World History, Chapter 20, Section 4, New Ways of Thinking
Reading Focus
What was laissez-faire economics?
How did the views of the utilitarians differ from those of socialists?
What were the ideas of “scientific socialism” introduced by Karl Marx?
What economic ideas helped shape the industrial age?
What reforms did individual thinkers urge?
How was socialism linked to the Industrial Revolution?
Vocabulary, p. 510
Utilitarianism
Socialism
Means of production
Communism
Proletariat
Main Idea: The Industrial Revolution fostered new ideas about business and economics.
Setting the scene: p. 510
1. Lesson Plan Focus
The Industrial age gave rise to economic philosophies such as Utilitarianism, Socialism, and Communism. Individual thinkers offered a variety of opinions on what government should do to improve social and economic conditions. Socialists condemned the evils of industrial capitalism and urged radical changes in the way the economy operated.
2. In-class Instruct
Choose one of the following and write a position paper in which you explain that thinker’s point of view:
Adam Smith
Thomas Malthus
David Ricardo
Jeremy Bentham
John Stuart Mill
Robert Owen
Karl Marx
Students should use the text and library resources to set forth the philosophy of the person assigned. Be prepared to read your papers to the class and to answer any question that you or the other students might have.
3. Close
Illustrate the viewpoint of the chosen philosopher in a cartoon or a poster.
Biography p. 510
Overcrowded Conditions:
Answer to Caption. . .
Political and Social Systems
He thought the poor should have fewer children. Also, Malthus believed in the unrestricted “laws of the free market.” He urged families to have fewer children. He also felt that war, disease, and famine would check population growth.
Connections to Today, p. 512
Primary Source, p. 513
[In the old text: Caption, p. 523
Answer to Caption. . .
Global Interaction
Possible Answer: In London’s urban slums, Marx may have witnessed the poverty and hardships endured by the working class. In London’s better neighborhoods, he may have witnessed the wealth and luxuries of the bourgeoisie. The unequal conditions may have influenced his philosophy.]
Activity
Cooperative Groups
Debating
In the United States today, people continue to debate the degree to which government should intervene to alleviate social and economic problems. The debate touches upon such specific issues as social security, welfare programs, environmental protection laws, affirmative action laws, school lunch programs, and the like.
One of these issues or one of your own choosing can be the focus for a debate on how much government should intervene to improve social and economic conditions. The class can be divided into two groups. One group will argue in favor of government intervention and the other group will argue against it. Time can be allotted to develop and organize arguments. Before the debate, the rules of debate will be covered.
Activity
Heterogeneous Groups
Writing a Letter
Imagine that you are an English textile worker who has just finished reading The Communist Manifesto. Write a letter to a co-worker in which you describe Marx’s ideas. In your letter, explain whether you agree or disagree with Marx’s theories.
HW Section 4 Review
1. a) Malthus
b) “iron law of wages
c) John Stuart Mill
d) Utopians
e) The Communist Manifesto
3.
4.
5. a) Marx believed that economics was the driving force in history and that history was a continuous struggle between the “haves” and the “have nots.” b) Marx underestimated the powerful influence of national loyalties on the working class. As the standard of living rose, class conflict lessened.
Extra Credit
6. Answers will vary. Student’s answers should reflect an understanding of the theory that they select.
7. Students’ work should reflect an ability to compare perspectives and to organize ideas in a concise format.
G. Mick Smith, PhD, Senior Educational Technology Executive: https://www.linkedin.com/in/gmicksmith/
Wednesday, October 11, 2006
Tuesday, October 10, 2006
WH, Ch. 20 Sections 1-3
World History, Chapter 20 The Industrial Revolution Begins, Section 1 Dawn of the Industrial Age
Extra Credit:
p. 499 Changes in Agriculture?
What or who is Jethro Tull?
http://www.j-tull.com/
Ch. 20 The Industrial Revolution Begins (1750-1850)
pp. 496-497
Chapter Outline
1 Dawn of the Industrial Age
2 Britain Leads the Way
3 Hardships of Early Industrial Life
4 New Ways of Thinking
Section 1 Dawn of the Industrial Age
1. Lesson Plan Focus
Several factors triggered the Industrial Revolution. Improved farming methods and the enclosure movement created a revolution in agriculture. Due to increased food production and better living conditions, the population of Europe soared. The Industrial Revolution was driven by a growing labor force and by new sources of fuel and power.
Vocabulary p. 498
anesthetic
enclosure
smelt
Caption, p. 499
Biography, p. 500
2. In-class Instruct
Three groups can be assigned one of the following topics:
1. A New Agricultural Revolution
2. The Population Explosion
3. An Energy Revolution
Each group should work together on their topic to learn about changes that took place and the effects that those changes had on European life. Each group should have one “expert” on each of these three topics.
3. Close
Students should consider the many changes that are occurring in the world today. Is the world experiencing an agricultural revolution, population explosion, or energy revolution? Is there a combination of all three?
HW
Section 1 Review #1-5
Extra Credit #6-7
Chapter 20, Section 2 Britain Leads the Way
Vocabulary
Capital
Factory
Turnpike
Read intro, p. 501
1. Lesson Plan Focus
The Industrial Revolution began in Britain where there were favorable economic, political, and social conditions, a sufficient work force, and plentiful iron and coal. Iron was used to build the machines and coal was used to fuel them. As machinery took hold in the British textile industry, the factory system replaced the putting out system.
2. In-class Instruct
A museum exhibit is planned on the early years of the Industrial Revolution. The class is divided into groups and each group will detail a plan for part of the exhibit. Each group will be assigned one of the following topics:
Why the Industrial Revolution Began in Britain
The Importance of Iron and Coal
The Textile Industry
Changes in Transportation
Outside research can supplement the information in the text.
Students should list the objects, photographs, illustrations, diagrams, maps, and/or machines, etc., that they want to exhibit in their part of the exhibit.
Write a description of each item.
They should also create visual materials such as maps, graphs, charts, and posters for their exhibit.
3. Close
Consider how modern technology is used to facilitate transportation, communication, and education programs in museums of today.
British Cotton Trade About 1850, p. 502
Impact of the Railroad, p. 503
Geography and History, p. 504
[In the former version of the text we had:
Caption, Art History
Answer to Caption. . .
Art and Literature
Possible Answer:
They seem proud of the forge’s power and their father’s work.
Caption, Technology of the British Industrial Revolution
Answer to Caption. . .
Interpreting a Chart
All the inventions are complex machines that made human labor easier.
Background Historical Evidence
Britain’s Overseas Markets
The vast British Empire provided world-wide goods. In fact, during the 1700s, the overseas export market grew at a much faster rate than the domestic market. Between 1750 and 1770, for example, production for the export market increased by 80%, while production for the domestic market grew by only 7%. Although investing in new industries carried risks, the lucrative overseas trade made the gamble seem well worth taking.
Map,
Answers to. . .
Locations review together.
Possible answers: a) southern United States, India; b) British West Indies, Cape Colony.
Possible answer: Without this key source of cotton, development of the cotton industry might have been slowed. Britain would have had to seek other sources of raw cotton or pay more to the Indians for theirs. Britain might have even had to find a different product on which to concentrate its industry.
Graph,
Answer to Caption. . .
Interpreting a Graph
In 1750, it took about 48 hours to travel between London and Birmingham. In 1830, it took only about 12 hours. The invention of the steam-powered locomotive made this increased speed possible.]
HW
Section 2 Assessment
#1, 3-5, Extra Credit #6-7
Chapter 20 Section 3 Hardships of Early Industrial Life
Vocabulary, p. 505
Urbanization
tenement
labor unions
1. Lesson Plan Focus
Factory work meant long hours, backbreaking jobs, unsafe conditions, and low pay. Many women worked both at home and in the factories. Child labor was a common practice. In the cities, working class families endured filthy and overcrowded living conditions. At the same time, however, the Industrial Revolution gradually brought more jobs, higher pay, and other material benefits.
2. In-class Instruct
Students are to imagine that they are living during the early years of the Industrial Revolution. Each student (and a partner) should assume one of the following roles:
a miner
a factory worker
a child laborer
a working class mother
a factory owner
a government inspector
a Luddite
a middle-class woman
Students are to write a diary entry in the role of their assumed character. Record the events of a complete day and include specific details of the person’s life. In your diary, include not only their activities and observations, but also your feelings and emotions. These diary entries will be shared with the class.
3. Close
List three or four ways that life today would be different for the person whose role you assumed.
Virtual Field Trip, p. 506
You Are There. . ., p. 507
Worker Protests, p. 508
Primary Source, p. 509
[In the former textbook we had:
Parallels Through Time, p. 519]
HW
p. 509, Section 3 Review
#1, 3-5, Extra Credit 6-7.
Extra Credit:
p. 499 Changes in Agriculture?
What or who is Jethro Tull?
http://www.j-tull.com/
Ch. 20 The Industrial Revolution Begins (1750-1850)
pp. 496-497
Chapter Outline
1 Dawn of the Industrial Age
2 Britain Leads the Way
3 Hardships of Early Industrial Life
4 New Ways of Thinking
Section 1 Dawn of the Industrial Age
1. Lesson Plan Focus
Several factors triggered the Industrial Revolution. Improved farming methods and the enclosure movement created a revolution in agriculture. Due to increased food production and better living conditions, the population of Europe soared. The Industrial Revolution was driven by a growing labor force and by new sources of fuel and power.
Vocabulary p. 498
anesthetic
enclosure
smelt
Caption, p. 499
Biography, p. 500
2. In-class Instruct
Three groups can be assigned one of the following topics:
1. A New Agricultural Revolution
2. The Population Explosion
3. An Energy Revolution
Each group should work together on their topic to learn about changes that took place and the effects that those changes had on European life. Each group should have one “expert” on each of these three topics.
3. Close
Students should consider the many changes that are occurring in the world today. Is the world experiencing an agricultural revolution, population explosion, or energy revolution? Is there a combination of all three?
HW
Section 1 Review #1-5
Extra Credit #6-7
Chapter 20, Section 2 Britain Leads the Way
Vocabulary
Capital
Factory
Turnpike
Read intro, p. 501
1. Lesson Plan Focus
The Industrial Revolution began in Britain where there were favorable economic, political, and social conditions, a sufficient work force, and plentiful iron and coal. Iron was used to build the machines and coal was used to fuel them. As machinery took hold in the British textile industry, the factory system replaced the putting out system.
2. In-class Instruct
A museum exhibit is planned on the early years of the Industrial Revolution. The class is divided into groups and each group will detail a plan for part of the exhibit. Each group will be assigned one of the following topics:
Why the Industrial Revolution Began in Britain
The Importance of Iron and Coal
The Textile Industry
Changes in Transportation
Outside research can supplement the information in the text.
Students should list the objects, photographs, illustrations, diagrams, maps, and/or machines, etc., that they want to exhibit in their part of the exhibit.
Write a description of each item.
They should also create visual materials such as maps, graphs, charts, and posters for their exhibit.
3. Close
Consider how modern technology is used to facilitate transportation, communication, and education programs in museums of today.
British Cotton Trade About 1850, p. 502
Impact of the Railroad, p. 503
Geography and History, p. 504
[In the former version of the text we had:
Caption, Art History
Answer to Caption. . .
Art and Literature
Possible Answer:
They seem proud of the forge’s power and their father’s work.
Caption, Technology of the British Industrial Revolution
Answer to Caption. . .
Interpreting a Chart
All the inventions are complex machines that made human labor easier.
Background Historical Evidence
Britain’s Overseas Markets
The vast British Empire provided world-wide goods. In fact, during the 1700s, the overseas export market grew at a much faster rate than the domestic market. Between 1750 and 1770, for example, production for the export market increased by 80%, while production for the domestic market grew by only 7%. Although investing in new industries carried risks, the lucrative overseas trade made the gamble seem well worth taking.
Map,
Answers to. . .
Locations review together.
Possible answers: a) southern United States, India; b) British West Indies, Cape Colony.
Possible answer: Without this key source of cotton, development of the cotton industry might have been slowed. Britain would have had to seek other sources of raw cotton or pay more to the Indians for theirs. Britain might have even had to find a different product on which to concentrate its industry.
Graph,
Answer to Caption. . .
Interpreting a Graph
In 1750, it took about 48 hours to travel between London and Birmingham. In 1830, it took only about 12 hours. The invention of the steam-powered locomotive made this increased speed possible.]
HW
Section 2 Assessment
#1, 3-5, Extra Credit #6-7
Chapter 20 Section 3 Hardships of Early Industrial Life
Vocabulary, p. 505
Urbanization
tenement
labor unions
1. Lesson Plan Focus
Factory work meant long hours, backbreaking jobs, unsafe conditions, and low pay. Many women worked both at home and in the factories. Child labor was a common practice. In the cities, working class families endured filthy and overcrowded living conditions. At the same time, however, the Industrial Revolution gradually brought more jobs, higher pay, and other material benefits.
2. In-class Instruct
Students are to imagine that they are living during the early years of the Industrial Revolution. Each student (and a partner) should assume one of the following roles:
a miner
a factory worker
a child laborer
a working class mother
a factory owner
a government inspector
a Luddite
a middle-class woman
Students are to write a diary entry in the role of their assumed character. Record the events of a complete day and include specific details of the person’s life. In your diary, include not only their activities and observations, but also your feelings and emotions. These diary entries will be shared with the class.
3. Close
List three or four ways that life today would be different for the person whose role you assumed.
Virtual Field Trip, p. 506
You Are There. . ., p. 507
Worker Protests, p. 508
Primary Source, p. 509
[In the former textbook we had:
Parallels Through Time, p. 519]
HW
p. 509, Section 3 Review
#1, 3-5, Extra Credit 6-7.
8 Days a Week
After 8 days, I have access to the Internet again from the faculty lounge. Didn't the Beatles write a song about this? Thanks for your patience and understanding.
Monday, October 02, 2006
AP Gov't, 6 October
Finish the Hand-out, Ch. 3, Federalism
Read the Woll text, Ch. 2, Federalism, be prepared to present and respond to the readings.
Read the Woll text, Ch. 2, Federalism, be prepared to present and respond to the readings.
WH, Assignment for Friday, 6 October
World History, 3rd & 4th Period
Ch. 20 The Industrial Revolution Begins (1750-1850), Section 1 Sec. 1 Dawn of the Industrial Age
Class assignments: read Section 1 and do the Homework.
For Extra Credit, look up online: Improved Farm Machinery?
What or who is Jethro Tull? http://www.j-tull.com/
Chapter Outline
1 Dawn of the Industrial Age
2 Britain Leads the Way
3 Hardships of Early Industrial Life
4 New Ways of Thinking
Read and answer the Captions in Sec. 1 Dawn of the Industrial Age
1. Lesson Plan Focus
Several factors triggered the Industrial Revolution. Improved farming methods and the enclosure movement created a revolution in agriculture. Due to increased food production and better living conditions, the population of Europe soared. The Industrial Revolution was driven by a growing labor force and by new sources of fuel and power.
Define the Vocabulary word, enclosure
Homework
Section 1 Assessment #1-5, Extra Credit #6-7
Ch. 20 The Industrial Revolution Begins (1750-1850), Section 1 Sec. 1 Dawn of the Industrial Age
Class assignments: read Section 1 and do the Homework.
For Extra Credit, look up online: Improved Farm Machinery?
What or who is Jethro Tull? http://www.j-tull.com/
Chapter Outline
1 Dawn of the Industrial Age
2 Britain Leads the Way
3 Hardships of Early Industrial Life
4 New Ways of Thinking
Read and answer the Captions in Sec. 1 Dawn of the Industrial Age
1. Lesson Plan Focus
Several factors triggered the Industrial Revolution. Improved farming methods and the enclosure movement created a revolution in agriculture. Due to increased food production and better living conditions, the population of Europe soared. The Industrial Revolution was driven by a growing labor force and by new sources of fuel and power.
Define the Vocabulary word, enclosure
Homework
Section 1 Assessment #1-5, Extra Credit #6-7
Friday, September 29, 2006
AP Government, Test
On Monday we will cover the first chapter of the Woll text.
On Tuesday, we will have a test on Chapter 2 in the Wilson text. It is a multiple guess format.
On Tuesday, we will have a test on Chapter 2 in the Wilson text. It is a multiple guess format.
Wednesday, September 27, 2006
WH Ch. 19 Sec. 5 The End of an Era
World History, Chapter 19, Section 5 The End of an Era
1. Lesson Plan Focus
“Amazing Transformation”
The Continental System and the spread of nationalism led to rebellions against French rule. After defeats in Russia and at Leipzig and Waterloo, Napoleon lost power. European leaders at the Congress of Vienna sought to restore stability and order based on the status quo of 1792. They redrew national boundaries, restored monarchs, established a balance of power, and created the Concert of Europe.
2. In-class Instruct
There are five generalizations in this section:
1) Other nations in Europe benefited from the reforms of the French Revolution.
2) Nationalism was a major reason for Napoleon’s downfall.
3) Geography played an important role in Napoleon’s defeat in Russia.
4) The French people supported Napoleon.
5) The Congress of Vienna in 1815 achieved its goals.
As you read this section, find evidence that supports or disputes each generalization. Then write a paragraph in response to each. Your paragraphs should agree or disagree with each statement and provide pertinent facts to support your opinion.
3. Close
Ask students to bring in news stories about nationalism and its influence on world events today. These can be displayed around the classroom.
Vocabulary, p. 488
Guerilla warfare
Abdicate
Legitimacy
Biography, p. 488
Caption, p. 489
Geography and History, p. 490
Disaster! P. 491
Map, p. 492
Biography, p. 493
Find the answers that fit the material.
Map
Review locations
Possible answer: Moscow was such a great distance from France that Napoleon would have trouble keeping his troops supplied.
Possible answer: Napoleon needed a navy to battle Britain and to defend French commerce.
Caption
Answer to Caption. . .
Art and Literature
Possible answer: The darkness adds to the horror and sadness of the scene. The lantern creates a glow around the victims of the firing squad, emphasizing their nobility and suffering.
Background
Interdisciplinary Connections
Artistic Protest
The Third of May, 1808 is one of the first paintings of social protest. Previously, artists portrayed war as a grand and glorious endeavor. Goya, however, emphasized the horror and inhumanity of war. His painting portrays Napoleon’s soldiers as a faceless and monstrous force shrouded in darkness. Light is used to focus attention on the victims of the war. The cruelty and horror of the mass execution are seen in the twisted and bloodied bodies of the dead. The terrible anticipation of imminent death is seen in outstretched arms and writhing, cowering bodies. In Goya’s painting, one sees the merciless nature of war.
