A Motivated 17 Year Old

Meet Your Future Employee
Beth Stackpole

October 23, 2007 (Computerworld) Whatever you do, please don't call Stephanie Lee a geek. Sure, she's majoring in information technology and marketing at Marquette University in Milwaukee, where she's a senior.

But she doesn't write code, she isn't gadget-crazed or Internet-obsessed, and she positively isn't interested in a career as a programmer or tech support jockey.

What Lee is interested in is strategy. During a high school summer internship, she was charged with finding a way for a manufacturing company to more efficiently track packages overseas. Lee combed the Web for research. She chatted up employees to understand the process and the pain points. She even came up with an ROI strategy that convinced upper management to adopt her technology choice to fix their problem.

The experience ignited a passion in Lee to pursue a career in IT. "I've known ever since I was 17 that IT is for me," says Lee. "Most people assume that IT [people are] stuck in front of a computer the entire time, coding away. They don't understand that that's only one small component to our tool set -- our role is so much broader than that."

Dream employee? Absolutely. Does that mean hiring managers can expect Lee's contemporaries to enter the workforce equipped with a similar grasp of the big-picture concepts of a career in IT?

Well, no, say IT executives, human resource professionals and computer science professors.

Members of Generation Y -- roughly, the group born between the early 1980s and the late 1990s -- are arriving on the job market armed with up-to-the-minute technology skills, but they're lacking in other areas, such as business communication skills, employers say. Moreover, many are wary of IT as a viable career choice.

Tech lifestyle or tech career?

Certainly, when it comes to considering a career in technology, Generation Y is more jaded than generations past. The number of freshmen pursuing a computer science track has fallen by 70% since 2000, according to the Computing Research Association. The reasons are myriad.

Would-be technologists are turned off by the tech crash of the early '00s, the shift of jobs overseas to outsourcing providers, and an overall perception of IT as a go-nowhere, nuts-and-bolts profession, observers say.

And the up-and-coming generation puts a premium on work/life balance, having seen firsthand the toll working around-the-clock took on its parents. As a result, they tend to shy away from jobs that demand the 40-hour-plus workweeks typical of IT.

This is the group that simultaneously IMs, blogs, surfs the Web and downloads podcasts. In the end, ironically, it might be this extreme comfort with technology that most deters these young people from pursuing IT as a favorable, even desirable, career.

"To another generation, IT was cool because no one else knew much about it," notes Kate Kaiser, associate professor of IT (and one of Lee's instructors) at Marquette. "This generation is so familiar with technology, they see it as an expected part of life" -- and therefore not worthy of consideration as a full-time career.

When she's not teaching, Kaiser is an academic liaison with and charter member of the Society for Information Management (SIM). One of her responsibilities there is to work with other universities, technology companies and IT professionals to try to alter the perceptions today's youth have of technology careers.

Another of Kaiser's responsibilities is to work with other SIM members and peer professors to modify the IT curriculum nationwide. The goal is to reflect the need for up-and-comers to have stronger business, communication and project management skills -- all areas where this latest generation comes up short. "People in IT today have to be more well rounded -- they can't just have technical expertise," Kaiser says.

Web-ready collaborators

Technical proficiency is an area where newbies certainly aren't lacking. While they may not possess the tech skills of old -- expertise in outdated areas like NetWare, Cobol, even ColdFusion programming -- this new generation packs a punch with mastery of things like HTML programming and a complete comfort level with business basics like Microsoft PowerPoint and Excel, not to mention Web 2.0 advances like blogging and social networking.

Today's young workers are far more likely than their older counterparts to try using these new social and Web-based tools to solve old business problems, and they have a strong team orientation, which lends itself to the virtual collaboration so vital for today's global economy.

"By and large, this generation is very fluent with technology and with a networked world," notes James Ware, executive producer at The Work Design Collaborative LLC, a Berkeley, Calif., consortium exploring workplace values and the future of the workforce. "They're comfortable working with people in remote locations, they're comfortable multitasking, and they're not afraid to go looking for stuff. They have a sense of all things possible."

