in Investment Spending

Innovation and Imitation

Monetary Policy Decisions

External Shocks

In-class

Reading Check

Summarizing

What are thought to be the cause of business cycles?

Business Cycles in the United States

The Great Depression

Causes of the Great Depression

Recovery and Legislation

Cycles After World War II

In-class

Inferring

What impact did the Great Depression have on the United States?

In-class

13.2 Index of Leading Economic Indicators

http://glencoe.com/sites/common_assets/socialstudies/in_motion_08/epp/EPP_p358.swf

What can the Index show?
What can it predict?
On average, how many months before a recession begins does the Index indicate it?
How many months before a recovery begins does the Index reveal this?

Forecasting Business Cycles

Using Everyday Economic Statistics

Using Econometric Models

In-class

Reading Check

Analyzing

Why are short-term econometric models more accurate than long-term models?

13.1 Review

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

Use the graphic organizer to identify the causes and effects of the Great Depression.

Business Week

News clip

Dog Days: A Frank Look at the Economy

Section 2: Inflation

Inflation is the increase in the general level of prices of goods and services. Several price indexes are used to measure inflation. Consumer price index (CPI) is a statistical series that tracks monthly changes in the prices paid by urban consumers for a representative "basket" of goods and services. Another index is the producer price index (PPI), which is a monthly series that reports prices received by domestic producers. Causes of inflation include strong demand, rising costs, and wage-price spirals, along with a growing supply of money. Therefore, inflation can reduce purchasing power, distort spending, and affect the distribution of income.

Resources

Overviews

http://glencoe.mcgraw-hill.com/sites/0078747643/student_view0/unit4/chapter13/chapter_overviews.html

Student Web Activity

http://glencoe.mcgraw-hill.com/sites/0078747643/student_view0/unit4/chapter13/student_web_activities.html

In Motion

13.1 Business Cycles

http://glencoe.com/sites/common_assets/socialstudies/in_motion_08/epp/EPP_p354.swf

13.2 Index of Leading Economic Indicators

http://glencoe.com/sites/common_assets/socialstudies/in_motion_08/epp/EPP_p358.swf

13.7 Measuring Consumer Discomfort

http://glencoe.com/sites/common_assets/socialstudies/in_motion_08/epp/EPP_p374.swf

Crossword Puzzle

http://www.glencoe.com/sec/socialstudies/tutor/economics/econprinciples2005/puzzles/epp2005_13.html

Flashcards

http://www.glencoe.com/qe/efcsec.php?qi=15463

Ch. 13 Multiple-choice Quiz

http://glencoe.mcgraw-hill.com/sites/0078747643/student_view0/unit4/chapter13/self-check_quizzes.html

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


Business Cycle Rap (Teach Me How To Dougie Parody), 4:47

Economics Theorist Project by: Or S. & Nadya P
Schumpeter - Business Cycle
"Teach Me 'Bout The Cycle"

Lyrics:

*Anthem of former Austria-Hungary

Aye! Aye!
They ask me, Schumps (what?)
Can you teach me 'bout the cycle?
You know why?
It's what the economy goes by
All I need are his theories and some simple math.
So you, you, and you will learn 'bout this in ropo's class
First stage, off the page, its the business start-up
They gonna be all over it when they hear about that cycle right?
Invest resources like land labor capital
New ideas are important to succeed
establish a position in the market, its what they need
creating a rep(utation) among the investors and consumers
first step has high risks to end up like a loser
marked by lower profit margins
is the price paid by entrepreneurs

[Refrain]
Teach me 'bout the cycle
T-Teach me 'bout the cycle
Never change the cycle
Never Never change the cycle
E'erbody know it, E'erbody know it (T-E-P-R)
You ain't messin' with the cycle (T-E-P-R)

The T is for trough
The E is for expansion
The P is for peak
The R is for recession
E'erbody know it, E'erbody know it (T-E-P-R)
You ain't messin' with the cycle (T-E-P-R)

The name is Schums
For thoses that don't know him
This stage has economic growth and money
A rise in consumer demand isn't funny
They've built a core of loyalty and trust
A group of consumers come back as a must.

Keep up with rising sales and further expansion
They have to increase what's essential.
Manufacturing n' production, these inputs are substantial.
Once upgraded and aided, its part of the plan
Their profit margins continue to rise, 'cause they know they can
Gaining status and approval, they establish their niche
Ads and commercials, can't keep 'em on a leash.
[
As a brand name in the market,
they put money in their pocket.
It's all positives here as they continue to cheer...

Refrain

The third stage, they're at a certain age
When the business matures.
They've fixed every fault and filled every hole
Now they travel through the market on cruise-control

The sales reached a regular amount
Less resources employed on their account
No retirement required, they are not disabled
Stuff profit in the pocket, the margin's still stable.

Venture out, attempt product innovation
It's their call, they're in charge of navigation
Nothing's off limits, the options swirled
Cause they're happy where they are,
On top of the world

Refrain

The final stage is the toughest of all
Favourable conditions are hard to stall
When economic activity is reduced by a lot
The decline in buying and selling cannot be fought
Since employment / also circles the drain
Followed by production and most domaine(s)
None of which / they'll be able to sustain.

They struggle in the market, trying to self discover
Hoping that they will quickly recover

Refrain

Don't focus on the trees, look at the forest
(E'erbody know it, T-E-P-R)
Don't focus on the trees, look at the forest
(You ain't messin' with the cycle)

That's all you need to know 'bout circular flow; Peace.


Coca-Cola Rocket


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

Wednesday HW
1. p. 348, #10-15 (just write the correct word)
Thursday HW
1. p. 348, #16-18.
Friday HW
1. p. 348, #19.

Honors World History II: 12 May 2011

Prayer

Beyond the Sound Bites:

Chapter 18 Gandhi, India, and Pakistan

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

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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

1st/5th/8th

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.

5th/8th

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”?

In-class

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 4th Quarter Assessment day; the blog schedule does not replace the official school schedule.

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



Thursday HW

1. p. 558, Reviewing Key Facts, #11-13.

Friday HW

1. p. 563, Preview Questions, #1.