Caption
Answer to Caption. . .
Global Interaction
Possible Answer: The cartoonist was British. Since Britain was at war with France, he had little sympathy for the French army.
Background
Perspectives
Napoleon on Napoleon
While on St. Helena, Napoleon reviewed his career in conversations with the Marquis Las Cases, who recorded them in Memorial. Napoleon believed that he had conquered Europe in self-defense. His conquests benefited those under his rule by bringing them his code of laws and other revolutionary reforms. If not for the jealousy of Britain and the hatred of the monarchs that he had overthrown, Europe under his guidance would have become a federation of free peoples, allied with enlightened France in eternal peace. Napoleon characterized Britain as a mischief-maker and pirate whose petty ambitions had destroyed a noble future for France and Europe.
Napoleon’s views can be contrasted with the view of the London Times, quoted in the following note.
Background
Perspectives
Wretch and Villain
As Napoleon was departing for exile on St. Helena, the London Times reviewed his career in these words:
“This wretch has lived in the commission of every crime so long, that he has lost all sight of and knowledge of the difference that exists between good and evil, and hardly knows when he is doing wrong, except to be taught by proper chastisement. A creature who ought to be greeted by a gallows as soon as he lands. . . . It has been the constant trick of this villain, whenever he had got his companions into a scrape, to leave them in it, and seek his own safety by flight. In Egypt, in the Moscow expedition, and at Waterloo, such was his conduct.”
Which view, Napoleon’s or the Times, is closer to the truth based on your reading of the textbook?
Map
Answers to. . .
Geography and History
Review locations
the Netherlands
the Netherlands, Piedmont, Parma-Modena, Lombardy-Venetia, Kingdom of Norway and Sweden, Denmark, Kingdom of the Two Sicilies.
Activity Learning Styles
Analyzing a Quotation
One of the most successful diplomats at the Congress of Vienna was Prince Maurice Talleyrand. His skillful maneuvering saved defeated France from harsh retribution and won it recognition as an equal among the powers of Europe. He was at Vienna, he said, ”not to collect trophies, but to bring the world back to peaceful habits.” Concerning the balance of power and the proper treatment of France, he said, “No arrangement could be wise that carried ruin to one of the countries between which it was concluded.”
After hearing these two quotations students should answer: 1) Why do you think Talleyrand was against the collecting of ”trophies?” 2) How was a balance of power in the best interests of France? 3) How might Talleyrand have felt and spoken differently if France had been one of the victorious countries?
HW, p. 493, #1, 3-4, Extra Credit #5-6.
Waterloo
Von Metternich
Concert of Europe
Napoleon’s armies spread nationalism to the lands that they defeated. People saw Napoleon’s armies as foreign oppressors and resented efforts to impose French culture on all of Europe. Revolts erupted in many areas.
a) They wanted to restore stability, order, and peace by establishing a balance of power and returning to the status quo of 1793.
b) They restored monarchs to power, ringed France with strong countries, and created the Concert of Europe as a peacekeeping organization.
Answers may vary, but students should recognize that Napoleon and his armies spread the ideas of the French Revolution to the lands that they conquered.
Student letters and diaries should reflect an ability to recognize and express a historical viewpoint.
1. Lesson Plan Focus
“Amazing Transformation”
The Continental System and the spread of nationalism led to rebellions against French rule. After defeats in Russia and at Leipzig and Waterloo, Napoleon lost power. European leaders at the Congress of Vienna sought to restore stability and order based on the status quo of 1792. They redrew national boundaries, restored monarchs, established a balance of power, and created the Concert of Europe.
2. In-class Instruct
There are five generalizations in this section:
1) Other nations in Europe benefited from the reforms of the French Revolution.
2) Nationalism was a major reason for Napoleon’s downfall.
3) Geography played an important role in Napoleon’s defeat in Russia.
4) The French people supported Napoleon.
5) The Congress of Vienna in 1815 achieved its goals.
As you read this section, find evidence that supports or disputes each generalization. Then write a paragraph in response to each. Your paragraphs should agree or disagree with each statement and provide pertinent facts to support your opinion.
3. Close
Ask students to bring in news stories about nationalism and its influence on world events today. These can be displayed around the classroom.
Vocabulary, p. 488
Guerilla warfare
Abdicate
Legitimacy
Biography, p. 488
Caption, p. 489
Geography and History, p. 490
Disaster! P. 491
Map, p. 492
Biography, p. 493
Find the answers that fit the material.
Map
Review locations
Possible answer: Moscow was such a great distance from France that Napoleon would have trouble keeping his troops supplied.
Possible answer: Napoleon needed a navy to battle Britain and to defend French commerce.
Caption
Answer to Caption. . .
Art and Literature
Possible answer: The darkness adds to the horror and sadness of the scene. The lantern creates a glow around the victims of the firing squad, emphasizing their nobility and suffering.
Background
Interdisciplinary Connections
Artistic Protest
The Third of May, 1808 is one of the first paintings of social protest. Previously, artists portrayed war as a grand and glorious endeavor. Goya, however, emphasized the horror and inhumanity of war. His painting portrays Napoleon’s soldiers as a faceless and monstrous force shrouded in darkness. Light is used to focus attention on the victims of the war. The cruelty and horror of the mass execution are seen in the twisted and bloodied bodies of the dead. The terrible anticipation of imminent death is seen in outstretched arms and writhing, cowering bodies. In Goya’s painting, one sees the merciless nature of war.
Caption
Answer to Caption. . .
Global Interaction
Possible Answer: The cartoonist was British. Since Britain was at war with France, he had little sympathy for the French army.
Background
Perspectives
Napoleon on Napoleon
While on St. Helena, Napoleon reviewed his career in conversations with the Marquis Las Cases, who recorded them in Memorial. Napoleon believed that he had conquered Europe in self-defense. His conquests benefited those under his rule by bringing them his code of laws and other revolutionary reforms. If not for the jealousy of Britain and the hatred of the monarchs that he had overthrown, Europe under his guidance would have become a federation of free peoples, allied with enlightened France in eternal peace. Napoleon characterized Britain as a mischief-maker and pirate whose petty ambitions had destroyed a noble future for France and Europe.
Napoleon’s views can be contrasted with the view of the London Times, quoted in the following note.
Background
Perspectives
Wretch and Villain
As Napoleon was departing for exile on St. Helena, the London Times reviewed his career in these words:
“This wretch has lived in the commission of every crime so long, that he has lost all sight of and knowledge of the difference that exists between good and evil, and hardly knows when he is doing wrong, except to be taught by proper chastisement. A creature who ought to be greeted by a gallows as soon as he lands. . . . It has been the constant trick of this villain, whenever he had got his companions into a scrape, to leave them in it, and seek his own safety by flight. In Egypt, in the Moscow expedition, and at Waterloo, such was his conduct.”
Which view, Napoleon’s or the Times, is closer to the truth based on your reading of the textbook?
Map
Answers to. . .
Geography and History
Review locations
the Netherlands
the Netherlands, Piedmont, Parma-Modena, Lombardy-Venetia, Kingdom of Norway and Sweden, Denmark, Kingdom of the Two Sicilies.
Activity Learning Styles
Analyzing a Quotation
One of the most successful diplomats at the Congress of Vienna was Prince Maurice Talleyrand. His skillful maneuvering saved defeated France from harsh retribution and won it recognition as an equal among the powers of Europe. He was at Vienna, he said, ”not to collect trophies, but to bring the world back to peaceful habits.” Concerning the balance of power and the proper treatment of France, he said, “No arrangement could be wise that carried ruin to one of the countries between which it was concluded.”
After hearing these two quotations students should answer: 1) Why do you think Talleyrand was against the collecting of ”trophies?” 2) How was a balance of power in the best interests of France? 3) How might Talleyrand have felt and spoken differently if France had been one of the victorious countries?
HW, p. 493, #1, 3-4, Extra Credit #5-6.
Waterloo
Von Metternich
Concert of Europe
Napoleon’s armies spread nationalism to the lands that they defeated. People saw Napoleon’s armies as foreign oppressors and resented efforts to impose French culture on all of Europe. Revolts erupted in many areas.
a) They wanted to restore stability, order, and peace by establishing a balance of power and returning to the status quo of 1793.
b) They restored monarchs to power, ringed France with strong countries, and created the Concert of Europe as a peacekeeping organization.
Answers may vary, but students should recognize that Napoleon and his armies spread the ideas of the French Revolution to the lands that they conquered.
Student letters and diaries should reflect an ability to recognize and express a historical viewpoint.
Monday, September 25, 2006
AP Gov't, Use the News, HW
USE THE NEWS
People who follow their conscience and take independent or unpopular action often make news. In The Inquirer, find a story about a person standing up for something he/she feels is right. Write a paragraph describing why the person took the action and why it took courage.
People who follow their conscience and take independent or unpopular action often make news. In The Inquirer, find a story about a person standing up for something he/she feels is right. Write a paragraph describing why the person took the action and why it took courage.
Thursday, September 21, 2006
Grading: Total Point Accumulation
Each assessment is assigned points (ex. 18/22) and the student's score is simply calculated by dividing the total points they earned by the total points possible. (ex. Test 1 - 15/20, Test 2 - 17/18 - Current student score is 32/38 or 84%). Note: does not allow for automatic dropping of lowest grade.
Wednesday, September 20, 2006
Back to School Night, 20 September 2006
Back to School Night, 20 September 2006
Dr. G. Mick Smith
Room #267
Contact info:
gmicksmith@muchomail.com
215.276.2300 (Main office)
Website for daily class notes, assignments, homework, and grades:
http://gmicksmithsocialstudies.blogspot.com/
http://www.gradeconnect.com/
Welcome! This information guide emphasizes that a participating student will be successful by completing assignments and positively interacting in class. Above all, I hope that students will enjoy the class but will also grow in their knowledge level and increase their life skills that apply after graduation. Listed below are expectations for the class:
1. Be in your seat and prepared for class when the bell rings with pencil/pen, notebook, and textbook(s), or any other assigned materials.
2. Obtain permission by raising your hand before speaking, or leaving your seat for any reason once the bell rings.
3. Follow directions and complete all assignments on time.
4. Remain alert, awake, and on task during the entire class period.
5. Be dismissed in a timely manner by the teacher, not by the bell or clock.
6. Above all, respect yourself, your teacher, and others and their possessions.
Grading Calculation: (at least three major Test grades are in each quarter); I total the accumulation of points per grading period based on the following.
Task & Weight
1. Tests, 2. Homework/Presentations/Projects/Worksheets, 3. Quizzes
There are announced opportunities for Extra Credit on almost a daily basis; I use a system of Total Point Accumulation. The point tabulation results in an “A,” a “B,” etc.
Brief Biography
Dr. Smith earned his PhD in History at the University of California, Los Angeles. He was also awarded a Masters degree in History from UCLA, and he obtained a second Masters in Theology. Smith was a Johannes Quasten Scholar in Patristics at The Catholic University of America and he holds a Distance Learning Administrator’s Certificate from Texas A&M University and the Center for Distance Learning Research. He has published 100 mostly peer-reviewed publications in history, technology and education, and computing. Dr. Smith has been President of the American Association for History and Computing. Smith has also taught at Northeast Catholic High School, Lansdale Catholic, Villa Maria Academy, Phila Academy, and Hahnemann University. At Cardinal Daugherty Smith is Assistant Chair of the Technology Committee and Moderator of Mock Trial. Dr. Smith is a full-time single parent and he is submitting his first novel to publishers.
Dr. G. Mick Smith
Room #267
Contact info:
gmicksmith@muchomail.com
215.276.2300 (Main office)
Website for daily class notes, assignments, homework, and grades:
http://gmicksmithsocialstudies.blogspot.com/
http://www.gradeconnect.com/
Welcome! This information guide emphasizes that a participating student will be successful by completing assignments and positively interacting in class. Above all, I hope that students will enjoy the class but will also grow in their knowledge level and increase their life skills that apply after graduation. Listed below are expectations for the class:
1. Be in your seat and prepared for class when the bell rings with pencil/pen, notebook, and textbook(s), or any other assigned materials.
2. Obtain permission by raising your hand before speaking, or leaving your seat for any reason once the bell rings.
3. Follow directions and complete all assignments on time.
4. Remain alert, awake, and on task during the entire class period.
5. Be dismissed in a timely manner by the teacher, not by the bell or clock.
6. Above all, respect yourself, your teacher, and others and their possessions.
Grading Calculation: (at least three major Test grades are in each quarter); I total the accumulation of points per grading period based on the following.
Task & Weight
1. Tests, 2. Homework/Presentations/Projects/Worksheets, 3. Quizzes
There are announced opportunities for Extra Credit on almost a daily basis; I use a system of Total Point Accumulation. The point tabulation results in an “A,” a “B,” etc.
Brief Biography
Dr. Smith earned his PhD in History at the University of California, Los Angeles. He was also awarded a Masters degree in History from UCLA, and he obtained a second Masters in Theology. Smith was a Johannes Quasten Scholar in Patristics at The Catholic University of America and he holds a Distance Learning Administrator’s Certificate from Texas A&M University and the Center for Distance Learning Research. He has published 100 mostly peer-reviewed publications in history, technology and education, and computing. Dr. Smith has been President of the American Association for History and Computing. Smith has also taught at Northeast Catholic High School, Lansdale Catholic, Villa Maria Academy, Phila Academy, and Hahnemann University. At Cardinal Daugherty Smith is Assistant Chair of the Technology Committee and Moderator of Mock Trial. Dr. Smith is a full-time single parent and he is submitting his first novel to publishers.
Choice: Current Reviews for Academic Libraries: Armstrong, Karen, The Great Transformation: The Beginning of Our Religious Traditions, Knopf, 2006.
In our current age of “The Great Transformation” Armstrong postulates how the sages of the foundational Axial Age would address unspeakable horror, violence, and desperation.The distinctive and historic Axial Age faiths announced the abandonment of selfishness and a spirituality of compassion. They stated that there must first be personal responsibility and self-criticism, and it must be followed by practical, effective action.Herein lie the problematic aspects of Armstrong’s work and why this book is not recommended. The most serious flaw of this work is in ascribing evidence for ethical behavior in almost all religious behavior and ritual (xiii, 35). Armstrong seems to miss the insight of Rene Girard and Walter Burkert who have demonstrated how violence and the sacred are inextricably linked. Other problems are that oddly, she states that Hitler expressed a “militant exclusion of religion from public policy” (395). In fact, Hitler divided German Christians by founding the Patriotic Church in contrast to the Confessing Church. One other interesting side note is that Armstrong’s research is based on out of date works; only 36 of 284 works cited in the bibliography were published in 2000 or later.
Tuesday, September 19, 2006
AP Gov't, Trial by jury
The U.S. Constitution guarantees the right to a jury trial in serious cases. Find a case in The Inquirer in which the decision is being made by a jury. Write a paragraph or short essay describing issues the jury should consider in making its decision.
Friday, September 15, 2006
Mock Trial
Moderator: G. Mick Smith, PhD
Mock Trial competition is one in which public, private and parochial high school students try a simulated case throughout various rounds to determine the City Champion. The City Champion then goes on to represent the region in the State competition for a chance to advance to the National level. This activity is coordinated with Temple University Beasley School of Law.
Mock Trial competition is one in which public, private and parochial high school students try a simulated case throughout various rounds to determine the City Champion. The City Champion then goes on to represent the region in the State competition for a chance to advance to the National level. This activity is coordinated with Temple University Beasley School of Law.
Thursday, September 14, 2006
AP Gov't, Test #1 Monday
There will be no Essay questions on the first Test, however, you will have Essays on some Tests. For the time being, just review Chapter 1 Handout ( we will cover it in class) to prepare. The Test is Monday.
WH, Ch. 18, Sec. 4 Birth of the American Republic
World History, Ch. 18 Sec. 4 Birth of the American Republic
World History Agenda
"Amazing Transformation"
1. Lesson Plan Focus
Colonists in the 13 English colonies opposed British taxes and trade restrictions, especially since they had no representation in Parliament. Enlightenment ideas influenced the American Declaration of Independence and the framing of the United States Constitution. The successful American Revolution helped inspire future revolutions in Europe and Latin America.
Vocabulary, p. 460
Caption, p. 460
Primary Source, p. 461
Map, p. 462
Caption, p. p. 463
2. In-class assignment
The class is divided into cooperative learning groups and students will work together to plan a television documentary on the birth of the American republic. The twenty minutes-long programs will consist of four segments addressing the following topics:
a) American Discontent
b) The American Revolution Begins
c) The Long Struggle to Victory
d) A New Constitution
These segments will be assigned. Use the text to plan your documentary segment.
You should produce a script outline, a list of visuals, and a list of interview subjects. This will be presented in class. Each group should produce a five-minute segment.
3. Close
Your documentary is being sold as a videotape. Describe the documentary in a five-sentence summary that could appear on the videotape box.
HW
Section 4 Review
#1-5
Extra Credit
#6-7
World History Agenda
"Amazing Transformation"
1. Lesson Plan Focus
Colonists in the 13 English colonies opposed British taxes and trade restrictions, especially since they had no representation in Parliament. Enlightenment ideas influenced the American Declaration of Independence and the framing of the United States Constitution. The successful American Revolution helped inspire future revolutions in Europe and Latin America.
Vocabulary, p. 460
Caption, p. 460
Primary Source, p. 461
Map, p. 462
Caption, p. p. 463
2. In-class assignment
The class is divided into cooperative learning groups and students will work together to plan a television documentary on the birth of the American republic. The twenty minutes-long programs will consist of four segments addressing the following topics:
a) American Discontent
b) The American Revolution Begins
c) The Long Struggle to Victory
d) A New Constitution
These segments will be assigned. Use the text to plan your documentary segment.
You should produce a script outline, a list of visuals, and a list of interview subjects. This will be presented in class. Each group should produce a five-minute segment.
3. Close
Your documentary is being sold as a videotape. Describe the documentary in a five-sentence summary that could appear on the videotape box.
HW
Section 4 Review
#1-5
Extra Credit
#6-7
Wednesday, September 13, 2006
WH, Ch. 18, Sec., 3 Britain at Mid-Century
World History, Chapter 18 Section 3, Britain at Mid-Century
"Amazing transformation"
1. Lesson Plan Focus
Britain's island location, colonial possessions, favorable business climate, and powerful navy contributed to its rise to world power. Britain's constitutional government, with political parties, a prime minister, and a cabinet, was more democratic than other European governments. Still, most political and economic power was still held by a ruling class of landowning aristocrats.