IM-speak in an IT world

Communication and basic math and writing skills, on the other hand, are not Gen Y's strong suit. According to a survey of 100 human resource professionals by outplacement firm Challenger, Gray & Christmas Inc., although only 5% of college graduates overall were judged to be lacking in basic technical skills, more than half of entry-level workers possessed deficient writing skills and 27% were underperforming in critical thinking.

Some managers and academics attribute the skills gap to this generation's proclivity for cell-phone- and instant-messaging-induced "textspeak," regardless of whether it's for business or personal communication.

Other industry watchers view Generation Y's preference for virtual interaction in the digital world as a hindrance to developing face-to-face communications skills, a critical asset for a modern IT career. (See this article for more on what today's managers say are the hottest skills right now.)

"Part of the IT job is to teach others how to use technology, and the patience level of this generation is less than that of other workers," says Stephen Pickett, a longtime IT executive and current chairman of the SIM Foundation, a philanthropic organization dedicated to promoting IT as a career option. "We need to teach them how to talk to a leader -- how to relate to someone who's not as technically savvy as they happen to be. But all of that is learned behavior that can be changed."

Marquette's Kaiser has experienced Gen Y's communication shortcomings firsthand. She says some of her technology students often hand in work that isn't written in complete sentences, and their inclination to give an instantaneous response means they're less interested developing in writing and presentation skills.

"I'm not sure a lot of the technology things kids are doing promote their listening skills -- with IM or even Facebook, it's cryptic one-liners where they respond right away," Kaiser says. "And when you're writing with all this Web 2.0 stuff, no one cares how well you spell a word. It's a very different way of communication."

Chris Dodge is one student who certainly has his tech credentials in line. Thanks to his parents, both of whom worked in the tech sector, Dodge has been exposed to PCs since birth and knows enough to design and launch a blog, produce a podcast, or shoot, edit and post a YouTube video.

Dodge, now a sophomore at Georgetown University majoring in international politics at the School of Foreign Service, doesn't deny that his generation spends hours online in chat rooms or e-mailing and texting. But he takes exception to the suggestion that his generation's communication skills are compromised.

"Five minutes after [students] write their one-line text messages, they go to class and take five pages of notes or go back to their rooms and write 10-page research papers," he says. "I think the world is absolutely valuing speed over quality, but that doesn't mean we're incapable of appropriately expressing ourselves."

Worker Bee 2.0

The Generation Y crowd also has a different take on what it means to be an employee. While their parents may be company loyalists willing to put in long hours or pack up and move for the good of the business, not so for Generation Y.

These young people have seen firsthand the physical and emotional damage that working long hours can have on family life and health, say human resource experts. They also came of age witnessing the trauma of corporate downsizing and the outsourcing of technology-oriented positions to low-cost labor regions like India.

The new generation, therefore, is a lot less willing to bend to corporate politics and policies and has a certain air of entitlement when it comes to employment.

Generation Y, for instance, expects to be handed state-of-the-art technology (read: smart phone, laptop and wireless) as soon as they come on board, and they are less willing to start at the bottom rung and work their way up the corporate ladder.

"Generation Y is interested in wrangling their way through an organization, testing the waters and moving here or there if it so suits them," explains Jeff Alderton, principal for human capital at Deloitte Consulting LLC. "They're eventually going to get where they want to go, but in their way, not in the traditional fashion."

The new generation is also far bolder in asking for entitlements, whether it's a pay raise, training on the company's dime or simply time off. "They ask questions I never would have asked," says Mark Banks, vice president of human resources at Sciele Pharma Inc., an Atlanta-based pharmaceuticals company. "It's not about what they can do for you, but what as a company can you do to develop them."

One of the primary concerns of Generation Y is a flexible schedule and healthy work/life balance. This is a generation raised in the era of 24/7 connectivity, of wireless access and of being able to work wherever and whenever it suits them. The idea of trading in that flexibility for a structured workplace doesn't sit well with them.

Technology, they reason, is the enabler for letting people get their work done independently, without having to be in a certain place for a certain period of time.

"We have different expectations about what a work environment should be like," says Dodge. "I think a lot of us hope the age of the daily commute, the 9-to-5 workday and the cubicle farm are in the past. Certainly, with new technology, there is less of a need for the centralization of work production in an office, so long as the work gets done."

