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.

RSS Religious News Feeds

http://pewforum.org/docs/print.php?DocID=130

AP Gov't

Test Monday, Chs. 4-5; Woll Readings Tues./Fri.

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

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

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

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

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

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

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.

WH

Check with Mr. Krause for your assignment during 4th period. Today's assignment was posted on the blackboard yesterday.

WH, Ch. 22 Sec. 2 The World of Cities

Chapter 22 Section 2 The World of Cities

World History, HW Review
p. 562

Ch. 22, Section 2 The World of Cities

Caption, p. 563
Graph, p. 564
Caption, p. 565
Caption, p. 566

1. Lesson Plan Focus

Advances in medicine raised life expectancy in the 1800s. The population of cities oared as people flocked to urban centers for jobs. New wealth enabled cities to provide improved living conditions and cultural opportunities. For the poor, however, life in urban slums remained harsh. Conditions for workers gradually improved as the efforts of labor unions and government leaders brought reforms.

2. In-class Assignment

Students are divided into groups. Outlining the information in Section 2, students are to imagine that they are tour guides in a city of the time. Their assignment is to plan a tour of a typical city of the late 1800s. Make the tour as realistic and interesting as possible. Note the place to visit and an accompanying script (text) telling them what to say about each place visited. The tour should visit both rich and poor areas.

3. Close
Write two paragraphs describing life in a European city of the late 1800s. One paragraph should be from the perspective of a middle-class/upper-class person, and the second paragraph from the perspective of a working-class person.

HW
Section 2 Review
#1-4
Extra Credit
#5-6

Mock Trial 2006 Schedule

Mock Trial 2006 Schedule

As most of you know, the mock trial competitions have already taken place. We will, however, be competing with each other in front of the school sometime in May. The prospective date is May 23rd, which gives us about 13 weeks. Since we were not given adequate time to prepare for the competition in February, we want to make sure we are ready for May. A lot of hard work is necessary if we want this to be a success.
In order for us to prepare for our competition, we need to begin having regular meetings with all members in attendance, so that each side can prepare their case. If you can’t make a meeting, please make sure you tell someone. During the meetings we will most likely pair up with the person(s) that we will be questioning, or are being questioned by. Opening and closing statements should work together. We will then meet with our sides, defense and prosecution, respectively, and share our ideas, questions, theories, etc., then practice. Meetings will be held every Tuesday from now on, until we perform for the school. If you feel that extra practice is needed, feel free to meet with your partner(s) or ask to call another meeting.


Meeting Dates:

· Tuesday, March 7th
· Tuesday, March 14th
· Tuesday, March 21st
· Tuesday, March 28th
· Tuesday, April 4th
· Tuesday, April 11th
· Tuesday, April 18th
· Tuesday, April 25th
· Tuesday, May 2nd
· Tuesday, May 9th
· Tuesday, May 16th

AP Gov't

For Wednesday, the directed readings should be prepared from the Woll text. For Thursday, Read Chapter Two, The Constitution from the Wilson text and define the words on p. 49.

WH, Ch. 21 Sec. 3 Latin American Wars of Independence

World History, Ch. 21 Revolutions in Europe and Latin America, Section 3

Ch. 21 Revolutions in Europe and Latin America
(1790-1848)

Section 3 Latin American Wars of Independence

1. Lesson Plan Focus

Enlightenment ideas, revolutions in other lands, and dissatisfaction with European rule caused revolutions in Latin America. In Haiti, an army of former slaves ended French rule in a struggle that cost more lives than any other Latin American revolution. As a result of revolutions in Mexico, Central America, and South America, independent Latin American nations emerged.

Caption, p. 537
Caption, p. 538
Parallels Through Time, p. 540
Cause and Effect, p. 541
Map, p. 542

2. In-class Instruct
Students will work in groups to write a “how-to” manual for carrying out a successful revolution in Latin America. Each group’s manual should include the following information:
A profile of a successful leader;
Ways to gain followers;
The steps for carrying out a revolution;
Recommended actions for the post-revolutionary period;
The mistakes to avoid.

Students should write their manuals on their study of the revolutions that are
discussed in this section.

3. Close
A class discussion will examine how Latin American revolutions were both successful and unsuccessful.

HW Section 3 Review
#1-5
Extra Credit #6-7

WH, Ch. 21 Revolutions in Europe and Latin America, Sec. 1 An Age of Ideologies, Sec. 2 To The Barricades!