Vocabulary, p. 466
constitutional government
cabinet
prime minister
oligarchy
Caption, p. 456
Map, p. 457
Caption, p. 458
Caption, p. 459
2. In-class Instruct
Organize students into small groups and assign them to outline the major ideas of this section. Advise them to make good use of the boldface heads and structure of the section. Each group can make up five questions that cover the content of the section. Encourage students in the other groups to answer the questions.
3. Close
Choose several of the questions for use of the next quiz/test.
HW
Section 3 Assessment, p. 459 #1, 3-5
Extra Credit 6-7
"Amazing transformation"
1. Lesson Plan Focus
Britain's island location, colonial possessions, favorable business climate, and powerful navy contributed to its rise to world power. Britain's constitutional government, with political parties, a prime minister, and a cabinet, was more democratic than other European governments. Still, most political and economic power was still held by a ruling class of landowning aristocrats.
Vocabulary, p. 466
constitutional government
cabinet
prime minister
oligarchy
Caption, p. 456
Map, p. 457
Caption, p. 458
Caption, p. 459
2. In-class Instruct
Organize students into small groups and assign them to outline the major ideas of this section. Advise them to make good use of the boldface heads and structure of the section. Each group can make up five questions that cover the content of the section. Encourage students in the other groups to answer the questions.
3. Close
Choose several of the questions for use of the next quiz/test.
HW
Section 3 Assessment, p. 459 #1, 3-5
Extra Credit 6-7
"Evolutionary Scheduling: A Review," Hart, E., Ross P., Corne D. Genetic Programming and Evolvable Machines 6(2): 191-220.
ComputingReviews.com
Review Number: 54703
Evolutionary Scheduling
“Evolutionary Scheduling: A Review” Hart E., Ross P., Corne D. Genetic Programming and Evolvable Machines 6(2): 191-220.
This review article is of substantial value for those who need an update on research material that applies evolutionary computing methods to scheduling problems. The last major survey has not been performed since 1999, when a major statement emerged from the European Network of Excellence on Evolutionary Computing (EVONET). The three co-authors here have done an admirable overview and report on “current trends, achievements, and suggesting the way forward” (191) in this regard. In particular, this article is of wide interest since the ideas can be applied to many common scheduling issues such as job-shop scheduling problems, an area much discussed in academic literature. The authors point out that algorithms today are capable of tackling enormous and difficult real-world problems, a major advance over earlier surveys such as the EVONET report.
Review Number: 54703
Evolutionary Scheduling
“Evolutionary Scheduling: A Review” Hart E., Ross P., Corne D. Genetic Programming and Evolvable Machines 6(2): 191-220.
This review article is of substantial value for those who need an update on research material that applies evolutionary computing methods to scheduling problems. The last major survey has not been performed since 1999, when a major statement emerged from the European Network of Excellence on Evolutionary Computing (EVONET). The three co-authors here have done an admirable overview and report on “current trends, achievements, and suggesting the way forward” (191) in this regard. In particular, this article is of wide interest since the ideas can be applied to many common scheduling issues such as job-shop scheduling problems, an area much discussed in academic literature. The authors point out that algorithms today are capable of tackling enormous and difficult real-world problems, a major advance over earlier surveys such as the EVONET report.
Monday, September 11, 2006
WH, Agenda, 11 Sept. 06
Unit 5
Enlightenment and Revolution (1707-1850)
Ch. 18 The Enlightenment and the American Revolution ( 1707-1800)
Section 1 Philosophy in the Age of Reason
Lesson Plan Focus
Enlightenment thinkers tried to apply the laws of nature to human society. Their political ideas included the concepts of natural rights, separation of power, checks and balances, and freedom of thought. Their economic ideas included the policies of laissez faire and a free market.
HW
1) Define the Vocabulary words
p. 446
2) Answer the Caption Questions, pp. 446, 450.
Enlightenment and Revolution (1707-1850)
Ch. 18 The Enlightenment and the American Revolution ( 1707-1800)
Section 1 Philosophy in the Age of Reason
Lesson Plan Focus
Enlightenment thinkers tried to apply the laws of nature to human society. Their political ideas included the concepts of natural rights, separation of power, checks and balances, and freedom of thought. Their economic ideas included the policies of laissez faire and a free market.
HW
1) Define the Vocabulary words
p. 446
2) Answer the Caption Questions, pp. 446, 450.
AP Gov't, HW, 11 Sept. 06
Ch. 1, The Study of American Government, Theme A: The Nature of Political Power and Authority
Discussion Questions
#1 .
Discussion Questions
#1 .
Tuesday, September 05, 2006
AP Gov't, Agenda, 5 September 2006
CHAPTER 1
The Study of American Government
Objectives
The purpose of this chapter is to give the student a preview of the major questions to be asked throughout the textbook and to introduce key terms. After reading and reviewing the material in this chapter the student should be able to do each of the following:
1. List the two basic questions to be asked about government in the United States (or any other nation) and show that they are distinct questions.
2. Explain what is meant by power, and by political power in particular. Relate the latter to authority, legitimacy, and democracy.
3. Distinguish among the two concepts of democracy mentioned in the chapter, explaining in which sense the textbook refers to United States government as democratic.
4. Differentiate between majoritarian politics and elitist politics, explaining the four major theories of the latter.
5. Explain how political change tends to make political scientists cautious in stating how politics works or what values dominate it.
CHAPTER 1
The Study of American Government
Overview
There are two major questions about government: Who governs? To what ends? This book will focus on the first question, and will encourage students to develop their own answers to the second question.
Democratic theory recognizes that the answer to the question “Who governs?” is more complicated than “the people.” Participatory democracy has only been a reality in a limited number of cases. Representative democracy gives rise to an elite. Elite theorists have given at least four answers to the question of “who governs?”:
Marxist:
Those who own the means of production, controlling the economic system, will control the government.
Power Elitist:
A few top leaders, drawn from the major sectors of the United States polity, will make all important decisions.
Bureaucratic:
Appointed civil servants control the government, without consulting the public.
Pluralist:
Competition among affected interests shapes public policy decision making.
In order to choose among these theories or to devise new ones, one must examine the kinds of issues that do (and do not) get taken up by the political system and consider how they are resolved by the system. It is not enough to merely describe governmental institutions and processes.
Distinguishing between different types of democracies is a very important part of this study. The Framers of the Constitution intended that the United States be a representative democracy in which the power to make decisions would be determined by a free and competitive struggle for the citizens’ votes.
CHAPTER 1
The Study of American Government
Chapter Outline with Keyed-in Resources
I. Who governs? To what ends? (THEME A: THE NATURE OF POLITICAL POWER AND AUTHORITY)
A. Politics exists because people differ about two great questions
B. Who governs: those who govern will affect us
C. To what ends: tells how government affects our lives
D. The text focuses on who governs and, in answering this question, looks at how the government makes decisions on a variety of issues
II. What is political power?
A. Power: the ability of one person to cause another person to act in accordance with the first person’s intentions
1. May be obvious: president sends soldiers into combat
2. May be subtle: president’s junior speechwriters take a new tone when writing about a controversial issue
B. Text’s concern: power as it is used to affect who will hold government office and how government will behave
C. Authority: the right to use power; not all who exercise political power have authority to do so
D. Legitimacy: what makes a law or constitution a source of right
E. Struggles over what makes authority legitimate constitute much of U.S. history
F. Necessary for government to be in some sense “democratic” in the United States today in order to be perceived as legitimate
III. What is democracy? Describes at least two different political systems. (THEME B: THEORIES OF DEMOCRACY)
A. Direct or Participatory Democracy (Aristotelian “rule of the many”)
1. Fourth-century B.C.E. Greek city-state, practiced by free adult male property owners
2. New England town meeting
B. Representative Democracy or Elitist Theory of Democracy
1. Defined by Schumpeter: acquisition of power by leaders via competitive elections
2. Justifications
a) Direct democracy is impractical for reasons of time, expertise, etc.
b) The people make unwise decisions based on fleeting emotions
IV. Is representative democracy best?
A. Text uses the term “democracy” to refer to representative democracy
1. Constitution does not contain word “democracy” but “republican form of government” (meaning what we call representative democracy)
2. Representative democracy requires leadership competition if system is to work—requires meaningful choice for voters, free communication, etc.
B. Framers favored representative democracy
1. Government would mediate, nor mirror, popular views
2. People were viewed as lacking knowledge and susceptible to manipulation
3. Framers’ goal: to minimize the abuse of power by a tyrannical majority or by officeholders
C. Were the framers right?
1. Do people today have more time, information, energy, interest and expertise to gather together for collective decision making?
2. Was the Framers’ faith that representative democracy would help protect minority rights and prevent corruption misplaced?
V. How is political power distributed?
A. Focus on actual distribution of power within American representative democracy
B. Majoritarian politics
1. Leaders constrained to follow wishes of the people very closely
2. Applies when issues are simple and clear
C. Elitism
1. Rule by identifiable group of persons who possess a disproportionate share of political power
2. Comes into play when circumstances do not permit majoritarian decision making
3. Theories of elite decision making
a) Marxism: founded by Karl Marx; argues that government is merely a reflection means of production; government is controlled by the dominant social class (the capitalist class in the U.S.)
b) Power Elite theory: founded by C. Wright Mills; argues that a power elite, composed of key corporate leaders, military leaders, and political leaders, control and are served by government; the power elite has been expanded to include media chiefs, labor union officials and many others
c) Bureaucratic view: founded by Max Weber; argues that power is mainly in the hands of appointed officials who are able to exercise vast power when deciding how public laws are to be turned into administrative actions
d) Pluralist view: has no single intellectual parent; argues that no single elite has monopoly on power; hence all elites must bargain and compromise while being responsive to followers
VI. Is democracy driven by self-interest?
A. All elite theories of politics may lead to the cynical view that politics is simply a self-seeking enterprise in which everyone is out for political gain
B. Policy outcomes do not necessarily reflect their authors’ motives
C. Self-interest is an incomplete guide to decision-making (de Tocqueville’s argument: Americans are more interested in justifying theory of self-interest than in honoring their own disinterested actions)
1. Peoples’ actions on 9/11 clearly demonstrated this
2. AFL-CIO supported civil rights in the 1960s, without personal or organizational gain
3. Many of the most important events in U.S. history (including the revolutionary war and the civil rights battles of the 1950s and 1960s) were led by people who risked much against long odds
VII. What explains political change?
A. Historical perspective makes it difficult to accept any simple explanations of political change
B. Changes in elite and mass beliefs about what government is supposed to do have resulted in changes in the character of government
1. The growth of federal power in 1932 and the effort to cut it back beginning in 1981 have no simple explanation
2. Foreign policy has swung between isolationism and strong internationalism
C. Politics is about defining the public interest, not just “Who gets what?”
VIII. The Nature of Politics
A. Often we have only partial or contingent answers
B. Must understand how preferences are formed: preferences and shared understandings are the underlying basis of most power
C. Political power cannot be equated with laws on the books
D. Sweeping claims are to be avoided; judgments about institutions and interests can only be made after observing a wide range of behaviors
CHAPTER 1
The Study of American Government
Important Terms
*authority
The right to use power.
*bureaucratic view
View that the government is dominated by appointed officials.
*democracy
The rule of the many.
*direct (participatory) democracy
A government in which all or most citizens participate directly.
*elite
Persons who possess a disproportionate share of some valued resource, like money or power.
*legitimacy
Political authority conferred by law or by a state or national constitution.
Marxist view
View that the government is dominated by capitalists.
power elite view
View that the government is dominated by a few top leaders, most of whom are outside the government.
*pluralist view
The belief that competition among all affected interests shapes public policy.
*power
The ability of one person to cause another person to act in accordance with the first person’s intentions.
*power elite
A political theory espoused by C. Wright Mills which holds that an elite of corporate leaders, top military officers, and key political leaders make most political decisions.
*representative democracy
A government in which leaders make decisions by winning a competitive struggle for the popular vote.
CHAPTER 1
The Study of American Government
Theme A: THE NATURE OF Political Power and Authority
Instructor Resources
Peter Bachrach and Morton S. Baratz, Power and Poverty. New York: Oxford University Press, 1970.
Robert Dahl, Who Governs? New Haven: Yale University Press, 1963.
G. William Domhoff, Who Rules America? Power and Politics. New York: McGraw-Hill, 2001.
Michel Foucault, Discipline and Punish. New York: Vintage Books, 1979.
George Lakoff, Moral Politics: How Liberals and Conservatives Think. Chicago: University of Chicago Press, 2002.
Stephen Lukes, Power; A Radical View (2nd edition). New York: Palgrave Macmillan, 2005.
Henry Richardson and Paul Weithman, eds., Reasonable Pluralism, The Philosophy of Rawls. New York: Garland, 1999.
CHAPTER 1
The Study of American Government
Theme A: THE NATURE OF Political Power and Authority
Summary
The two great questions about politics are, “Who governs?” and “To what ends?” The question of who governs is the question of who has power, which is defined as the ability of one person to cause another person to act in accordance with the first person’s intentions. Power is found in all human relationships; however, this text is primarily concerned with its exercise in the United States federal government. People who exercise power may also have authority—which this text understands as the right to use power. Some authority is formal authority—the right to use power vested in a governmental office. Power and authority must be based on legitimacy—what makes a law or constitution a source of right. Power, authority, and legitimacy can become divorced from one another resulting in a government that rules by force or brutality.
CHAPTER 1
The Study of American Government
Theme A: THE NATURE OF Political Power and Authority
Discussion Questions
1. Compare the institutions that have power over you with the institutions that have authority over you. What are the characteristics that distinguish one set of institutions from another?
2. Power can be exercised in many ways. The most visible exercise of power occurs when one person makes another act in accordance with their specified wishes. But power is also exercised when a person takes no action (non-decision) and when options are not presented. Provide an example of each of these uses of power, both in your own life and in government.
3. Distinguishing between power and authority is, fundamentally, reflective of one’s political beliefs. In what kinds of institutions do you have confidence? Why do you trust them? In contrast, what kinds of institutions raise your suspicions? Why?
4. How do your assessments of institutions in your daily life relate to your attitudes toward governmental and political institutions? Are you more or less confident about the Congress, presidency, judicial system, political parties, and other structures? Why?
CHAPTER 1
The Study of American Government
Theme B: THEORIES OF Democracy
Instructor Resources
John M. Allswang, The Initiative and Referendum in California, 1898–1998. Palo Alto, CA: Stanford University Press, 2000.
David S. Broder, Democracy Derailed, Initiative Campaigns and the Power of Money. New York: Harcourt, Inc., 2000.
Dick Cluster, ed., They Should Have Served That Cup of Coffee: 7 Radicals Remember the 60s. Boston, MA: South End Press, 1979.
Mitchell Cohen and Nicole Fermon, eds., Princeton Readings in Political Thought. Princeton, NJ: Princeton University Press, 1996.
Morton J. Frisch and Richard J. Stevens, eds., American Political Thought: The Philosophic Dimension of American Statesmanship, 2nd ed. Itasca, IL: F. E. Peacock Publishers, 1983.
David Held, Models of Democracy, 2nd ed. Stanford: Stanford University Press, 1997.
Peter B. Levy, ed., 100 Key Documents in American Democracy. Westport, CT: Praeger, 1999.
Kirstie M. McClure, Judging Rights: Lockean Politics and the Limits of Consent. Ithaca, New York: Cornell University Press, 1996.
Leo Strauss and Joseph Cropsey, eds., History of Political Philosophy, 2nd ed. Chicago: University of Chicago Press, 1972.
Ronald Terchek and Thomas Conte, eds., Theories of Democracy: A Reader. Rowman & Littlefield, 2000.
CHAPTER 1
The Study of American Government
Theme B: THEORIES OF Democracy
Summary
Democracy is a word used in at least two ways in the discussion of government. One interpretation approximates Aristotle’s definition of the “rule of the many.” This system, also called direct or participatory democracy, was practical in the Greek polis, but survives today only in a few circumstances, such as the New England town meeting. Still, some have argued that the initiative and the referendum allow a substantial measure of direct democracy in modern political systems.
Another interpretation focuses on the election of leaders who then govern all members of the society. Representative democracy involves leaders acquiring power by means of a competitive struggle for the people’s vote. Sometimes called disparagingly the elitist theory of democracy, this sort of government is supported by those who feel that it is impractical for the public to make policy across a vast array of issues and that people often decide large issues on the basis of fleeting passions. For this sort of government to function, it is necessary that there be competing elites and free communication.
CHAPTER 1
The Study of American Government
Theme B: THEORIES OF Democracy
Discussion Questions
1. Should participatory democratic decision making be extended to all spheres of life—to the workplace, to the governance of colleges and universities, and to the marketplace through consumer cooperatives? How would this benefit these institutions? What kind of costs might be associated with democracy in non-governmental institutions?
2. How democratic is the United States? For example, clear majorities of the American people favor allowing prayer in the public schools and favor handgun control. Yet the Supreme Court has ruled that prayer in the public schools is a violation of the Constitution, and Congress has not yet passed comprehensive handgun regulations. Similar circumstances prevail in regard to many other policy areas. Is this evidence that the United States is not a democracy?
3. de Tocqueville feared that majority rule could culminate in tyranny: “[I]f ever the free institutions of America are destroyed, that event may be attributed to the omnipotence of the majority, which may at some future time urge the minorities to desperation and oblige them to recourse to physical force.” How should minority rights be balanced against majority rule?
4. How did the events of September 11, 2001 change the landscape of decision making in the United States? Have citizens become more involved in public life since then, or less involved? Are political elites more powerful―and what types of elites have gained power, or lost it? What evidence do you have to make your argument? How could it be refuted?
CHAPTER 1
The Study of American Government
Theme B: THEORIES OF Democracy
Alternative Lesson Plan Based in Theme B
An Economic Bill of Rights
On January 11, 1944, President Franklin D. Roosevelt delivered a speech that outlined his postwar foreign and domestic policies. (“Message from the President of the United States Transmitting a Recommendation for the Passage of a National Service Law and Other Acts, Bearing on the Cost of Living, Taxation, Stabilization, and to Prevent Undue Profits.” January 11, 1944. House of Representatives Document No. 377.) Denouncing the “pests who swarm through the lobbies of Congress and the cocktail bars of Washington, representing…special groups as opposed to the basic interests of the Nation,” Roosevelt argued that global economic interdependence precluded a return to isolationism. The president offered a series of legislative recommendations to sustain the national commitment to winning the war. His most controversial statements, though, related to domestic policy.