The SIM Foundation's Pickett isn't the only IT executive to say that kind of thinking is much too optimistic, if not downright deluded. Anyone looking to eventually reach a high-level management job in IT or finance -- or nearly any field, for that matter -- needs to be in the office, Pickett says. A lot.

"You can't develop relationships from afar or show leadership from afar. If you want to learn about the business, you pretty much have to be there," Pickett says. "To develop relationships with key executives, you've got to be in front of them. And you can't learn leadership skills unless you're watching how others lead."

Still, smart companies are aware of the misalignment and, where possible, are beginning to implement new policies and procedures to bring their work environments more in line with Generation Y's expectations.

Give 'Em What They Want

That's not to say companies should kowtow to the unreasonable demands of a new generation. Rather, they need to be open to embracing new work styles and finding some sort of middle ground.

"Large organizations that simply try to maintain their way of doing things in a monolithic fashion and which don't listen to and learn from younger folks are going to have problems attracting, retaining and motivating talent," says The Work Design Collaborative's Ware. "Companies have to change a bit."

Sciele Pharma is taking that message to heart. The company, where the average worker is in his mid-20s, equips its employees with state-of-the-art laptops and cell phones and has also implemented a variety of flexible work programs.

For instance, employees can adopt an alternative schedule, if approved by Banks and their managers, where they can work from home one day a week or come in between the hours of 6 a.m. and 9 a.m. and leave as early or late as they want, provided their work is done. Employees work 36.5-hour weeks, the company closes at 4 p.m. on Fridays, and workers are able to leave at noon the day before a holiday.

IT people in particular have the option of working from home. Those who have operational-type responsibilities -- monitoring and troubleshooting systems or doing EDI work, for example -- are encouraged to work at home a day or so a week and are given the equipment to make that happen, says David Bennett, IT director at Sciele Pharma. Those with development jobs are eligible to take advantage of flextime as well.

"Any job that lends itself to routine operations or where there is a need for a lot of solitary time to dig into a problem, [those employees] can work from home as long as it doesn't interfere with any planned meetings," Bennett says. "It creates benefits for the employee and the environment and makes for a better quality of life."

With quantifiable kinds of roles, Sciele can easily measure employees' results and hold them accountable, which in turn helps the company monitor whether its flextime arrangement is working, Bennett explains.

As progressive as Sciele Pharma may be, all of its work/life balance programs have essentially kept it in the hiring game but not necessarily given it an edge. "Employees today come in with these expectations," Banks says. "This has helped us retain our workforce, not attract a new workforce."

Stackpole has reported on business and technology for more than 20 years.

Bismarck Video Vocabulary: Due 24 October 2007, the printer has been down since last Thursday, you will need to print a copy yourself.

World History, Bismarck Vocabulary, due 24 October 2007
Bismarck Video Vocabulary

NAME:
PERIOD:

1. kaiser
2. Fatherland
3. imperial
4. balance of power
5. Iron & Blood
6. Hessians
7. Prussia
8. parliamentarian
9. statesman
10. chaos
11. economic
12. abdication
13. Queen Victoria
14. prime minister
15. order
16. profitable
17. unification
18. Germanic
19. Schleswig-Holstein
20. Denmark
21. embarked
22. Habsburgs
23. squandering
24. mobilizing
25. lurch
26. indissoluably
27. protector
28. exploit
29. rearguard
30. excellency
31. majesty
32. permeating
33. nationalism
34. Franz Joseph
35. Hohenzolleren
36. expediencies
37. reparations
38. relinquish
39. anarchy
40. insurrection
41. consent
42. yearned
43. unassailable
44. unfaltering
45. despotism
46. Sieg Heil

Current Events: Russia

by Olga Nedbayeva Sat Oct 20, 7:00 AM ET

MOSCOW (AFP) - Former Soviet leader Mikhail Gorbachev founded a new political movement on Saturday aimed at fighting democratic abuses in Russia, but not at challenging President Vladimir Putin's rule.
ADVERTISEMENT

"We are putting our hopes in the efforts that Putin is making" to reform Russia, Gorbachev told some 200 delegates at the founding congress of the Union of Social-Democrats in central Moscow.