World History, Ch. 21 Revolutions in Europe and Latin America, Sections 1-2

Ch. 21 Revolutions in Europe and Latin America
(1790-1848)

Caption, p. 527

Section 1 An Age of Ideologies
Vocabulary
Ideology
Universal manhood suffrage
Autonomy

1. Lesson Plan Focus

After 1815, conservatives called for a return to the political and social structure that existed before 1789. Liberals embraced the ideas of the Enlightenment and wanted to limit the power of monarchs. Nationalists, by urging national independence, threatened the powerful empires of Europe. Conflicts emerged as conservative leaders opposed liberal and nationalist demands.

Caption, p. 528
Caption, p. 530
2. In-class Instruct
Divide the class into three groups: conservatism, liberalism, and nationalism. Assign each group to outline its political movement by listing its attitudes, goals, policies, and actions. Each group should have an expert to summarize the main points of the assigned viewpoint.

3. Close
Describe any characteristic of liberalism, conservatism, or nationalism. Then, ask volunteers to name the political philosophy that included that characteristic.

HW
Section 1 Review
#1-4, Extra Credit #5-6.

Section 2 To the Barricades!
Guide for Reading
Why did revolts break out in France in 1830 and 1848?
How did revolutions in France affect other parts of Europe?
Why did the revolts of 1830 and 1848 generally fail to achieve their goals?

1. Lesson Plan Focus
Charles X’s attempt to restore absolutism in France resulted in the July revolution of 1830. An economic slump, coupled with discontent over social and political issues, sparked revolution again in 1848. These French uprising inspired revolts in other parts of Europe. Many of the revolutions failed because they were put down by military force and because they did not have mass support.

Caption, p. 532
Map, p. 533
Caption, p. 535

2. In-class Instruct
Construct a chart that profiles the revolutions that occurred in Europe between 1800 and 1848. There should be six columns for each:
1. Country;
2. Date;
3. Goals;
4. Opponent;
5. Outcome;
6. Reasons for Success or Failure

Use the info from Sections 1 and 2 of this chapter to fill in the chart. Students should fill in the chart under the appropriate headings.

3. Close
The students should use the chart to write generalizations about this period in Europe.

HW
Section 2 Review
#1-5
Extra Credit
#6-7

AP Gov't Schedule, R-W

R, Hamilton - Tocqueville.
F, Speaker
M, 1st Test
T, Read Chapter 1 (Wilson), define key terms, p. 14.
W, McCulloch v. MD, etc.

WH, Ch. 20 Sec. 4 New Ways of Thinking

World History, Ch. 20, Sec. 4, New Ways of Thinking

Ch. 20, Section 4, New Ways of Thinking

What economic ideas helped shape the industrial age?
What reforms did individual thinkers urge?
How was socialism linked to the Industrial Revolution?

Vocabulary, p. 530
Utilitarianism
Socialism
Communism
Proletariat

Read intro, p. 520

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.

Caption, p. 521
Answer to Caption. . .
Political and Social Systems
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.

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.

Section 4 Review
1. a) Malthus, p. 520
b) “iron law of wages, p. 521
c) John Stuart Mill, p. 522
d) Utopians, p. 522
e) The Communist Manifesto, p. 522

3. a) Successful businesspeople of the middle and upper classes supported free market ideas; b) Since they were successful, they saw no need for government intervention in the economy.
4. Utopian socialist proposed the creation of self-sufficient communities in which all work was shared and all property was owned in common.
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.

World History, Ch. 20 Sec. 3 Hardships of Early Industrial Life

World History, Ch. 20 The Industrial Revolution Begins,
Section 3 Hardships of Early Industrial Life

Vocabulary, p. 516
Urbanization

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.

Caption, p. 517
Caption, p. 518
Parallels Through Time, p. 519

HW
Section 3 Review
#1, 3-5, Extra Credit 6-7.

World History, Ch. 20, Sec. 2 Britain Leads the Way

Ch. 20, Section 2 Britain Leads the Way

Vocabulary
Factory
Turnpike
Read intro, p. 510

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.

Caption, p. 511 Art History
Answer to Caption. . .
Art and Literature
Possible Answer:
They seem proud of the forge’s power and their father’s work.

Caption, p. 512 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, p. 514
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, p. 515
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.

Section 2 Review, p. 515
#1, 3-5, Extra Credit #6-7.