The president began that portion of the speech by reminding listeners of their constitutional heritage.
This Republic had its beginning, and grew to its present strength, under the protection of certain inalienable political rights—among them the right of free speech, free press, free worship, trial by jury, freedom from unreasonable searches and seizures. They were our rights to life and liberty.
These are the rights, listed in the Bill of Rights, which specifically limit the power of the federal government. Yet Roosevelt made them the basis of his argument for an activist government.
As our Nation has grown in size and stature, however—as our industrial economy expanded—these political rights proved inadequate to assure us equality in the pursuit of happiness.
We have come to a clear realization of the fact that true individual freedom cannot exist without economic security and independence.… People who are hungry and out of a job are the stuff of which dictatorships are made.
In our day these economic truths have become accepted as self-evident. We have accepted, so to speak, a second Bill of Rights under which a new basis of security and prosperity can be established for all—regardless of station, race, or creed.
Among these are—
The right to a useful and remunerative job…;
The right to earn enough to provide adequate food and clothing and recreation;
The right of every farmer to raise and sell his products at a return which will give him and his family a decent living;
The right of every businessman, large and small, to trade in an atmosphere of freedom from unfair competition and domination by monopolies at home and abroad;
The right of every family to a decent home;
The right to adequate medical care and the opportunity to achieve and enjoy good health;
The right to adequate protection from the economic fears of old age, sickness, accident, and unemployment;
The right to a good education.
All of these rights spell security. And after this war is won we must be prepared to move forward, in the implementation of these rights, to new goals of human happiness and well-being.
As Roosevelt noted, the “second Bill of Rights” would have to be “implemented” by the government—this Bill of Rights did not limit the government but rather required it to exercise power. As described by John Locke and the Framers, rights protected the individual against government intrusion. Now, Roosevelt concluded that rights could also protect the individual by dictating government intervention.
Roosevelt’s death precluded his acting upon these claims, though several were already the basis for New Deal programs. In the 1960s, President Lyndon Johnson’s Great Society programs were expressive of this perspective. Still, many of these rights have yet to be embodied in government programs and remain the subject of extended political debate.
Discussion Questions
1. In the United States, the government is frequently described as a servant of the people. In what ways does Roosevelt’s speech endorse this perspective?
2. How would you define rights? Note that Roosevelt insists that rights be defined in the context of individual well-being, societal development, and international relations. Do you agree?
3. What is the proper role of the government? How should government stand in relation to the individual citizen?
4. How does Roosevelt’s speech reflect current political concerns? Think about current executive-legislative debates, and about prevailing Democratic-Republican disagreements.
The Study of American Government
Objectives
The purpose of this chapter is to give the student a preview of the major questions to be asked throughout the textbook and to introduce key terms. After reading and reviewing the material in this chapter the student should be able to do each of the following:
1. List the two basic questions to be asked about government in the United States (or any other nation) and show that they are distinct questions.
2. Explain what is meant by power, and by political power in particular. Relate the latter to authority, legitimacy, and democracy.
3. Distinguish among the two concepts of democracy mentioned in the chapter, explaining in which sense the textbook refers to United States government as democratic.
4. Differentiate between majoritarian politics and elitist politics, explaining the four major theories of the latter.
5. Explain how political change tends to make political scientists cautious in stating how politics works or what values dominate it.
CHAPTER 1
The Study of American Government
Overview
There are two major questions about government: Who governs? To what ends? This book will focus on the first question, and will encourage students to develop their own answers to the second question.
Democratic theory recognizes that the answer to the question “Who governs?” is more complicated than “the people.” Participatory democracy has only been a reality in a limited number of cases. Representative democracy gives rise to an elite. Elite theorists have given at least four answers to the question of “who governs?”:
Marxist:
Those who own the means of production, controlling the economic system, will control the government.
Power Elitist:
A few top leaders, drawn from the major sectors of the United States polity, will make all important decisions.
Bureaucratic:
Appointed civil servants control the government, without consulting the public.
Pluralist:
Competition among affected interests shapes public policy decision making.
In order to choose among these theories or to devise new ones, one must examine the kinds of issues that do (and do not) get taken up by the political system and consider how they are resolved by the system. It is not enough to merely describe governmental institutions and processes.
Distinguishing between different types of democracies is a very important part of this study. The Framers of the Constitution intended that the United States be a representative democracy in which the power to make decisions would be determined by a free and competitive struggle for the citizens’ votes.
CHAPTER 1
The Study of American Government
Chapter Outline with Keyed-in Resources
I. Who governs? To what ends? (THEME A: THE NATURE OF POLITICAL POWER AND AUTHORITY)
A. Politics exists because people differ about two great questions
B. Who governs: those who govern will affect us
C. To what ends: tells how government affects our lives
D. The text focuses on who governs and, in answering this question, looks at how the government makes decisions on a variety of issues
II. What is political power?
A. Power: the ability of one person to cause another person to act in accordance with the first person’s intentions
1. May be obvious: president sends soldiers into combat
2. May be subtle: president’s junior speechwriters take a new tone when writing about a controversial issue
B. Text’s concern: power as it is used to affect who will hold government office and how government will behave
C. Authority: the right to use power; not all who exercise political power have authority to do so
D. Legitimacy: what makes a law or constitution a source of right
E. Struggles over what makes authority legitimate constitute much of U.S. history
F. Necessary for government to be in some sense “democratic” in the United States today in order to be perceived as legitimate
III. What is democracy? Describes at least two different political systems. (THEME B: THEORIES OF DEMOCRACY)
A. Direct or Participatory Democracy (Aristotelian “rule of the many”)
1. Fourth-century B.C.E. Greek city-state, practiced by free adult male property owners
2. New England town meeting
B. Representative Democracy or Elitist Theory of Democracy
1. Defined by Schumpeter: acquisition of power by leaders via competitive elections
2. Justifications
a) Direct democracy is impractical for reasons of time, expertise, etc.
b) The people make unwise decisions based on fleeting emotions
IV. Is representative democracy best?
A. Text uses the term “democracy” to refer to representative democracy
1. Constitution does not contain word “democracy” but “republican form of government” (meaning what we call representative democracy)
2. Representative democracy requires leadership competition if system is to work—requires meaningful choice for voters, free communication, etc.
B. Framers favored representative democracy
1. Government would mediate, nor mirror, popular views
2. People were viewed as lacking knowledge and susceptible to manipulation
3. Framers’ goal: to minimize the abuse of power by a tyrannical majority or by officeholders
C. Were the framers right?
1. Do people today have more time, information, energy, interest and expertise to gather together for collective decision making?
2. Was the Framers’ faith that representative democracy would help protect minority rights and prevent corruption misplaced?
V. How is political power distributed?
A. Focus on actual distribution of power within American representative democracy
B. Majoritarian politics
1. Leaders constrained to follow wishes of the people very closely
2. Applies when issues are simple and clear
C. Elitism
1. Rule by identifiable group of persons who possess a disproportionate share of political power
2. Comes into play when circumstances do not permit majoritarian decision making
3. Theories of elite decision making
a) Marxism: founded by Karl Marx; argues that government is merely a reflection means of production; government is controlled by the dominant social class (the capitalist class in the U.S.)
b) Power Elite theory: founded by C. Wright Mills; argues that a power elite, composed of key corporate leaders, military leaders, and political leaders, control and are served by government; the power elite has been expanded to include media chiefs, labor union officials and many others
c) Bureaucratic view: founded by Max Weber; argues that power is mainly in the hands of appointed officials who are able to exercise vast power when deciding how public laws are to be turned into administrative actions
d) Pluralist view: has no single intellectual parent; argues that no single elite has monopoly on power; hence all elites must bargain and compromise while being responsive to followers
VI. Is democracy driven by self-interest?
A. All elite theories of politics may lead to the cynical view that politics is simply a self-seeking enterprise in which everyone is out for political gain
B. Policy outcomes do not necessarily reflect their authors’ motives
C. Self-interest is an incomplete guide to decision-making (de Tocqueville’s argument: Americans are more interested in justifying theory of self-interest than in honoring their own disinterested actions)
1. Peoples’ actions on 9/11 clearly demonstrated this
2. AFL-CIO supported civil rights in the 1960s, without personal or organizational gain
3. Many of the most important events in U.S. history (including the revolutionary war and the civil rights battles of the 1950s and 1960s) were led by people who risked much against long odds
VII. What explains political change?
A. Historical perspective makes it difficult to accept any simple explanations of political change
B. Changes in elite and mass beliefs about what government is supposed to do have resulted in changes in the character of government
1. The growth of federal power in 1932 and the effort to cut it back beginning in 1981 have no simple explanation
2. Foreign policy has swung between isolationism and strong internationalism
C. Politics is about defining the public interest, not just “Who gets what?”
VIII. The Nature of Politics
A. Often we have only partial or contingent answers
B. Must understand how preferences are formed: preferences and shared understandings are the underlying basis of most power
C. Political power cannot be equated with laws on the books
D. Sweeping claims are to be avoided; judgments about institutions and interests can only be made after observing a wide range of behaviors
CHAPTER 1
The Study of American Government
Important Terms
*authority
The right to use power.
*bureaucratic view
View that the government is dominated by appointed officials.
*democracy
The rule of the many.
*direct (participatory) democracy
A government in which all or most citizens participate directly.
*elite
Persons who possess a disproportionate share of some valued resource, like money or power.
*legitimacy
Political authority conferred by law or by a state or national constitution.
Marxist view
View that the government is dominated by capitalists.
power elite view
View that the government is dominated by a few top leaders, most of whom are outside the government.
*pluralist view
The belief that competition among all affected interests shapes public policy.
*power
The ability of one person to cause another person to act in accordance with the first person’s intentions.
*power elite
A political theory espoused by C. Wright Mills which holds that an elite of corporate leaders, top military officers, and key political leaders make most political decisions.
*representative democracy
A government in which leaders make decisions by winning a competitive struggle for the popular vote.
CHAPTER 1
The Study of American Government
Theme A: THE NATURE OF Political Power and Authority
Instructor Resources
Peter Bachrach and Morton S. Baratz, Power and Poverty. New York: Oxford University Press, 1970.
Robert Dahl, Who Governs? New Haven: Yale University Press, 1963.
G. William Domhoff, Who Rules America? Power and Politics. New York: McGraw-Hill, 2001.
Michel Foucault, Discipline and Punish. New York: Vintage Books, 1979.
George Lakoff, Moral Politics: How Liberals and Conservatives Think. Chicago: University of Chicago Press, 2002.
Stephen Lukes, Power; A Radical View (2nd edition). New York: Palgrave Macmillan, 2005.
Henry Richardson and Paul Weithman, eds., Reasonable Pluralism, The Philosophy of Rawls. New York: Garland, 1999.
CHAPTER 1
The Study of American Government
Theme A: THE NATURE OF Political Power and Authority
Summary
The two great questions about politics are, “Who governs?” and “To what ends?” The question of who governs is the question of who has power, which is defined as the ability of one person to cause another person to act in accordance with the first person’s intentions. Power is found in all human relationships; however, this text is primarily concerned with its exercise in the United States federal government. People who exercise power may also have authority—which this text understands as the right to use power. Some authority is formal authority—the right to use power vested in a governmental office. Power and authority must be based on legitimacy—what makes a law or constitution a source of right. Power, authority, and legitimacy can become divorced from one another resulting in a government that rules by force or brutality.
CHAPTER 1
The Study of American Government
Theme A: THE NATURE OF Political Power and Authority
Discussion Questions
1. Compare the institutions that have power over you with the institutions that have authority over you. What are the characteristics that distinguish one set of institutions from another?
2. Power can be exercised in many ways. The most visible exercise of power occurs when one person makes another act in accordance with their specified wishes. But power is also exercised when a person takes no action (non-decision) and when options are not presented. Provide an example of each of these uses of power, both in your own life and in government.
3. Distinguishing between power and authority is, fundamentally, reflective of one’s political beliefs. In what kinds of institutions do you have confidence? Why do you trust them? In contrast, what kinds of institutions raise your suspicions? Why?
4. How do your assessments of institutions in your daily life relate to your attitudes toward governmental and political institutions? Are you more or less confident about the Congress, presidency, judicial system, political parties, and other structures? Why?
CHAPTER 1
The Study of American Government
Theme B: THEORIES OF Democracy
Instructor Resources
John M. Allswang, The Initiative and Referendum in California, 1898–1998. Palo Alto, CA: Stanford University Press, 2000.
David S. Broder, Democracy Derailed, Initiative Campaigns and the Power of Money. New York: Harcourt, Inc., 2000.
Dick Cluster, ed., They Should Have Served That Cup of Coffee: 7 Radicals Remember the 60s. Boston, MA: South End Press, 1979.
Mitchell Cohen and Nicole Fermon, eds., Princeton Readings in Political Thought. Princeton, NJ: Princeton University Press, 1996.
Morton J. Frisch and Richard J. Stevens, eds., American Political Thought: The Philosophic Dimension of American Statesmanship, 2nd ed. Itasca, IL: F. E. Peacock Publishers, 1983.
David Held, Models of Democracy, 2nd ed. Stanford: Stanford University Press, 1997.
Peter B. Levy, ed., 100 Key Documents in American Democracy. Westport, CT: Praeger, 1999.
Kirstie M. McClure, Judging Rights: Lockean Politics and the Limits of Consent. Ithaca, New York: Cornell University Press, 1996.
Leo Strauss and Joseph Cropsey, eds., History of Political Philosophy, 2nd ed. Chicago: University of Chicago Press, 1972.
Ronald Terchek and Thomas Conte, eds., Theories of Democracy: A Reader. Rowman & Littlefield, 2000.
CHAPTER 1
The Study of American Government
Theme B: THEORIES OF Democracy
Summary
Democracy is a word used in at least two ways in the discussion of government. One interpretation approximates Aristotle’s definition of the “rule of the many.” This system, also called direct or participatory democracy, was practical in the Greek polis, but survives today only in a few circumstances, such as the New England town meeting. Still, some have argued that the initiative and the referendum allow a substantial measure of direct democracy in modern political systems.
Another interpretation focuses on the election of leaders who then govern all members of the society. Representative democracy involves leaders acquiring power by means of a competitive struggle for the people’s vote. Sometimes called disparagingly the elitist theory of democracy, this sort of government is supported by those who feel that it is impractical for the public to make policy across a vast array of issues and that people often decide large issues on the basis of fleeting passions. For this sort of government to function, it is necessary that there be competing elites and free communication.
CHAPTER 1
The Study of American Government
Theme B: THEORIES OF Democracy
Discussion Questions
1. Should participatory democratic decision making be extended to all spheres of life—to the workplace, to the governance of colleges and universities, and to the marketplace through consumer cooperatives? How would this benefit these institutions? What kind of costs might be associated with democracy in non-governmental institutions?
2. How democratic is the United States? For example, clear majorities of the American people favor allowing prayer in the public schools and favor handgun control. Yet the Supreme Court has ruled that prayer in the public schools is a violation of the Constitution, and Congress has not yet passed comprehensive handgun regulations. Similar circumstances prevail in regard to many other policy areas. Is this evidence that the United States is not a democracy?
3. de Tocqueville feared that majority rule could culminate in tyranny: “[I]f ever the free institutions of America are destroyed, that event may be attributed to the omnipotence of the majority, which may at some future time urge the minorities to desperation and oblige them to recourse to physical force.” How should minority rights be balanced against majority rule?
4. How did the events of September 11, 2001 change the landscape of decision making in the United States? Have citizens become more involved in public life since then, or less involved? Are political elites more powerful―and what types of elites have gained power, or lost it? What evidence do you have to make your argument? How could it be refuted?
CHAPTER 1
The Study of American Government
Theme B: THEORIES OF Democracy
Alternative Lesson Plan Based in Theme B
An Economic Bill of Rights
On January 11, 1944, President Franklin D. Roosevelt delivered a speech that outlined his postwar foreign and domestic policies. (“Message from the President of the United States Transmitting a Recommendation for the Passage of a National Service Law and Other Acts, Bearing on the Cost of Living, Taxation, Stabilization, and to Prevent Undue Profits.” January 11, 1944. House of Representatives Document No. 377.) Denouncing the “pests who swarm through the lobbies of Congress and the cocktail bars of Washington, representing…special groups as opposed to the basic interests of the Nation,” Roosevelt argued that global economic interdependence precluded a return to isolationism. The president offered a series of legislative recommendations to sustain the national commitment to winning the war. His most controversial statements, though, related to domestic policy.
The president began that portion of the speech by reminding listeners of their constitutional heritage.
This Republic had its beginning, and grew to its present strength, under the protection of certain inalienable political rights—among them the right of free speech, free press, free worship, trial by jury, freedom from unreasonable searches and seizures. They were our rights to life and liberty.
These are the rights, listed in the Bill of Rights, which specifically limit the power of the federal government. Yet Roosevelt made them the basis of his argument for an activist government.
As our Nation has grown in size and stature, however—as our industrial economy expanded—these political rights proved inadequate to assure us equality in the pursuit of happiness.
We have come to a clear realization of the fact that true individual freedom cannot exist without economic security and independence.… People who are hungry and out of a job are the stuff of which dictatorships are made.
In our day these economic truths have become accepted as self-evident. We have accepted, so to speak, a second Bill of Rights under which a new basis of security and prosperity can be established for all—regardless of station, race, or creed.
Among these are—
The right to a useful and remunerative job…;
The right to earn enough to provide adequate food and clothing and recreation;
The right of every farmer to raise and sell his products at a return which will give him and his family a decent living;
The right of every businessman, large and small, to trade in an atmosphere of freedom from unfair competition and domination by monopolies at home and abroad;
The right of every family to a decent home;
The right to adequate medical care and the opportunity to achieve and enjoy good health;
The right to adequate protection from the economic fears of old age, sickness, accident, and unemployment;
The right to a good education.
All of these rights spell security. And after this war is won we must be prepared to move forward, in the implementation of these rights, to new goals of human happiness and well-being.
As Roosevelt noted, the “second Bill of Rights” would have to be “implemented” by the government—this Bill of Rights did not limit the government but rather required it to exercise power. As described by John Locke and the Framers, rights protected the individual against government intrusion. Now, Roosevelt concluded that rights could also protect the individual by dictating government intervention.