But Gorbachev, 76, who will lead the movement, also highlighted "negative tendencies," including a lack of real political debate, pressure being put on non-governmental groups and high levels of corruption.

"We are fighting for power, but only for power over people's minds," said Gorbachev.

His new movement is not a political party and will therefore not take part in parliamentary elections in December.

United Russia, the dominant party in the Russian parliament, is set for a landslide victory in the elections after Putin announced earlier this month that he would run as its top candidate.

The deadline for parties to register for the elections passed on October 17.

A statement issued by the movement said that "the potential for free democratic choice and political competition is being limited.... This is why social-democrats are uniting to fight for the values of freedom and fairness."

Gorbachev was the last general secretary of the Communist Party and is generally unpopular in Russia as he is associated with a period of political upheaval and economic collapse.

After his attempts at reforming Communism fell through and the Soviet Union broke apart in 1991, he became head of the Russian Social-Democratic Party, which failed to win any seats in the 2003 parliamentary elections.

He has received numerous awards in the West and is a frequent speaker at international events. He has a more visible public role in Russia as head of the Gorbachev Foundation, which funds charity and education.

In his speech on Thursday, Gorbachev praised Putin for not changing the country's constitution to allow himself to run for a third consecutive term, when his period in office runs out next year.

"The president was under pressure and the fact that he did not give in to it is important from the point of view of democracy," Gorbachev said, referring to calls for Putin to change the constitution.

Putin, who came to power in 2000, remains very popular in Russia as he is credited with the country's economic revival and with boosting Russia's role in world affairs.

Russians are to elect a new president in March 2008 but there is still uncertainty about what role Putin could play in Russia's political future and who his favoured successor might be.

FAQ; How do I look up vocabulary words? (You may need a Period 1 or Period 2 Code but the procedure is the same)

http://www.pearsonsuccessnet.com/

If you have an account:
Type in your User name and password:

If you don't have an account, you will have to create one:

Be sure to enter the correct class access code provided:

Period 4:
B30280F36307C8E635E7

Once you accessed the Pearson success net site, scroll down the middle of the page to Research Center.

Once there, click on it, and you will have a dictionary, a thesaurus, etc. to look these terms up.

Try this and let me know how it goes, what you can't find, what questions you have etc.

Parent-Teacher Conferences: Did You Know?