Roosevelt’s death precluded his acting upon these claims, though several were already the basis for New Deal programs. In the 1960s, President Lyndon Johnson’s Great Society programs were expressive of this perspective. Still, many of these rights have yet to be embodied in government programs and remain the subject of extended political debate.
Discussion Questions
1. In the United States, the government is frequently described as a servant of the people. In what ways does Roosevelt’s speech endorse this perspective?
2. How would you define rights? Note that Roosevelt insists that rights be defined in the context of individual well-being, societal development, and international relations. Do you agree?
3. What is the proper role of the government? How should government stand in relation to the individual citizen?
4. How does Roosevelt’s speech reflect current political concerns? Think about current executive-legislative debates, and about prevailing Democratic-Republican disagreements.
World History, 7 September 2006
World History Agenda 5 September 2006
Begin with Chapter 17 The Age of Absolutism (1550-1800), p. 410-411.
Introduction
During the 1500s and 1600s, several European monarchs became absolute rulers. In England, Parliament gained control. After the Thirty Years' War, Prussia emerged as a strong Protestant state. In Austria, the Hapsburgs expanded their territory. Peter the Great gained land and brought reforms to Russia but worsened the condition of the serfs.
Background: About the Pictures
Section 2 France Under Louis XIV
Bell Ringer
I draw your attention to the quotation from Louis XIV ('L'etat, c'est moi.) on p. 417. For Extra Credit, what kind of government do you think France had at this time? How do you feel the French people felt about such a government?
Lesson Plan Focus
Violent warfare between Catholics and Protestants divided France for a time. Cardinals Richelieu and Mazarin increased royal power at the expense of nobles and Huguenots, or French Protestants. Under the absolutist rule of Louis XIV, France became the leading state of Europe. But costly wars and religious persecution undermined French power.
p. 419, You Are There. . .
Living at Versailles
Section 3 Triumph of Parliament in England, p. 421.
Lesson Plan Focus
The Stuart kings clashed with Parliament over money, foreign policy, and religion. A civil war erupted when Charles I tried to arrest the radical leaders in the House of Commons. Parliament's triumph led to the execution of the kin
g, the abolition of the monarchy, and the creation of a republic headed by Oliver Cromwell. After the monarchy was restored, the Glorious Revolution limited royal power and protected the rights of English citizens.
Synthesizing Information
The Struggle Between King and Parliament, p. 425.
Unit 5
Enlightenment and Revolution (1707-1850)
Ch. 18 The Enlightenment and the American Revolution ( 1707-1800)
Section 1 Philosophy in the Age of Reason
Lesson Plan Focus
Enlightenment thinkers tried to apply the laws of nature to human society. Their political ideas included the concepts of natural rights, separation of power, checks and balances, and freedom of thought. Their economic ideas included the policies of laissez faire and a free market.
Define the Vocabulary words
p. 446
Answer the Captions p. 446, 450.
Homework (hereafter HW)
p. 450 1, 3-5.
Extra Credit
#6 & 7.
Begin with Chapter 17 The Age of Absolutism (1550-1800), p. 410-411.
Introduction
During the 1500s and 1600s, several European monarchs became absolute rulers. In England, Parliament gained control. After the Thirty Years' War, Prussia emerged as a strong Protestant state. In Austria, the Hapsburgs expanded their territory. Peter the Great gained land and brought reforms to Russia but worsened the condition of the serfs.
Background: About the Pictures
Section 2 France Under Louis XIV
Bell Ringer
I draw your attention to the quotation from Louis XIV ('L'etat, c'est moi.) on p. 417. For Extra Credit, what kind of government do you think France had at this time? How do you feel the French people felt about such a government?
Lesson Plan Focus
Violent warfare between Catholics and Protestants divided France for a time. Cardinals Richelieu and Mazarin increased royal power at the expense of nobles and Huguenots, or French Protestants. Under the absolutist rule of Louis XIV, France became the leading state of Europe. But costly wars and religious persecution undermined French power.
p. 419, You Are There. . .
Living at Versailles
Section 3 Triumph of Parliament in England, p. 421.
Lesson Plan Focus
The Stuart kings clashed with Parliament over money, foreign policy, and religion. A civil war erupted when Charles I tried to arrest the radical leaders in the House of Commons. Parliament's triumph led to the execution of the kin
g, the abolition of the monarchy, and the creation of a republic headed by Oliver Cromwell. After the monarchy was restored, the Glorious Revolution limited royal power and protected the rights of English citizens.
Synthesizing Information
The Struggle Between King and Parliament, p. 425.
Unit 5
Enlightenment and Revolution (1707-1850)
Ch. 18 The Enlightenment and the American Revolution ( 1707-1800)
Section 1 Philosophy in the Age of Reason
Lesson Plan Focus
Enlightenment thinkers tried to apply the laws of nature to human society. Their political ideas included the concepts of natural rights, separation of power, checks and balances, and freedom of thought. Their economic ideas included the policies of laissez faire and a free market.
Define the Vocabulary words
p. 446
Answer the Captions p. 446, 450.
Homework (hereafter HW)
p. 450 1, 3-5.
Extra Credit
#6 & 7.
Welcome! 5 September 2006
COURSE GUIDELINES AND INFORMATION
Dr. G. Mick Smith, Cardinal Daugherty High School, World History & AP Government, 215.276.2300, http://gmicksmithsocialstudies.blogspot.com/ gmicksmith@muchomail.com
Dear Parents/Guardians, and Students:
Welcome! This information guide emphasizes that a participating student will be successful by completing assignments and positively interacting in class. Above all, I hope that students will enjoy the class but will also grow in their knowledge level and increase their life skills which apply after graduation. Listed below are expectations for the class.
Please review these and sign below.
1. Be in your seat and prepared for class when the bell rings with pencil/pen, notebook, and textbook(s), or any other assigned materials.
2. Obtain permission by raising your hand before speaking, or leaving your seat for any reason once the bell rings.
3. Follow directions and complete all assignments on time.
4. Remain alert, awake, and on task during the entire class period.
5. Be dismissed in a timely manner by the teacher, not by the bell or clock.
6. Above all, respect yourself, your teacher, and others and their possessions.
Grading Calculation: (at least three major grades are in each quarter) a total accumulation of points per grading period based on the following.
Task & Weight
1. Tests, 2. Homework/Presentations/Projects/Worksheets, 3. Quizzes
I adhere to a policy of PDP (Positive Daily Performance) which is based on my understanding that lifetime success arises out of what you do, day in and day out. Being prepared and ready to apply yourself with your school materials everyday is crucial.
Absence on Test or Quiz Day
If you are absent for a test/quiz it is your responsibility to make arrangements with me to take it. This is scheduled the day after you return to school. Points will be deducted each day you fail to do make up work. No make ups are given during class time. The only exceptions are for school related absences, i.e., sports, plays, etc.
Signing this form acknowledges receipt of the information. I ask that this form is signed and returned by the following school day. Please feel free to contact me for any questions or concerns regarding your child. I will return the email or call ASAP. Thank you for your assistance in making the class a positive learning experience.
Parent/Guardian (Please print name): ______________________________________________________
Signature of Parent/Guardian
______________________________________________________
Date: ____________________
Student: (Please print) ____________________________________________________________
Date: ____________________
Dr. G. Mick Smith, Cardinal Daugherty High School, World History & AP Government, 215.276.2300, http://gmicksmithsocialstudies.blogspot.com/ gmicksmith@muchomail.com
Dear Parents/Guardians, and Students:
Welcome! This information guide emphasizes that a participating student will be successful by completing assignments and positively interacting in class. Above all, I hope that students will enjoy the class but will also grow in their knowledge level and increase their life skills which apply after graduation. Listed below are expectations for the class.
Please review these and sign below.
1. Be in your seat and prepared for class when the bell rings with pencil/pen, notebook, and textbook(s), or any other assigned materials.
2. Obtain permission by raising your hand before speaking, or leaving your seat for any reason once the bell rings.
3. Follow directions and complete all assignments on time.
4. Remain alert, awake, and on task during the entire class period.
5. Be dismissed in a timely manner by the teacher, not by the bell or clock.
6. Above all, respect yourself, your teacher, and others and their possessions.
Grading Calculation: (at least three major grades are in each quarter) a total accumulation of points per grading period based on the following.
Task & Weight
1. Tests, 2. Homework/Presentations/Projects/Worksheets, 3. Quizzes
I adhere to a policy of PDP (Positive Daily Performance) which is based on my understanding that lifetime success arises out of what you do, day in and day out. Being prepared and ready to apply yourself with your school materials everyday is crucial.
Absence on Test or Quiz Day
If you are absent for a test/quiz it is your responsibility to make arrangements with me to take it. This is scheduled the day after you return to school. Points will be deducted each day you fail to do make up work. No make ups are given during class time. The only exceptions are for school related absences, i.e., sports, plays, etc.
Signing this form acknowledges receipt of the information. I ask that this form is signed and returned by the following school day. Please feel free to contact me for any questions or concerns regarding your child. I will return the email or call ASAP. Thank you for your assistance in making the class a positive learning experience.
Parent/Guardian (Please print name): ______________________________________________________
Signature of Parent/Guardian
______________________________________________________
Date: ____________________
Student: (Please print) ____________________________________________________________
Date: ____________________
Wednesday, August 30, 2006
Personal Finance for students
The Playbook for Life, a free, downloadable guide available at playbook.thehartford.com.
This book offers tips on how to evaluate a job offer and create a financial plan.
This book offers tips on how to evaluate a job offer and create a financial plan.
Monday, August 14, 2006
eLearning Academic Affairs
eLearning Academic Affairs
Assignments and class work will be posted, check back for work the week of 5 September 2006.
Assignments and class work will be posted, check back for work the week of 5 September 2006.
Tuesday, July 11, 2006
I object to McCarthyism
Date:
Tue 11-07-2006 04:16 PM
I object to McCarthyism
I happened to view your broadcasting today (democracynow.org) for the first time and I am
writing to express how appalled I am by your abysmal ethics. The anchor,
Ms. Goodman, sequed into a story with the line, "we go now from a story
of an American soldier raping and murdering Iraqi civilians to a story
of a soldier who went AWOL." I am horrified that a broadcaster would try
and convict an individual on live television a la' McCarthy. Correct me
if I'm wrong but does not this individual, as reprehensible as many
people would find him if he is in fact quilty, have the right to due
process and a jury of his peers to convict him? This has not happened.
Perhaps it will, perhaps it will not but this person has the right in a
democracy to his day in court and you have no right to convict anyone on
television. Ms. Goodman had the perfect opportunity to instruct the
Iraqi journalist--employed by the L.A. Times--in the rules of evidence
and how democracy works but she squandered the moment and uncritically
accepted the hearsay evidence presented by the journalist. I object to
McCarthyism and the fraud that is entitled "Democracy Now." Indeed,
democracy works and your broadcasting should attempt to live out the
ideals, ethics, and the objective journalist responsibility that it
entails.
Regards,
G. Mick Smith, PhD
Tue 11-07-2006 04:16 PM
I object to McCarthyism
I happened to view your broadcasting today (democracynow.org) for the first time and I am
writing to express how appalled I am by your abysmal ethics. The anchor,
Ms. Goodman, sequed into a story with the line, "we go now from a story
of an American soldier raping and murdering Iraqi civilians to a story
of a soldier who went AWOL." I am horrified that a broadcaster would try
and convict an individual on live television a la' McCarthy. Correct me
if I'm wrong but does not this individual, as reprehensible as many
people would find him if he is in fact quilty, have the right to due
process and a jury of his peers to convict him? This has not happened.
Perhaps it will, perhaps it will not but this person has the right in a
democracy to his day in court and you have no right to convict anyone on
television. Ms. Goodman had the perfect opportunity to instruct the
Iraqi journalist--employed by the L.A. Times--in the rules of evidence
and how democracy works but she squandered the moment and uncritically
accepted the hearsay evidence presented by the journalist. I object to
McCarthyism and the fraud that is entitled "Democracy Now." Indeed,
democracy works and your broadcasting should attempt to live out the
ideals, ethics, and the objective journalist responsibility that it
entails.
Regards,
G. Mick Smith, PhD
Monday, June 26, 2006
Warkentin Review, Dis/integrating animals
Computing Reviews
"Dis/integrating animals: ethical dimensions of the genetic engineering of animals for human consumption" Warkentin T.AI & Society 20(1): 82-102, 2005
IT professionals should be reflecting on this piece to answer questions of identity. What we are as humans is more typically posed to technologists by thinkers such as George Dyson who argues that machines, specifically computers, will evolve beyond humans. On the other hand, Warkentin provocatively claims that we become less human by genetically altering animal bodies.
The question is: are we becoming something beyond human because of our machines or is genetic engineering robbing us of our humanity?
Warkentin ranges over feminism, biology, and philosophy to lament that genetic technologies engineer impure food and ending the suffering of animals through genetic modification diminishes both animals and humans. Warkentin reveals a secular sensibility for long-standing religious issues of identity, purification, and suffering.
Religions generally maintain that food or anything that enters the body may pollute. Indeed, contamination by polluted food is a pervasive danger, typically involving intricate avoidance principles which Orthodox Judaism, particularly kosher rules, artfully articulates.
In the classic work Purity and Danger (1966) Mary Douglas focuses on pollution with a cogent analysis of food taboos. Religions outline an agenda for congregants to follow maintaining their sense of identity. Warkentin maintains that human identity is diminished or defiled by eating genetically engineered food, what Douglas introduces as “dirt.”
But that ingesting a given food which has a spiritually polluting quality independent of our post-modern cultural context does not seem to be based on an objective fact. Warkentin ultimately does not demonstrate how genetically modified food pollutes us.
"Dis/integrating animals: ethical dimensions of the genetic engineering of animals for human consumption" Warkentin T.AI & Society 20(1): 82-102, 2005
IT professionals should be reflecting on this piece to answer questions of identity. What we are as humans is more typically posed to technologists by thinkers such as George Dyson who argues that machines, specifically computers, will evolve beyond humans. On the other hand, Warkentin provocatively claims that we become less human by genetically altering animal bodies.
The question is: are we becoming something beyond human because of our machines or is genetic engineering robbing us of our humanity?
Warkentin ranges over feminism, biology, and philosophy to lament that genetic technologies engineer impure food and ending the suffering of animals through genetic modification diminishes both animals and humans. Warkentin reveals a secular sensibility for long-standing religious issues of identity, purification, and suffering.
Religions generally maintain that food or anything that enters the body may pollute. Indeed, contamination by polluted food is a pervasive danger, typically involving intricate avoidance principles which Orthodox Judaism, particularly kosher rules, artfully articulates.
In the classic work Purity and Danger (1966) Mary Douglas focuses on pollution with a cogent analysis of food taboos. Religions outline an agenda for congregants to follow maintaining their sense of identity. Warkentin maintains that human identity is diminished or defiled by eating genetically engineered food, what Douglas introduces as “dirt.”
But that ingesting a given food which has a spiritually polluting quality independent of our post-modern cultural context does not seem to be based on an objective fact. Warkentin ultimately does not demonstrate how genetically modified food pollutes us.
www.phillyfuture.org
A comprehensive site providing news and views for Philadelphia and its surrounding area.
Thursday, June 01, 2006
AP Gov't, Dash for Democracy, 4 November 2006, http://www.dashfordemocracy.org/
Who We Are
The spirit of the Dash is to build a better democracy, which in turn leads to a better government. Seventy believes that when citizens take an active role in what’s going on in their neighborhood, community, and city, they have the power to make positive changes and have real impact. To accomplish these objectives, the work of the Committee includes the following:
Developing an informed and active electorate through non-partisan, educational means, such as teaching citizens on how to run for office;
Researching and disseminating information regarding City policy, politics, and public officials;
Encouraging and aiding public officials in the performance of their duties through such means as research-based governance studies;
Investigating illegal action, misconduct, and inefficiency in government and the elections process, and taking appropriate action thereon, initiating litigation when necessary;
Informing and educating the public about civic affairs of current importance, including municipal finance, interpretation and observance of the City Charter, and other related matters.
The spirit of the Dash is to build a better democracy, which in turn leads to a better government. Seventy believes that when citizens take an active role in what’s going on in their neighborhood, community, and city, they have the power to make positive changes and have real impact. To accomplish these objectives, the work of the Committee includes the following:
Developing an informed and active electorate through non-partisan, educational means, such as teaching citizens on how to run for office;
Researching and disseminating information regarding City policy, politics, and public officials;
Encouraging and aiding public officials in the performance of their duties through such means as research-based governance studies;
Investigating illegal action, misconduct, and inefficiency in government and the elections process, and taking appropriate action thereon, initiating litigation when necessary;
Informing and educating the public about civic affairs of current importance, including municipal finance, interpretation and observance of the City Charter, and other related matters.
Tuesday, May 23, 2006
Review: IT Professionals as Organizational Citizens
#48792:2.0.0
Due: 05/29/06
IT professionals as organizational citizens
Moore J., Love M. Communications of the ACM 48(6): 88-93, 2005. Type: Article
Project And People Management (K.6.1...); Organizational Impacts (K.4.3...); Occupations (K.7.1...)
Human factors
"IT Professionals as Organizational Citizens"
IT workers exhibit significantly less OCB (Occupational Citizenship Behavior) than non-IT workers. This is the major finding of this work. Five types of OCB (altruism, courtesy, sportsmanship, civic virtue, and conscientiousness) are measured in this study. "Investigations of a situational factor--fairness perception--as a predictor of OCB has been . . . fruitful" (90).
People seem to feel that if the exchange between themselves and their organization is positive, than their OCB will be enhanced. Procedural justice within an organization, or the perceived fairness of policies and procedures, how company policies are undertaken, and the dignity and respect with which they are communicated are critical factors. Alarmingly, IT is plagued by significantly lower management trust and faith in procedural justice than their non-IT colleagues.
Some of the results in this study are not surprising. A fair amount of working life is similar to what you find in other fields. People don't work particularly hard if they are only working for the money, especially if they do not feel like they are being treated fairly. The hazard for the IT field though is that the potentially devastating consequences of not helping others are acute in IT work. IT workers need to be proactive in stymieing malware, viruses, security issues and a whole host of threats. If they are not helpful these threats proliferate. The authors do not report this fact though it does seem to be a central implication of their important research.