Text of Did You Know? 2.0

Did you know?
In the next 8 seconds . . .
34 babies will be born.
[graphic indicating India – 5, China – 4, U.S. – 1]
What will the world be like . . .
. . . for them?
Name this country . . .
· Richest in the world
· Largest military
· Center of world business and finance
· Strongest education system
· Currency the world standard of value
· Highest standard of living
Great Britain. In 1900.
2006 college graduates
[graphic indicating U.S. – 1.3 million, India 3.1 million, China – 3.3. million]
How many 2006 college graduates in India speak English?
[graphic indicating 100%]
In 10 years it is predicted that the number on English speaking country in the world will be . . .
China.
Who would have predicted this 60 years ago? (then 60 is replaced with 40, then 20]
Did you know?
According to the U.S. Department of Labor
1 in 4 workers has been with their current employer less than one year.
1 in 2 workers has been with their current employer less than five years.
The U.S. Department of Labor estimates that today’s learners will have . . .
10 to 14 jobs . . .
by their 38th birthday
Many of today’s college majors didn’t exist 10 years ago
New media
Organic agriculture
e-business
Nanotechnology
Homeland security
What will they study 10 years from now?
Today’s 21-year-olds have:
Watched 20,000 hours of TV
Played 10,000 hours of video games
Talked 10,000 hours on the phone
And they’ve sent/received 250,000 emails or instant messages
More than 50% of U.S. 21-year-olds have created content on the web
More than 70% of U.S. 4-year-olds have used a computer
Years it took to reach a market audience of 50 million
[graphic indicating Radio – 38 years, TV – 13 years, Internet – 4 years]
Number of Internet devices in 1984: 1,000
1992 – 1,000,000
2006 – 600,000,000
Did you know?
We are living in exponential times
The first commercial text message was sent in December 1992
The number of text messages sent and received today . . .
exceeds the population of the planet
The Internet started being widely used by the general public in early 1995
1 out of 8 couples married in the U.S. in 2005 . . .
met online
Revenue for eBay in 2006: $1.7 billion
eBay was founded in 1996
There were more than 2.7 billion searches performed on Google . . .
. . . this month
To whom were those questions directed B.G.?
(Before Google)
MySpace Visitors
[graphic from 0 in 2003 to almost 60,000,000 in 2006]
More than 230,000 new users signed up for MySpace . . .
today
If MySpace were a country . . .
it would be the 8th largest in the world
YouTube visitors since September 2005
[graphic from 0 in 2005 to well over 100,000,000 today]
Did you know?
There are more than 540,000 words in the English language . . .
about five times as many as during Shakespeare’s time
[graphic with the words: widget, web-surfer, blog, dot-commer, e-learner, Internet]
More than 3,000 books were published . . .
. . . today
The amount of technical information is doubling every two years
By 2010, it’s predicted to double . . .
every 72 hours
Third generation fiber optics has recently been tested that push 10 trillion bits per second down a fiber
That is 1,900 CDs or 150 million simultaneous phone calls every second
It’s currently tripling every six months
The fiber is already there, they’re just improving the switches on the end . . .
which means the marginal cost of these improvements is effectively . . .
zero
Nearly 2 billion children live in developing countries
One in three never completes fifth grade
In 2005 the One Laptop per Child Project (OLPC) set out to provide laptops to these children
The first shipments should be in mid-2007
Kids who have never held a textbook will now hold the world
And be connected . . .
to you
Predictions are that by the time
children born in 2007 are 6 years old,
a supercomputer’s computation capabilities
will exceed
that of the human brain
And while predictions further out than 15 years are hard to do . . .
[graphic indicating 2049]
a $1,000 computer
will exceed the computing capabilities
of the human race
what does this all mean?
[graphic indicating: shift happens]
We are currently preparing students for jobs and technologies that don’t yet exist . . . in order to solve problems we don’t even know are problems yet.
“We can’t solve problems by using the same kind of thinking we used when we created them.” – Albert Einstein
Did you know . . .
There are students in China, Australia, Austria, Bangladesh, and the USA who
[graphic switches from: remember, understand, apply, analyze, evaluate, create, communicate, collaborate]
on projects
every day
Ask Your Kids: Are you doing this in school?
Ask Your Principal: How are you helping my child become literate in the 21st century?
Ask Your School Board: Are you providing the resources and training necessary to prepare students to be successful in 21st century society?
Ask Your Elected Representatives: Now that you know all this, what changes should be made to current education legislation?
What’s your vision?
Did you know . . .
The original version of this presentation was created for a Colorado (USA) high school staff of 150 in August of 2006
to start a conversation about what our students need to be successful in the 21st century
By June 2007 it had started more than 5 million conversations around the world
And now that you know, we want you to join the conversation
Visit shifthappens.wikispaces.com
Did you know?
Developed by Karl Fisch
thefischbowl.blogspot.com
with assistance from Scott McLeod
dangerouslyirrelevant.org
Designed by XPLANE
xplane.com
shifthappens.wikispaces.com
[graphic with Creative Commons copyright notice]

http://thefischbowl.blogspot.com/2007/09/did-you-know-20-additional-quotes-and.html

For Tuesday Drill

In the light of tragedy: electronic messaging systems are essential tools of public safety

Messaging system companies offer effective electronic messaging systems that are essential tools of public safety on campus.

Mobile Campus Incorporated markets an advertiser-supported campus text-messaging system that is otherwise free to affiliated universities. This is a free service capable of immediately and simultaneously alerting students, university employees, and others via text messages on cell phones.

Netpresenter Incorporated is a XML-based screen-saver and pop-up notification service.

MIR3 provides emergency notification technology.

ClearTXT is a mobile messaging provider to keep students and faculty informed during emergencies.

Just in case, resources for a Uniform Disaster Plan, Lock Down Procedure

Uniform Disaster Plan
http://www.csd.k12.ca.us/personnel/personnel/Uniform_Disaster_Plan/uniform_disaster_plan.html

Lock Down Procedure
http://www.csd.k12.ca.us/personnel/personnel/Uniform_Disaster_Plan/Lockdown

Chapter 22 Nationalism Triumphs in Europe (1800-194)

Otto von Bismarck (center), chancellor of Germany, meets with European and Turkish leaders at the Congress of Berlin. Graphic source: Pearson Success Net.

Chapter 22 Nationalism Triumphs in Europe (1800-1914)

Section 1 Building a German Nation
Objectives

*

Identify several events that promoted German unity during the early 1800s.
*

Explain how Bismarck unified Germany.
*

Analyze the basic political organization of the new German empire.

Terms, etc.
Otto von Bismarck - came from Prussia’s Junker class, made up of conservative landowning nobles. Bismarck first served Prussia as a diplomat in Russia and France. In 1862, King William I made him prime minister. Within a decade, the new prime minister had become chancellor, or the highest official of a monarch, and had used his policy of “blood and iron” to unite the German states under Prussian rule. p. 694

chancellor- the highest official of a monarch; prime minister p.694

Realpolitik- realistic politics based on the needs of the state p. 694

annex- add a territory to an existing state or country p. 694

kaiser- emperor of Germany p. 694

Reich- German empire p. 694

In the early 1800s, people living in German-speaking states had local loyalties. By the mid-1800s, however, they were developing a national identity.

1. Locate:

(a) Prussia (b) Silesia (c) Bavaria (d) Schleswig

2. Region

What area did Prussia add to its territory in 1866? p. 694

Analyzing Information

Why do you think Austrian influence was greater among the southern German states than among the northern ones? p. 694

War and Power

In 1866, Field Marshal Helmuth von Moltke analyzed the importance of Prussia’s war against Austria. Why, according to von Moltke, did Prussia go to war against Austria? p. 694

Checkpoint

What was the German Confederation? p. 693

What techniques did Bismarck use to unify the German states? p. 694

How was the new German government, drafted by Bismarck, structured? p. 695

Section 2 Germany Strengthens
Objectives

*

Describe how Germany became an industrial giant.
*

Explain why Bismarck was called the Iron Chancellor.
*

List the policies of Kaiser William II.

Terms, etc.
Kulturkampf- a name, given to a struggle between the the Roman Catholic Church and the German government, chiefly over the latter's efforts to control educational and ecclesiastical appointments in the interest of the political policy of centralization. p. 698

William II- the second son of William the Conqueror who succeeded him as King of England; The new emperor was supremely confident in his abilities and wished to put his own stamp on Germany. In 1890, he shocked Europe by asking the dominating Bismarck to resign. “There is only one master in the Reich,” he said, “and that is I.” p. 699

social welfare- programs to help certain groups of people p. 699

Checkpoint

What factors did Germany possess that made industrialization possible there? p. 697

Why did Bismarck try to crush the Catholic Church and the Socialists? p. 698

Why did William II ask Bismarck to resign in 1890? p. 699

Political Cartoon
A Political Game of Chess

This political cartoon shows Otto von Bismarck and Pope Pius IX trying to checkmate each other in a game of chess.

1. How does this cartoon reflect the relationship between Bismarck and the Catholic Church? p. 698

2. How did the conflict between church and state affect German politics in the 1870s? p. 698

Biography
Otto von Bismarck
Otto von Bismarck (1815–1898) spent his early years on his father’s country estate. He worked briefly as a civil servant, but found the work boring. At 24, Bismarck resigned his post as a bureaucrat. “My ambition strives more to command than to obey,” the independent-minded young man explained.

The resignation did not end his career in government. While he was a delegate to a United Diet that was called by Prussian King Frederick William IV, Bismarck’s conservative views and passionate speeches in defense of government policies won him the support of the king. He then served as a diplomat to the German Federation. He became chancellor of the German empire in 1871, a position he held for 19 years. What path did Bismarck take to win political power? p. 698

Section 3 Unifying Italy
Objectives

*

List the key obstacles to Italian unity.
*

Understand what roles Count Camillo Cavour and Giuseppe Garibaldi played in the struggle for Italy.
*

Describe the challenges that faced the new nation of Italy.