Due: 05/29/06
IT professionals as organizational citizens
Moore J., Love M. Communications of the ACM 48(6): 88-93, 2005. Type: Article
Project And People Management (K.6.1...); Organizational Impacts (K.4.3...); Occupations (K.7.1...)
Human factors
"IT Professionals as Organizational Citizens"
IT workers exhibit significantly less OCB (Occupational Citizenship Behavior) than non-IT workers. This is the major finding of this work. Five types of OCB (altruism, courtesy, sportsmanship, civic virtue, and conscientiousness) are measured in this study. "Investigations of a situational factor--fairness perception--as a predictor of OCB has been . . . fruitful" (90).
People seem to feel that if the exchange between themselves and their organization is positive, than their OCB will be enhanced. Procedural justice within an organization, or the perceived fairness of policies and procedures, how company policies are undertaken, and the dignity and respect with which they are communicated are critical factors. Alarmingly, IT is plagued by significantly lower management trust and faith in procedural justice than their non-IT colleagues.
Some of the results in this study are not surprising. A fair amount of working life is similar to what you find in other fields. People don't work particularly hard if they are only working for the money, especially if they do not feel like they are being treated fairly. The hazard for the IT field though is that the potentially devastating consequences of not helping others are acute in IT work. IT workers need to be proactive in stymieing malware, viruses, security issues and a whole host of threats. If they are not helpful these threats proliferate. The authors do not report this fact though it does seem to be a central implication of their important research.
Tuesday, May 16, 2006
WH, Test Make-up Question
Essay Question: 17 points
In detail, describe Hitler's rise to power in Germany.
In detail, describe Hitler's rise to power in Germany.
Friday, April 21, 2006
Televised final Mock Trial info
If you are interested in watching the Final trial from the Mock Trial Competition please visit the PCN website, www.pcntv.com to find your local listing. PCN will be airing the trial one last time on Saturday, April 22nd at 8:00 p.m.
Tuesday, April 18, 2006
WH, Unit 7, Library Assignment, Ch. 27, Sec. 1 The Stage Is Set
Unit 7 World Wars and Revolution
Library Assignment
Read #1-5, pp. 690-691.
Chapter 27 World War I and Its Aftermath
Section1 Answer the question:
Caption, p. 693
Section1 The Stage Is Set
B) Answer the questions:
Caption, p. 695
Parallels, p. 696
Vocabulary, p. 694
C) Use the boldface heading to construct an outline. Identify the major causes of international tension in the early 1900s. Under each major cause, leave space to fill in supporting details. Write specific examples and supporting details under the appropriate head.
D) Review the outline and rank the causes of international tension from the most significant to the least significant.
Library Assignment
Read #1-5, pp. 690-691.
Chapter 27 World War I and Its Aftermath
Section1 Answer the question:
Caption, p. 693
Section1 The Stage Is Set
B) Answer the questions:
Caption, p. 695
Parallels, p. 696
Vocabulary, p. 694
C) Use the boldface heading to construct an outline. Identify the major causes of international tension in the early 1900s. Under each major cause, leave space to fill in supporting details. Write specific examples and supporting details under the appropriate head.
D) Review the outline and rank the causes of international tension from the most significant to the least significant.
Tuesday, April 11, 2006
WH Ch. 26 Sec. 5 Impact of Imperialism, Library Assignment
Chapter 26 Section 5 Impact of Imperialism
Library Assignment
a) Read the Guide for Reading (Questions, p. 678)
b) Answer the questions:
Cause & Effect Chart, p. 679
Caption, p. 681
c) Imperialism Concept Chart:
Construct a concept chart illustrating the impact of imperialism. The chart should show the effects of imperialism on both the colonies and the Western powers that ruled them. First, draw the skeleton of the concept chart. At the center, in a circle or box, write “Impact of Imperialism.” Draw several lines leading away from the central box or circle. Label a circle or box at the end of the line with each of the following categories.
Economics
Culture
Politics
International Relations
Others?
Write out additional lines from each of the concepts or branches and write in specific effects that pertain to each category.
d) Focus of assignment
Students should now be able to write generalizations about the impact of imperialism.
Library Assignment
a) Read the Guide for Reading (Questions, p. 678)
b) Answer the questions:
Cause & Effect Chart, p. 679
Caption, p. 681
c) Imperialism Concept Chart:
Construct a concept chart illustrating the impact of imperialism. The chart should show the effects of imperialism on both the colonies and the Western powers that ruled them. First, draw the skeleton of the concept chart. At the center, in a circle or box, write “Impact of Imperialism.” Draw several lines leading away from the central box or circle. Label a circle or box at the end of the line with each of the following categories.
Economics
Culture
Politics
International Relations
Others?
Write out additional lines from each of the concepts or branches and write in specific effects that pertain to each category.
d) Focus of assignment
Students should now be able to write generalizations about the impact of imperialism.
Thursday, April 06, 2006
WH, Extra Credit offer
6 April 2006
Tutoring began on Monday and I will forward a list of students to Guidance who will be attending. However, if you attend now, and voluntarily, you will earn an Extra Credit point each day that I verify you attended.
There are Library Assignments posted on my blog site, in addition to Homework that you can work on.
You will receive no Extra Credit if you are in Detention instead of attending Tutoring, or, after you are called to Guidance and required to attend.
Tutoring began on Monday and I will forward a list of students to Guidance who will be attending. However, if you attend now, and voluntarily, you will earn an Extra Credit point each day that I verify you attended.
There are Library Assignments posted on my blog site, in addition to Homework that you can work on.
You will receive no Extra Credit if you are in Detention instead of attending Tutoring, or, after you are called to Guidance and required to attend.
Wednesday, April 05, 2006
WH, Library Assignment, Ch. 26 Sec. 4 Economic Imperialism in Latin America
Chapter 26 Section 4 Economic Imperialism in Latin America
Library Assignment
a) Read the Guide for Reading (Questions), p. 673
b) Define the Vocabulary terms:
Regionalism
Caudillo
Economic dependence
Peonage
c) Answer the questions:
Caption, p. 673
Parallels, p. 675
Map, p. 676
d) Outline the general problems that hindered the development of Latin America. Make reference to political problems, economic problems, social problems, the effects of past colonialism, and the influence of the U.S. Use Mexico as a case study. Find specific examples in Mexican history of the general problems that are cited in outline form.
Summary
Students should be able to describe a problem that Latin American nations faced in the 1800s. Mexico is the best test case.
Library Assignment
a) Read the Guide for Reading (Questions), p. 673
b) Define the Vocabulary terms:
Regionalism
Caudillo
Economic dependence
Peonage
c) Answer the questions:
Caption, p. 673
Parallels, p. 675
Map, p. 676
d) Outline the general problems that hindered the development of Latin America. Make reference to political problems, economic problems, social problems, the effects of past colonialism, and the influence of the U.S. Use Mexico as a case study. Find specific examples in Mexican history of the general problems that are cited in outline form.
Summary
Students should be able to describe a problem that Latin American nations faced in the 1800s. Mexico is the best test case.
Monday, April 03, 2006
WH, Library Assignment, Ch. 26 Sec. 3 Self-Rule for Canada, Australia, and New Zealand
Chapter 26 Section 3 Self-Rule for Canada, Australia, and New Zealand
Library Assignment
A) Read the Guide for Reading, p. 667
B) Define the Vocabulary Terms (p. 667):
Indigenous
Penal colony
C) Answers the questions in the sections below:
Caption, p. 668
Map, p. 669
Caption, p. 671
D) Then, in three groupings—Canada, Australia, and New Zealand—students should prepare a time line and a flow chart focusing on imperialism and self-rule. The students should focus their presentations and in discussion bring out the facts of similarity and difference between the different areas.
Library Assignment
A) Read the Guide for Reading, p. 667
B) Define the Vocabulary Terms (p. 667):
Indigenous
Penal colony
C) Answers the questions in the sections below:
Caption, p. 668
Map, p. 669
Caption, p. 671
D) Then, in three groupings—Canada, Australia, and New Zealand—students should prepare a time line and a flow chart focusing on imperialism and self-rule. The students should focus their presentations and in discussion bring out the facts of similarity and difference between the different areas.
Wednesday, March 29, 2006
WH, Library Assignment, (Some) Terms to review for Assessment, 29 March 2006
Library Assignment
29 March 2006
(Some) World History Terms to Review for Assessment
Find and define the following:
Ideologies
Universal manhood suffrage
Autonomy
Conservatives
Liberals
Nationalists
Greeks
Charter of French Liberties
Charles X
Louis XVIII
Louis
Louis Napoleon
Louis Kossuth
Frankfurt Assembly
Peninsulares
Creoles
Mestizos
Mulattos
29 March 2006
(Some) World History Terms to Review for Assessment
Find and define the following:
Ideologies
Universal manhood suffrage
Autonomy
Conservatives
Liberals
Nationalists
Greeks
Charter of French Liberties
Charles X
Louis XVIII
Louis
Louis Napoleon
Louis Kossuth
Frankfurt Assembly
Peninsulares
Creoles
Mestizos
Mulattos
Tuesday, March 28, 2006
WH, Library Assignment, 28 March 2006, Ch. 24 Sec. 4 Expansion of the US
WH, Library Assignment, 28 March 2006
Ch. 24, Sec. 4 Expansion of the U.S.
A) Define the Vocabulary words:
Segregation
Isolationism
Write out the answers to:
Map. p. 623
Caption, p. 625
Caption, p. 626
Caption, p. 627
B) Archaeological teams of the 23rd Century
As a member of the archaeological team centuries down the road, your task is to uncover items that can be traced to the U.S. in the 1800s. As a member of a group assigned to the following areas, you are to find objects that fit in these categories:
1) From Sea to Sea
2) Expanding Democracy
3) Civil War and After
4) Economic Successes
5) Seeking Reform
You should list at least two items that it might find for their assigned topic. Then, write a descriptive paragraph for each item. The paragraphs should explain how each item is important for understanding life in the U.S. during the 1800s.
Library Assignment Focus
Students should be able to generalize how the U.S. of 1900 was different from the U.S. of 1800.
Ch. 24, Sec. 4 Expansion of the U.S.
A) Define the Vocabulary words:
Segregation
Isolationism
Write out the answers to:
Map. p. 623
Caption, p. 625
Caption, p. 626
Caption, p. 627
B) Archaeological teams of the 23rd Century
As a member of the archaeological team centuries down the road, your task is to uncover items that can be traced to the U.S. in the 1800s. As a member of a group assigned to the following areas, you are to find objects that fit in these categories:
1) From Sea to Sea
2) Expanding Democracy
3) Civil War and After
4) Economic Successes
5) Seeking Reform
You should list at least two items that it might find for their assigned topic. Then, write a descriptive paragraph for each item. The paragraphs should explain how each item is important for understanding life in the U.S. during the 1800s.
Library Assignment Focus
Students should be able to generalize how the U.S. of 1900 was different from the U.S. of 1800.
Monday, March 27, 2006
WH, Library Assignment, Ch. 25 Sec. 2 The Partition of Africa, 27 Mar. 06
WH, Library Assignment, Ch. 25 Sec. 2 The Partition of Africa, 27 March 2006
Write a three-part outline:
· Reasons for Imperialism
· Reasons for European Success
· Forms of Imperial Control
Use the bold face headings for guidance in finding the major ideas for each part of the outline. Each major idea should be supported by specific facts or examples.
Use the Guide for Reading (Questions, p. 635); then, answer the questions:
Caption, p. 636
Map, p. 638
Write a three-part outline:
· Reasons for Imperialism
· Reasons for European Success
· Forms of Imperial Control
Use the bold face headings for guidance in finding the major ideas for each part of the outline. Each major idea should be supported by specific facts or examples.
Use the Guide for Reading (Questions, p. 635); then, answer the questions:
Caption, p. 636
Map, p. 638
Friday, March 24, 2006
WH, Library Assignment, 24 March 2006
24 March 2006
Library Assignment
Ch. 24 Growth of Western Democracies
(1815-1914)
A) Answer the questions to the following:
Caption, p. 607
Caption, p. 609
Parallels Through Time, p. 610
Read, pp. 606 ff.
Section 1 Britain Becomes More Democratic
B) Then,
1) Identify the undemocratic conditions that existed in Britain in the 1800s.
2) List and describe the reforms that made British government more democratic.
3) Explain how Chartism, the Victorian Age, and British political parties all contributed to peaceful, gradual change in Britain.
C) Activity The Big Picture
In regards to Britain, France, and the U.S., in a chart list the following conditions during the 1800s:
Political Conditions
Social Conditions
Economic Conditions
D) Students will need to identify areas in which reforms were still needed in Britain at the close of the 1800s.
Library Assignment
Ch. 24 Growth of Western Democracies
(1815-1914)
A) Answer the questions to the following:
Caption, p. 607
Caption, p. 609
Parallels Through Time, p. 610
Read, pp. 606 ff.
Section 1 Britain Becomes More Democratic
B) Then,
1) Identify the undemocratic conditions that existed in Britain in the 1800s.
2) List and describe the reforms that made British government more democratic.
3) Explain how Chartism, the Victorian Age, and British political parties all contributed to peaceful, gradual change in Britain.
C) Activity The Big Picture
In regards to Britain, France, and the U.S., in a chart list the following conditions during the 1800s:
Political Conditions
Social Conditions
Economic Conditions
D) Students will need to identify areas in which reforms were still needed in Britain at the close of the 1800s.
Wednesday, March 22, 2006
Review of "A Companion to Nietzsche," ed. Keith Ansell Pearson
This is a worthwhile collection that portrays many of the most preeminent Nietzschean scholars in Europe and in the United States. This volume adds to an excellent series in philosophy by Blackwell Publishing. There is a moving array of Nietzsche scholars who represent a plethora of approaches to Nietzsche. Following the two practical introductions to Nietzsche's life, philosophy, and style, the varied essays address the most familiar Nietzschean themes, as well as important but more neglected ones, such as Nietzsche’s notion of science. There are major sections on Art, Nature, and Individuation; Nietzsche’s Philosophy of the Future; Philosophy of Mind; Philosophy and Genealogy; Ethics; Politics; Aesthetics; and Evolution and Life. Moreover, there are innovative treatments of Nietzsche’s core and enigmatic ideas such as eternal recurrence, the will to power, and the overhuman. Interestingly woven together are Nietzsche’s published and unpublished Nachlass. Among the contributors are a stimulating selection of scholars and new writers on Nietzschean themes. The reliable Keith Ansell Pearson edited the volume with contributions by Jill Marsden, Babette E. Babich, Volker Gerhardt, Kathleen Marie Higgins, Laurence Lampert, Richard Schacht, Andreas Urs Sommer and Paul J. M. van Tongeren.
Tuesday, March 21, 2006
WH, Ch. 24, Sec. 4 Expansion of the U.S.
World History Chapter 24 Section 4 Expansion of the U.S.
Ch. 24 Section 4 Expansion of the United States
Guide for Reading (Questions, p. 622)
Vocabulary
Segregation
Isolationism
Map. p. 623
Caption, p. 625
Caption, p. 626
Caption, p. 627
1. Lesson Plan Focus
During the 1800s, the U.S. expanded across the continent to the Pacific Ocean. The slavery issue, economic differences between the North and South, and the election of Abraham Lincoln in 1860 brought about the Civil War. Though slavery ended after the war, African Americans faced difficult times ahead. Starting in the late 1800s, reformers campaigned to extend suffrage to women and to protect the rights of workers.
2. In-Class Instruct, Archaeological teams of the 23rd Century
As a member of the archaeological team centuries down the road, your task is to uncover items that can be traced to the U.S. in the 1800s. As a member of a group assigned to the following areas, you are to find objects that fit in these categories:
1) From Sea to Sea
2) Expanding Democracy
3) Civil War and After
4) Economic Successes
5) Seeking Reform
Each group should list at least two items that it might find for their assigned topic. Then, the group is to write a descriptive paragraph for each item. The paragraphs should explain how each item is important for understanding life in the U.S. during the 1800s.
3. Close
Students should be able to generalize how the U.S. of 1900 was different from the U.S. of 1800.
HW
Section 4 Review
#1-5
Extra Credit #6-7
Ch. 24 Section 4 Expansion of the United States
Guide for Reading (Questions, p. 622)
Vocabulary
Segregation
Isolationism
Map. p. 623
Caption, p. 625
Caption, p. 626
Caption, p. 627
1. Lesson Plan Focus
During the 1800s, the U.S. expanded across the continent to the Pacific Ocean. The slavery issue, economic differences between the North and South, and the election of Abraham Lincoln in 1860 brought about the Civil War. Though slavery ended after the war, African Americans faced difficult times ahead. Starting in the late 1800s, reformers campaigned to extend suffrage to women and to protect the rights of workers.
2. In-Class Instruct, Archaeological teams of the 23rd Century
As a member of the archaeological team centuries down the road, your task is to uncover items that can be traced to the U.S. in the 1800s. As a member of a group assigned to the following areas, you are to find objects that fit in these categories:
1) From Sea to Sea
2) Expanding Democracy
3) Civil War and After
4) Economic Successes
5) Seeking Reform
Each group should list at least two items that it might find for their assigned topic. Then, the group is to write a descriptive paragraph for each item. The paragraphs should explain how each item is important for understanding life in the U.S. during the 1800s.
3. Close
Students should be able to generalize how the U.S. of 1900 was different from the U.S. of 1800.
HW
Section 4 Review
#1-5
Extra Credit #6-7
Wednesday, March 15, 2006
Tuesday, March 14, 2006
WH, Ch. 24, Growth of Western Democracies, Sec. 1 Britain Becomes More Democratic
World History, Chapter 24 Growth of Western Democracies, Section 1 Britain Becomes More Democratic
Ch. 24 Growth of Western Democracies
(1815-1914)
Caption, p. 607
Caption, p. 609
Parallels Through Time, p. 610
Read, pp. 606 ff.
Section 1 Britain Becomes More Democratic
1. Lesson Plan Focus
As the 1800s began in Britain, wealthy landowners dominated government, and most people still could not vote. Then, political parties competed for the support of the British working class by backing democratic reforms. By the end of the century, universal male suffrage and many other democratic measures had been achieved. In Britain, political change came through gradual reform rather than violent revolution.
2. Instruct
1) Identify the undemocratic conditions that existed in Britain in the 1800s.
2) List and describe the reforms that made British government more democratic.
3) Explain how Chartism, the Victorian Age, and British political parties all contributed to peaceful, gradual change in Britain.
2.a) Activity The Big Picture
In regards to Britain, France, and the U.S., in a chart list the following conditions during the 1800s:
Political Conditions
Social Conditions
Economic Conditions
3. Close
Students will need to identify areas in which reforms were still needed in Britain at the close of the 1800s.
HW
Section 1 Review
#1-4, Extra Credit 6-7.
Ch. 24 Growth of Western Democracies
(1815-1914)
Caption, p. 607
Caption, p. 609
Parallels Through Time, p. 610
Read, pp. 606 ff.
Section 1 Britain Becomes More Democratic
1. Lesson Plan Focus
As the 1800s began in Britain, wealthy landowners dominated government, and most people still could not vote. Then, political parties competed for the support of the British working class by backing democratic reforms. By the end of the century, universal male suffrage and many other democratic measures had been achieved. In Britain, political change came through gradual reform rather than violent revolution.
2. Instruct
1) Identify the undemocratic conditions that existed in Britain in the 1800s.
2) List and describe the reforms that made British government more democratic.
3) Explain how Chartism, the Victorian Age, and British political parties all contributed to peaceful, gradual change in Britain.
2.a) Activity The Big Picture
In regards to Britain, France, and the U.S., in a chart list the following conditions during the 1800s:
Political Conditions
Social Conditions
Economic Conditions
3. Close
Students will need to identify areas in which reforms were still needed in Britain at the close of the 1800s.
HW
Section 1 Review
#1-4, Extra Credit 6-7.
AP Gov't Wilson Interest Groups
Interest Groups, Wilson, Chapter 7
Instructional Objectives
1. Explain why the characteristics of American society and government encourage a multiplicity of interest groups.
2. Indicate the historical conditions under which interest groups are likely to form and specify the kinds of organizations Americans are most likely to join.
3. Describe relations between leaders and rank-and-file members of groups, including why the sentiments of members may not determine the actions of leaders.
4. Describe several methods that interest groups use to formulate and carry out their political objectives, especially the lobbying techniques used to gain public support. Explain why courts have become an important forum for public interest groups.
5. List the laws regulating conflict of interest and describe the problems involved with revolving door government employment. Describe the balance between the First Amendment's freedom of expression and the need to prevent corruption in the political system.
Text Outline
I. Explaining proliferation
A. Why interest groups are common in America
1. Many kinds of cleavages in the country
2. Constitution makes for many access points to government
3. Political parties are weak so interests work directly on government
II. The birth of interest groups
A. Periods of rapid growth
1. Since 1960, 70 percent established their D.C. office
2. 1770s-independence groups
3. 1830s, 1840s-religious, antislavery groups
4. 1860s-trade unions, grange, fraternal organizations
5. 1880s, 1890s-business associations
6. 1900-1920-business and professional associations, charitable organizations
7. 1960s environmental, consumer, political-reform organizations
B. Factors explaining rise of interest groups
1. Broad economic developments create new interest
a. Farmers produce cash crops
b. Mass-production industries begin
2. Government policy itself
a. Wars create veterans, who demand benefits
b. Encouraged formation of American Farm Bureau Federation, professional associations
3. Emergence of strong leaders, usually at certain times
4. Expanding role of government
III. Kinds of organizations
A. Institutional interests
1. Defined: individuals or organizations representing other organizations
2. Types
a. Business firms: example, General Motors
b. Trade associations
3. Concerns-bread-and-butter issues of concern to their clients
a. Clearly defined, with homogeneous groups
b. Diffuse, with diversified groups
4. Other interests-governments, foundations, universities
B. Membership interests
1. Americans join some groups more frequently than in other nations
a. Social, business, professional, veterans', charitable-same rate as elsewhere
b. Unions-less likely to join
c. Religious, political, civic groups-more likely to join
d. Greater sense of political efficacy, civic duty explain tendency to join civil groups
2. Most sympathizers do not join because benefits flow to nonmembers too
C. Incentives to join
1. Solidary incentives-pleasure, companionship (League of Women Voters (LWV), NAACP, Rotary, Parent-Teacher Association, American Legion)
2. Material incentives-money, things, services (farm organizations, AARP)
3. Purposive incentives-goal /purpose of the organization itself
a. Though group also benefits nonmembers, join because:
Passionate about goal
Strong sense of civic duty
Cost of joining minimal
b. Ideological interest groups-appeal of controversial principles
c. Public interest groups-purpose principally benefits nonmembers
d. Engage in research and bring lawsuits, with liberal or conservative orientation
e. Publicity important because purpose groups are influenced by mood of the time
D. The influence of the staff on interest group policy stances
1. Staff influences if solidarity or material benefits are more important to members
2. National Council of Churches and unions are examples
IV. Social movements produce groups that rely on purposive incentives
A. Social movement is a widely shared demand for change
B. The environmental movement
C. The feminist movement; three kinds
1. Solidary-League of Women Voters (LWV), Business and Professional Women's Federation (widest support)
2. Purposive-NOW, NARAL (National Abortion Rights Action League) (strong position on divisive issues)
3. Caucus-National Women's Political Caucus (NWPQ) - (material benefits)
D. Unions left after social movement died
V. Funds for interest groups
A. Foundation grants
1. Ford Foundation and liberal public interest groups
2. Scaife foundations (conservative foundation) and conservative public interest groups
B. Federal grants and contracts
1. National Alliance for Business financed summer youth job programs
2. Jesse Jackson's PUSH (community development organization)
C. Direct mail
1. Unique to modern interest groups through use of computers
2. Common Cause a classic example
3. Techniques
a. Teaser
b. Arouses emotions
c. Famous-name endorsement
d. Personalization of letter
VI. The problem of bias
A. Reasons for belief in upper-class bias
1. More affluent more likely to join
2. Business/professional groups more numerous; better financed
B. Why these facts do not decide the issue
1. Describe inputs but not who eventually wins or loses
2. Business groups often divided among themselves
C. Important to ask what the bias is
1. Many conflicts are within upper-middle class, political elites
2. Resource differentials are clues, not conclusions
VII. The activities of interest groups
A. Supplying credible information
1. Single most important tactic
2. Detailed, current information at a premium
3. Most effective on narrow, technical issues-will see link to client politics
4. Officials also need cues regarding what values are at stake
5. Rating systems
B. Public support
1. Insider strategy previously most common-face-to-face contact between lobbyist and member or Hill staff
2. Increasing use of outsider strategy-grassroots mobilization of the issue public
3. Politicians dislike controversy, so work with those they agree with
4. Lobbyists' key targets: the undecided legislator or bureaucrat
5. Some groups attack their likely allies to embarrass them
6. Legislators sometimes buck public opinion, unless issue important
7. Some groups try for grassroots support
a. Saccharin issue
b. Dirty Dozen environmental polluters - 31 legislators with "Bad voting records" on the environment. Noted by the Interest Group, Environmental Action, only 7 survived in office.
C. Money and PACs
1. According to text, money is least effective way to influence politicians
2. Campaign finance reform law of 1973 had two effects
a. Restricted amount interests can give to candidates
b. Made it legal for corporations and unions to create PACs
3. Rapid growth in PACs has not led to vote buying
a. More money is available on all sides
b. Members of Congress take money but still can decide how to vote
4. Almost any organization can create a PAC
a. Over half of PACs sponsored by corporations, one-tenth unions, and remainder varied
b. Recent increase in ideological PACs; one-third liberal, two-thirds conservative
5. Ideological PACs raise more but spend less due to cost of raising money
6. In 1992 and 1994, unions and business/professional organizations gave the most
7. Incumbents get most PAC money
a. Labor PACs almost exclusively give to Democrats
b. Business PACs split money between Democrats and Republicans
c. Democrats get most PAC money (Remember, Wilson is a conservative, where is the proof??)
8. PAC contributions small
9. Text states that there is no systematic evidence PAC money influences votes in Congress (Hmm, not even big tobacco or the NRA??? Well, its not systematic but I think the influence is clear!)
a. Most members vote their ideology and with their constituents
b. When issue of little concern to voters and ideology with little guidance, slight correlation but may be misleading
c. PAC money may influence in other ways, like access or committee actions
d. PAC money most likely to influence client politics
D. The revolving door
1. Promise of future jobs to officials
2. Few conspicuous examples of abuse
E. Trouble
1. Disruption always part of American politics
2. Used by groups of varying ideologies, etc.
3. Better accepted since 1960s
4. History of "proper" persons using disruption-suffrage, civil rights, anti war movements
5. Officials dread "no-win" situations
VIII. Regulating interest groups
A. Protection by First Amendment
1. 1946 Federal Regulation of Lobbying Act accomplished little in requiring registration
a. Supreme Court restricted application to direct contact
b. Grassroots activity not restricted
c. No staff to enforce law
2. 1995 act provided a broader definition of lobbying
a. Requires reports twice a year, including client names, expenditures, issues
b. Still exempted grassroots mobilization
c. No enforcement agency established, but Justice Department may take action
d. Tax-exempt, nonprofit organizations cannot receive federal grants if they lobby
B. Other significant restraints
1. Tax code; nonprofits lose tax-exempt status
2. Campaign-finance laws limit PAC donations
Important Terms
cue (political) A signal, frequently provided by interest groups, that tells a politician what values are at stake in an issue and how that issue fits into his or her own set of political beliefs.
direct mail A mailing from an interest group focused at a specialized audience whose purpose is both to raise money and mobilize supporters.
Federal Regulation of Lobbying Act of 1946 A law which required groups and individuals seeking to influence legislation to register with the secretary of the Senate and the clerk of the House of Representatives. Quarterly financial reports on expenses were also to be filed. Note new reform legislation (1995) was more stringent.
ideological interest group An organization that attracts members by appealing to their interests on a coherent set of controversial principles.
incentive Something of value offered by mass-membership organizations to get people to join; it is a benefit exclusive to members.
institutional interests Individuals or organizations representing other organizations.
interest group An organization that seeks to influence public policy.
lobby A group that attempts to influence legislation through direct contact with members of the legislative or executive branches.
lobbyist A person attempting to influence government policy on behalf of a lobby.
material incentive Something tangible, such as money or services, which attracts people to join mass-membership organizations.
membership interests A type of interest group that represents the interest of its members.
pluralistic political system A description of the American political system, once used by scholars, contending that the policy-making process encompasses the effective competition of interest groups. This account is generally considered wrong, or at least incomplete.
political action committee An organization which finances candidates and may lobby. Such organizations can contribute no more than $5,000 to a federal candidate in any election.
public-interest lobby An interest group whose principal purpose is to benefit nonmembers.
purposive incentive An incentive to join a mass-membership organization based on the appeal of the group's goal.
ratings A type of cue supplied by some interest groups that ranks legislators on their degree of support for a particular cause, such as unions or the environment. These can be helpful sources of information, but are often biased.
social movement A widely shared demand for change in some aspect of the social or political order.
solidary incentive An inducement to join a mass-membership organization based on the sense of pleasure, status, or companionship derived from membership.
Instructional Objectives
1. Explain why the characteristics of American society and government encourage a multiplicity of interest groups.
2. Indicate the historical conditions under which interest groups are likely to form and specify the kinds of organizations Americans are most likely to join.
3. Describe relations between leaders and rank-and-file members of groups, including why the sentiments of members may not determine the actions of leaders.
4. Describe several methods that interest groups use to formulate and carry out their political objectives, especially the lobbying techniques used to gain public support. Explain why courts have become an important forum for public interest groups.
5. List the laws regulating conflict of interest and describe the problems involved with revolving door government employment. Describe the balance between the First Amendment's freedom of expression and the need to prevent corruption in the political system.
Text Outline
I. Explaining proliferation
A. Why interest groups are common in America
1. Many kinds of cleavages in the country
2. Constitution makes for many access points to government
3. Political parties are weak so interests work directly on government
II. The birth of interest groups
A. Periods of rapid growth
1. Since 1960, 70 percent established their D.C. office
2. 1770s-independence groups
3. 1830s, 1840s-religious, antislavery groups
4. 1860s-trade unions, grange, fraternal organizations
5. 1880s, 1890s-business associations
6. 1900-1920-business and professional associations, charitable organizations
7. 1960s environmental, consumer, political-reform organizations
B. Factors explaining rise of interest groups
1. Broad economic developments create new interest
a. Farmers produce cash crops
b. Mass-production industries begin
2. Government policy itself
a. Wars create veterans, who demand benefits
b. Encouraged formation of American Farm Bureau Federation, professional associations
3. Emergence of strong leaders, usually at certain times
4. Expanding role of government
III. Kinds of organizations
A. Institutional interests
1. Defined: individuals or organizations representing other organizations
2. Types
a. Business firms: example, General Motors
b. Trade associations
3. Concerns-bread-and-butter issues of concern to their clients
a. Clearly defined, with homogeneous groups
b. Diffuse, with diversified groups
4. Other interests-governments, foundations, universities
B. Membership interests
1. Americans join some groups more frequently than in other nations
a. Social, business, professional, veterans', charitable-same rate as elsewhere
b. Unions-less likely to join
c. Religious, political, civic groups-more likely to join
d. Greater sense of political efficacy, civic duty explain tendency to join civil groups
2. Most sympathizers do not join because benefits flow to nonmembers too
C. Incentives to join
1. Solidary incentives-pleasure, companionship (League of Women Voters (LWV), NAACP, Rotary, Parent-Teacher Association, American Legion)
2. Material incentives-money, things, services (farm organizations, AARP)
3. Purposive incentives-goal /purpose of the organization itself
a. Though group also benefits nonmembers, join because:
Passionate about goal
Strong sense of civic duty
Cost of joining minimal
b. Ideological interest groups-appeal of controversial principles
c. Public interest groups-purpose principally benefits nonmembers
d. Engage in research and bring lawsuits, with liberal or conservative orientation
e. Publicity important because purpose groups are influenced by mood of the time
D. The influence of the staff on interest group policy stances
1. Staff influences if solidarity or material benefits are more important to members
2. National Council of Churches and unions are examples
IV. Social movements produce groups that rely on purposive incentives
A. Social movement is a widely shared demand for change
B. The environmental movement
C. The feminist movement; three kinds
1. Solidary-League of Women Voters (LWV), Business and Professional Women's Federation (widest support)
2. Purposive-NOW, NARAL (National Abortion Rights Action League) (strong position on divisive issues)
3. Caucus-National Women's Political Caucus (NWPQ) - (material benefits)
D. Unions left after social movement died
V. Funds for interest groups
A. Foundation grants
1. Ford Foundation and liberal public interest groups
2. Scaife foundations (conservative foundation) and conservative public interest groups
B. Federal grants and contracts
1. National Alliance for Business financed summer youth job programs
2. Jesse Jackson's PUSH (community development organization)
C. Direct mail
1. Unique to modern interest groups through use of computers
2. Common Cause a classic example
3. Techniques
a. Teaser
b. Arouses emotions
c. Famous-name endorsement
d. Personalization of letter
VI. The problem of bias
A. Reasons for belief in upper-class bias
1. More affluent more likely to join
2. Business/professional groups more numerous; better financed
B. Why these facts do not decide the issue
1. Describe inputs but not who eventually wins or loses
2. Business groups often divided among themselves
C. Important to ask what the bias is
1. Many conflicts are within upper-middle class, political elites
2. Resource differentials are clues, not conclusions
VII. The activities of interest groups
A. Supplying credible information
1. Single most important tactic
2. Detailed, current information at a premium
3. Most effective on narrow, technical issues-will see link to client politics
4. Officials also need cues regarding what values are at stake
5. Rating systems
B. Public support
1. Insider strategy previously most common-face-to-face contact between lobbyist and member or Hill staff
2. Increasing use of outsider strategy-grassroots mobilization of the issue public
3. Politicians dislike controversy, so work with those they agree with
4. Lobbyists' key targets: the undecided legislator or bureaucrat
5. Some groups attack their likely allies to embarrass them
6. Legislators sometimes buck public opinion, unless issue important
7. Some groups try for grassroots support
a. Saccharin issue
b. Dirty Dozen environmental polluters - 31 legislators with "Bad voting records" on the environment. Noted by the Interest Group, Environmental Action, only 7 survived in office.
C. Money and PACs
1. According to text, money is least effective way to influence politicians
2. Campaign finance reform law of 1973 had two effects
a. Restricted amount interests can give to candidates
b. Made it legal for corporations and unions to create PACs
3. Rapid growth in PACs has not led to vote buying
a. More money is available on all sides
b. Members of Congress take money but still can decide how to vote
4. Almost any organization can create a PAC
a. Over half of PACs sponsored by corporations, one-tenth unions, and remainder varied
b. Recent increase in ideological PACs; one-third liberal, two-thirds conservative
5. Ideological PACs raise more but spend less due to cost of raising money
6. In 1992 and 1994, unions and business/professional organizations gave the most
7. Incumbents get most PAC money
a. Labor PACs almost exclusively give to Democrats
b. Business PACs split money between Democrats and Republicans
c. Democrats get most PAC money (Remember, Wilson is a conservative, where is the proof??)
8. PAC contributions small
9. Text states that there is no systematic evidence PAC money influences votes in Congress (Hmm, not even big tobacco or the NRA??? Well, its not systematic but I think the influence is clear!)
a. Most members vote their ideology and with their constituents
b. When issue of little concern to voters and ideology with little guidance, slight correlation but may be misleading
c. PAC money may influence in other ways, like access or committee actions
d. PAC money most likely to influence client politics
D. The revolving door
1. Promise of future jobs to officials
2. Few conspicuous examples of abuse
E. Trouble
1. Disruption always part of American politics
2. Used by groups of varying ideologies, etc.
3. Better accepted since 1960s
4. History of "proper" persons using disruption-suffrage, civil rights, anti war movements
5. Officials dread "no-win" situations
VIII. Regulating interest groups
A. Protection by First Amendment
1. 1946 Federal Regulation of Lobbying Act accomplished little in requiring registration
a. Supreme Court restricted application to direct contact
b. Grassroots activity not restricted
c. No staff to enforce law
2. 1995 act provided a broader definition of lobbying
a. Requires reports twice a year, including client names, expenditures, issues
b. Still exempted grassroots mobilization
c. No enforcement agency established, but Justice Department may take action
d. Tax-exempt, nonprofit organizations cannot receive federal grants if they lobby
B. Other significant restraints
1. Tax code; nonprofits lose tax-exempt status
2. Campaign-finance laws limit PAC donations
Important Terms
cue (political) A signal, frequently provided by interest groups, that tells a politician what values are at stake in an issue and how that issue fits into his or her own set of political beliefs.
direct mail A mailing from an interest group focused at a specialized audience whose purpose is both to raise money and mobilize supporters.