Terms, etc.
Camillo Cavour-was a leading figure in the movement toward Italian unification. He was Prime Minister of the Kingdom of Piedmont-Sardinia, and ruled it throughout the Second Italian War of Independence and Garibaldi's campaigns to unite Italy (besides a small six-month resignation from the post). Cavour died only three months after the declaration of a united Kingdom of Italy, and thus did not live to see Venetia or Rome included in the kingdom. p. 702

Giuseppe Garibaldi- Italian patriot whose conquest of Sicily and Naples led to the formation of the Italian state p. 702

anarchist- someone who wants to abolish all government p. 703

emigration- migration from a place; movement away from their homeland p. 703

Checkpoint

What forces hindered Italian unity? p. 701

What steps did Camillo Cavour take to promote Italian unity? p. 702

What problems did Italians experience after unification? p. 703

Section 4 Nationalism Threatens Old Empires
Objectives

*

Describe how nationalism contributed to the decline of the Hapsburg empire.
*

List the main characteristics of the Dual Monarchy.
*

Understand how the growth of nationalism affected the Ottoman empire.

Francis Joseph- inherited the Hapsburg throne. He would rule until 1916, presiding over the empire during its fading days into World War I. p. 706

Ferenc Deák-a moderate Hungarian leader, helped work out a compromise that created a new political power known as the Dual Monarchy of Austria-Hungary p. 707

Dual Monarchy- the monarchy of Austria-Hungary p. 707

Checkpoint

What actions did Francis Joseph take to maintain power? p. 706

How did Hungarians and Slavic groups respond to the Dual Monarchy? p. 707

How did the European powers divide up Ottoman lands? p. 708

Map Skills
In the late 1800s, the Balkans had become a center of conflict, as various peoples and empires competed for power.

1. Locate
(a) Black Sea (b) Ottoman empire (c) Serbia (d) Greece (e) Austria-Hungary

2. Place
Which four large seas border the Balkan Peninsula? p. 707

3. Identify Central Issues
Why do you think competing interests in the Balkans led the region to be called a powder keg? p. 707

Thinking Critically
1. (a) Is nationalism a positive force? Explain your answer. (b) What event or events in recent years brought out nationalistic feelings among Americans? Why? p. 709

2. Connections to Today
Do library research to identify an example of nationalism today. p. 709

Section 5 Russia: Reform and Reaction
Objectives

*

Describe major obstacles to progress in Russia.
*

Explain why tsars followed a cycle of absolutism, reform, and reaction.
*

Understand why the problems of industrialization contributed to the outbreak of revolution.

Terms, etc.
colossus- giant p. 711
Alexander II- came to the throne in 1855 during the Crimean War. His reign represents the pattern of reform and repression used by his father and grandfather, Alexander I and Nicholas I. The Crimean War had broken out after Russia tried to seize Ottoman lands along the Danube River. Britain and France stepped in to help the Ottoman Turks, invading the Crimean peninsula that juts into the Black Sea. The war, which ended in a Russian defeat, revealed the country’s backwardness. Russia had only a few miles of railroads, and the military bureaucracy was hopelessly inefficient. Many felt that dramatic changes were needed pg. 712
Crimean War- war fought mainly on the Crimean Peninsula between the Russians and the British, French, and Turks from 1853–1856 p. 712
emancipation- granting of freedom to serfs or slaves p. 712
zemstvo- local elected assembly set up in Russia under Alexander II p. 712
pogrom- violent attack on a Jewish community p. 712
refugees- a person who flees from home or country to seek refuge elsewhere, often because of political upheaval or famine p. 712
Duma- elected national legislature in Russia p. 714
Peter Stolypin-Stolypin soon realized that Russia needed reform, not just repression. To regain peasant support, he introduced moderate land reforms. He strengthened the zemstvos and improved education. Unfortunately, these reforms were too limited to meet the broad needs of most Russians, and dissatisfaction still simmered. Stolypin was assassinated in 1911. Several more Dumas met during this period, but new voting laws made sure they were conservative. By 1914, Russia was still an autocracy, but one simmering with unrest.
p. 714

Checkpoint
Describe the social structure that existed in Russia during the 1800s. p. 711
How did Alexander III respond to the murder of his father? p. 712
How did Russia industrialize? p. 713
Why was Bloody Sunday a turning point for the Russians? p. 714

Is Turkey Looking West, or, Towards the Middle East?