Federal Regulation of Lobbying Act of 1946 A law which required groups and individuals seeking to influence legislation to register with the secretary of the Senate and the clerk of the House of Representatives. Quarterly financial reports on expenses were also to be filed. Note new reform legislation (1995) was more stringent.
ideological interest group An organization that attracts members by appealing to their interests on a coherent set of controversial principles.
incentive Something of value offered by mass-membership organizations to get people to join; it is a benefit exclusive to members.
institutional interests Individuals or organizations representing other organizations.
interest group An organization that seeks to influence public policy.
lobby A group that attempts to influence legislation through direct contact with members of the legislative or executive branches.
lobbyist A person attempting to influence government policy on behalf of a lobby.
material incentive Something tangible, such as money or services, which attracts people to join mass-membership organizations.
membership interests A type of interest group that represents the interest of its members.
pluralistic political system A description of the American political system, once used by scholars, contending that the policy-making process encompasses the effective competition of interest groups. This account is generally considered wrong, or at least incomplete.
political action committee An organization which finances candidates and may lobby. Such organizations can contribute no more than $5,000 to a federal candidate in any election.
public-interest lobby An interest group whose principal purpose is to benefit nonmembers.
purposive incentive An incentive to join a mass-membership organization based on the appeal of the group's goal.
ratings A type of cue supplied by some interest groups that ranks legislators on their degree of support for a particular cause, such as unions or the environment. These can be helpful sources of information, but are often biased.
social movement A widely shared demand for change in some aspect of the social or political order.
solidary incentive An inducement to join a mass-membership organization based on the sense of pleasure, status, or companionship derived from membership.
Monday, March 13, 2006
Friday, March 10, 2006
Wednesday, March 08, 2006
WH, Ch. 23, Sec. 4 Nationalism Threatens Old Empires
Chapter 23 Section 4 Nationalism Threatens Old Empires
Guide for Reading, p. 595Caption, p. 596Map, p. 597
1. Lesson Plan Focus
Desires for national independence threatened to break up the Austrian and Ottoman Empires. To appease Hungarian demands, Emperor Francis Joseph agreed to the creation of the Dual Monarchy of Austria and Hungary. As nationalism weakened the Ottoman Empire, the Europeanpowers competed for influence in the Balkan peninsula.
2. In-class Instruct
In two groups, one Austrian, and one Ottoman, assign each group to outline the conditions that existed in each empire during the mid-1800s. Compare the results between the twoempires. Which of the two faced the greatest difficulty and why?
3. CloseStudents should look for news articles about Eastern Europe and the Balkans.
HWSection 4 Reviewp. 597#1-4Extra Credit, #5-6
Guide for Reading, p. 595Caption, p. 596Map, p. 597
1. Lesson Plan Focus
Desires for national independence threatened to break up the Austrian and Ottoman Empires. To appease Hungarian demands, Emperor Francis Joseph agreed to the creation of the Dual Monarchy of Austria and Hungary. As nationalism weakened the Ottoman Empire, the Europeanpowers competed for influence in the Balkan peninsula.
2. In-class Instruct
In two groups, one Austrian, and one Ottoman, assign each group to outline the conditions that existed in each empire during the mid-1800s. Compare the results between the twoempires. Which of the two faced the greatest difficulty and why?
3. CloseStudents should look for news articles about Eastern Europe and the Balkans.
HWSection 4 Reviewp. 597#1-4Extra Credit, #5-6
Tuesday, March 07, 2006
WH, Ch. 23, Sec. 3 Unifying Italy
World History, Ch. 23
Section 3 Unifying Italy
Vocabulary
Anarchist
Caption, p. 591
Parallels, p. 592
Caption, p. 593
Map, p. 594
1. Lesson Plan Focus
For centuries, Italy had been a collection of separate states ruled by foreign and local princes who competed with each other for power. In the 1800s, influential leaders such as Giuseppe Mazzini, Giuseppe Garibaldi, and Count Camillo Cavour helped to create a united Italy. However, Italy still faced regional differences, disputes between the Church and state, and opposition to a conservative government.
2. In-class Instruct
In small groups, each group should create a biographical profile of one of the following:
Mazzini
Victor Emmanuel II
Cavour
Garibaldi
Focus on how each of these contributed to Italy’s unification. Consider how the person rose to leadership, what the person’s ideals and goals were, what methods the person used, and the reasons for the person’s success or failure.
Each person in the group should assume responsibility for a different part of the profile. Each group can take a turn sharing their profile. As a game, one aspect of the Italian leaders can be profiled. Ask the other groups to identify the person being described.
3. Close
Play a game in which you describe some aspect of one or more of the Italian leaders who are profiled in this section. Ask the other students if they can identify the portrayed character.
HW
Section 3 Review
#1-5
Extra Credit #6-7
Section 3 Unifying Italy
Vocabulary
Anarchist
Caption, p. 591
Parallels, p. 592
Caption, p. 593
Map, p. 594
1. Lesson Plan Focus
For centuries, Italy had been a collection of separate states ruled by foreign and local princes who competed with each other for power. In the 1800s, influential leaders such as Giuseppe Mazzini, Giuseppe Garibaldi, and Count Camillo Cavour helped to create a united Italy. However, Italy still faced regional differences, disputes between the Church and state, and opposition to a conservative government.
2. In-class Instruct
In small groups, each group should create a biographical profile of one of the following:
Mazzini
Victor Emmanuel II
Cavour
Garibaldi
Focus on how each of these contributed to Italy’s unification. Consider how the person rose to leadership, what the person’s ideals and goals were, what methods the person used, and the reasons for the person’s success or failure.
Each person in the group should assume responsibility for a different part of the profile. Each group can take a turn sharing their profile. As a game, one aspect of the Italian leaders can be profiled. Ask the other groups to identify the person being described.
3. Close
Play a game in which you describe some aspect of one or more of the Italian leaders who are profiled in this section. Ask the other students if they can identify the portrayed character.
HW
Section 3 Review
#1-5
Extra Credit #6-7
WH, Ch. 23, Sec. 2 Strengthening Germany
World History, Chapter 23
Sec. 2 Strengthening Germany
Guide for Reading
(Questions)
p. 588
Read intro, p. 588
1. Lesson Plan Focus
The growth of German industry was based on ample resources and a highly skilled work force. To increase unity and devotion to the state, Bismarck applied the principles of Realpolitik toward socialists and Catholics. After asking Bismarck to resign, Kaiser William II limited democratic reform and increased the military power of Germany.
Caption, p. 588
Caption, p. 589
2. Instruct, in-class
In two groups, the class is to imagine that they are newspaper editors who have been assigned to write an editorial on events in Germany between 1871 and 1890. One group will write editorials that generally support and praise German policies. The second group will write editorials that criticize those policies and express fears about the future. Both groups should include an appraisal of Bismarck’s style of leadership. Each group can discuss and then debate their points with the other group.
HW
Section 2 Review, p. 590
#1-4
Extra Credit, #5-6
Sec. 2 Strengthening Germany
Guide for Reading
(Questions)
p. 588
Read intro, p. 588
1. Lesson Plan Focus
The growth of German industry was based on ample resources and a highly skilled work force. To increase unity and devotion to the state, Bismarck applied the principles of Realpolitik toward socialists and Catholics. After asking Bismarck to resign, Kaiser William II limited democratic reform and increased the military power of Germany.
Caption, p. 588
Caption, p. 589
2. Instruct, in-class
In two groups, the class is to imagine that they are newspaper editors who have been assigned to write an editorial on events in Germany between 1871 and 1890. One group will write editorials that generally support and praise German policies. The second group will write editorials that criticize those policies and express fears about the future. Both groups should include an appraisal of Bismarck’s style of leadership. Each group can discuss and then debate their points with the other group.
HW
Section 2 Review, p. 590
#1-4
Extra Credit, #5-6
Monday, March 06, 2006
WH, Ch. 23 Nationalism Triumphs in Europe, Sec. 1 Building A German Nation
World History Chapter 23 Nationalism Triumphs in Europe (1800-1914)
Section 1 Building a German Nation
Read Chapter Outline p. 582.
Caption, p. 583
Caption, p. 585
Map, p. 586
Caption, p. 587
1. Lesson Plan Focus
During the early 1800s, the rise of German nationalism fueled desires for a strong united German state. As chancellor Prussia, Otto von Bismarck led the drive for German unity. Following his ideas of realpolitik and “blood and iron,” Bismarck used a minor dispute to create war between France and the German states. As a result of the Franco-Prussian War, France was defeated and a powerful German state, the Second Reich, was born.
2. In-class Instruct
Activity
The Big Picture
Writing a Speech
Select three influential leaders (listed below) of three different nationalities. For each leader, students will write a six-minute speech that summarizes the person’s goals and policies. Each speech should also attempt to justify and win support for the leader’s views. Students will then deliver the speeches.
Leaders:
Bismarck
Mazzini
Francis Joseph
3. Close
Outline and Question
Each group should outline the information on their assigned leader, then they can ask two questions of the other groups. The other group members must be able to answer the questions.
HW
Section 1 Review
#1-4
Extra Credit
#5-6
Section 1 Building a German Nation
Read Chapter Outline p. 582.
Caption, p. 583
Caption, p. 585
Map, p. 586
Caption, p. 587
1. Lesson Plan Focus
During the early 1800s, the rise of German nationalism fueled desires for a strong united German state. As chancellor Prussia, Otto von Bismarck led the drive for German unity. Following his ideas of realpolitik and “blood and iron,” Bismarck used a minor dispute to create war between France and the German states. As a result of the Franco-Prussian War, France was defeated and a powerful German state, the Second Reich, was born.
2. In-class Instruct
Activity
The Big Picture
Writing a Speech
Select three influential leaders (listed below) of three different nationalities. For each leader, students will write a six-minute speech that summarizes the person’s goals and policies. Each speech should also attempt to justify and win support for the leader’s views. Students will then deliver the speeches.
Leaders:
Bismarck
Mazzini
Francis Joseph
3. Close
Outline and Question
Each group should outline the information on their assigned leader, then they can ask two questions of the other groups. The other group members must be able to answer the questions.
HW
Section 1 Review
#1-4
Extra Credit
#5-6
WH, "A Doll's House"
World History, A Doll's House
World Literature
“A Doll’s House,” Henrik Ibsen
Focus
A Doll’s House follows the disintegration of Torvald and Nora Helmer’s marriage. During the course of the play, Torvald discovers that his wife once forged a signature on a promissory note. Although his wife took the loan because he was ill, Torvald cannot overlook her deception nor the public scrutiny he would suffer if her indiscretion was made public. His reluctance to forgive her because of how society will view him shocks Nora. When the man holding the promissory note destroys it, Torvald is willing to resume the marital relationship as it was before. Nora, however, has come to recognize the superficiality of her husband’s love and her own foolishness for existing only to satisfy the whims of others.
Instruct
Two students can read and thus dramatize the passage from the text. Before beginning, however, there are questions to consider:
How does Torvald Helmer treat his wife?
How does Nora use the term “doll?”
Why is Nora dissatisfied?
What does Nora plan to do?
After reading this passage, these four questions can be answered. Students should recognize that Torvald views his wife as a pet or object. He expects to control her and bend her to his will. Nora does not want to be his “doll,” but wants her husband to recognize her as an adult who does not need to be told how to think and feel. She plans to leave Torvald and pursue an education.
After reading, review the subsections “Middle-Class Values” and “Rights for Women” on pp. 567-569. Students should be able to identify at least three issues discussed on these pages that are also portrayed in A Doll’s House. A class discussion should ensue.
The discussion should center around Torvald’s desire for respectability and convention, Nora’s domination first by her father and then by her husband, and Nora’s rebellion against the rigidity of social expectations.
Students should write a paragraph explaining why they agree or disagree with the conventional marriage arrangements and clearly defined roles.
Thinking About Literature
#1-3
World Literature
“A Doll’s House,” Henrik Ibsen
Focus
A Doll’s House follows the disintegration of Torvald and Nora Helmer’s marriage. During the course of the play, Torvald discovers that his wife once forged a signature on a promissory note. Although his wife took the loan because he was ill, Torvald cannot overlook her deception nor the public scrutiny he would suffer if her indiscretion was made public. His reluctance to forgive her because of how society will view him shocks Nora. When the man holding the promissory note destroys it, Torvald is willing to resume the marital relationship as it was before. Nora, however, has come to recognize the superficiality of her husband’s love and her own foolishness for existing only to satisfy the whims of others.
Instruct
Two students can read and thus dramatize the passage from the text. Before beginning, however, there are questions to consider:
How does Torvald Helmer treat his wife?
How does Nora use the term “doll?”
Why is Nora dissatisfied?
What does Nora plan to do?
After reading this passage, these four questions can be answered. Students should recognize that Torvald views his wife as a pet or object. He expects to control her and bend her to his will. Nora does not want to be his “doll,” but wants her husband to recognize her as an adult who does not need to be told how to think and feel. She plans to leave Torvald and pursue an education.
After reading, review the subsections “Middle-Class Values” and “Rights for Women” on pp. 567-569. Students should be able to identify at least three issues discussed on these pages that are also portrayed in A Doll’s House. A class discussion should ensue.
The discussion should center around Torvald’s desire for respectability and convention, Nora’s domination first by her father and then by her husband, and Nora’s rebellion against the rigidity of social expectations.
Students should write a paragraph explaining why they agree or disagree with the conventional marriage arrangements and clearly defined roles.
Thinking About Literature
#1-3
Friday, March 03, 2006
WH, Ch. 22 Sec. 4 A New Culture
World History Ch. 22 Section 4 A New Culture
Ch. 22 Section 4 A New Culture
Guide for Reading Questions
Vocabulary
Romanticism
Realism
Impressionism
Caption, p. 573
Caption, p. 574
Caption, p. 575
Caption, p. 577
1. Lesson Plan Focus
In the 1800s, the arts were dominated by two very different movements. Reacting against the rationalism of the Enlightenment, the romantic movement embraced vibrant emotions, heroism, and glorification of the past. Realism, meanwhile, emerged as an attempt to show the harsh realities of the real world. In the visual arts, impressionists and post-impressionists presented their own views of the world.
2. In-class Instruct
Today’s group activities are for the purpose of creating a festival that celebrates the arts of the 1800s.
Each group will assume responsibility for one art genre.
Romantic literature, art, and/or music
Realistic literature or art
Women’s literature
Impressionism
Post-Impressionism
Each group should write a general introduction for the genre that they will present. Also, each item in their collection should be preceded with an oral introduction.
3. Close
Students should write responses:
Which of the artists, writers, and musicians presented in the festival affected me most? Why?
HW
Section 4 Review
#1-5
Extra Credit, #6-7
Ch. 22 Section 4 A New Culture
Guide for Reading Questions
Vocabulary
Romanticism
Realism
Impressionism
Caption, p. 573
Caption, p. 574
Caption, p. 575
Caption, p. 577
1. Lesson Plan Focus
In the 1800s, the arts were dominated by two very different movements. Reacting against the rationalism of the Enlightenment, the romantic movement embraced vibrant emotions, heroism, and glorification of the past. Realism, meanwhile, emerged as an attempt to show the harsh realities of the real world. In the visual arts, impressionists and post-impressionists presented their own views of the world.
2. In-class Instruct
Today’s group activities are for the purpose of creating a festival that celebrates the arts of the 1800s.
Each group will assume responsibility for one art genre.
Romantic literature, art, and/or music
Realistic literature or art
Women’s literature
Impressionism
Post-Impressionism
Each group should write a general introduction for the genre that they will present. Also, each item in their collection should be preceded with an oral introduction.
3. Close
Students should write responses:
Which of the artists, writers, and musicians presented in the festival affected me most? Why?
HW
Section 4 Review
#1-5
Extra Credit, #6-7
WH, Ch. 22 Sec. 3 Changing Attitudes and Values
World History, Ch. 22 Section 3 Changing Attitudes and Values
Ch. 22 Section 3 Changing Attitudes and Values
Guide for Reading Questions
Vocabulary
Women’s suffrage
Racism
Social gospel
1. Lesson Plan Focus
During the 1800s, wealthy industrialists and the old nobility comprised the upper class. The influential middle class consisted of professionals, shop owners, and office workers. Peasants and industrial workers made up the lower class. A strict code of behavior guided middle-class life. Women, meanwhile, struggled to gain political and economic rights. During this era, scientific advances challenged traditional beliefs.
Caption, p. 568
Graph, p. 571
2. In-class Instruct
Students are to imagine that they are reporters for a newspaper or magazine of the 1800s that is devoting a special issue to the changing attitudes and values in society. There will be four groups:
a) Write advice columns telling readers how to act, dress, and speak in middle-class society;
b) Write editorials defending or opposing women’s efforts at social reform;
c) Write articles about the many changes taking place in education;
d) Debate the issues between science and religion.
Each group may read their articles aloud to the class.
3. Close
Students should be able to discuss how the attitudes and values of the late 1800s have survived or changed in Western society.
HW
Section 3 Review, #1, 3-5, Extra Credit, #6-7.
Ch. 22 Section 3 Changing Attitudes and Values
Guide for Reading Questions
Vocabulary
Women’s suffrage
Racism
Social gospel
1. Lesson Plan Focus
During the 1800s, wealthy industrialists and the old nobility comprised the upper class. The influential middle class consisted of professionals, shop owners, and office workers. Peasants and industrial workers made up the lower class. A strict code of behavior guided middle-class life. Women, meanwhile, struggled to gain political and economic rights. During this era, scientific advances challenged traditional beliefs.
Caption, p. 568
Graph, p. 571
2. In-class Instruct
Students are to imagine that they are reporters for a newspaper or magazine of the 1800s that is devoting a special issue to the changing attitudes and values in society. There will be four groups:
a) Write advice columns telling readers how to act, dress, and speak in middle-class society;
b) Write editorials defending or opposing women’s efforts at social reform;
c) Write articles about the many changes taking place in education;
d) Debate the issues between science and religion.
Each group may read their articles aloud to the class.
3. Close
Students should be able to discuss how the attitudes and values of the late 1800s have survived or changed in Western society.
HW
Section 3 Review, #1, 3-5, Extra Credit, #6-7.
Thursday, March 02, 2006
WH
Check with Mr. Krause for your assignment during 4th period. Today's assignment was posted on the blackboard yesterday.
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