Graphic source: Ibrahim Usta/AP.

Turkish university students chant slogans as they carry a banner that reads: "Murderer of Mehmetcik is America" during a protest against recent attacks by Kurdish rebels, Istanbul, Turkey, Tuesday, Oct. 9, 2007. Turkey said Tuesday it had given instructions to prepare for a possible cross-border military operation into Iraq to chase separatist Kurdish rebels. Kurdish rebels have killed 15 soldiers in separate attacks in the past two days, increasing anger in the country over the insurgents' ability to find refuge in neighboring Iraq.

As Turkey goes so goes the moderate Middle East. Turkey is ready to send troops into Iraq now that Ankara approves possible cross-border military operations to chase Kurds.

In an action that is not going to please the U.S. and will not help lead the Middle East towards stability, the Turkish government is poised to cross the border into Iraq now that Turkish military troops have been killed.

The decision came in a meeting between Prime Minister Recep Tayyip Erdogan and officials from his ruling party.

It is possible that the United States and Iraqi Kurds could take definitive action against the Kurdistan Workers’ Party, or PKK.

In the last 10 days, more than two dozen people — including soldiers and civilians — were killed in southeastern Turkey in attacks by PKK rebels. Labeled a terrorist group by the U.S. and the European Union, it has fought government forces since 1984 in clashes that have claimed tens of thousands of lives.

The decision of Turkey is key because if they act hastily this will jeopardize ties with Western allies.

Turkish soldiers targeted suspected escape routes used by fighters and tracked rebels in the Gabar, Cudi, Namaz and Kato mountains in operations that began after 13 soldiers were killed in an ambush Sunday. Two more soldiers died in explosions Monday.

Turks are naturally furious that PKK rebels, labeled a terrorist organization by the U.S., can carry out attacks on Turkish soil and then slip across the border to mountain hideouts in the predominantly Kurdish region of northern Iraq. Turkey can retaliate by closing the border with northern Iraq, hurting the economy of the landlocked region.

Internal Turkish debates center on the problematic relationship that Erdogan’s party has with its opponents. Erdogan has a situation with his own military, which has put the Islamic-rooted government on notice it will not tolerate any effort to undermine Turkey’s secular traditions.

The PKK is branded a terrorist organization by the U.S. and the European Union. Its war with Turkey has claimed tens of thousands of lives.

Chapter 21 Life in the Industrial Age 1800-1914

World History, Chapter 21 Life in the Industrial Age 1800-1914

Section 1 The Industrial Revolution Spreads

Terms
Dynamo
Interchangeable parts
Assembly line
stock
Corporation
cartel

Note Taking
Checkpoint (s)

Lesson Plan Focus

During the 1800s, the US, Japan, and several European countries joined Britain in the Industrial Revolution. New machines and scientific advances helped business grow. Large companies developed new ways to get the capital that they needed. The leaders of big business created monopolies and trusts that controlled entire industries.

In-class Instruct


In small groups students should imagine that they are living in the 1800s and are members of a commission that will decide the contents of a time capsule. The time capsule, scheduled to be opened by people of the twenty-first century, should reveal the changes that the industrialized world experienced in the 1800s. The time capsule should include about 15 items. It may include artifacts, maps, graphs, photographs, art works, and documents. Each commission should list the contents of its time capsule. They should also write a clear description of the nature and significance of each item. Then, each group can present their list to the larger group.

As an exercise, write potential test questions based on the information included in this section.

HW, Section 1 Review

World History, Chapter 21 Section 2 The World of Cities
Terms

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.

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.

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

Chapter 21 Section 3 Changing Attitudes and Values
Terms

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.

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.

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

Chapter 21 Section 4 A New Culture
Terms

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.

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.

Close
Students should write responses: Which of the artists, writers, and musicians presented in the festival affected me most? Why?

HW Section 4

Special Edition

A special edition of Under the Hood that some of you may be interested in. Check it out if you like bikes and technology.

Globalization references for research

Here are four sources to help understand global forces at work:
http://www.theglobalist.com/
http://www.brookings.edu/global/
http://www.worldbank.org/
http://econpapers.repec.org/

Upcoming Attraction

Chapter 20 Test is on Tuesday.

Father-Daughter Day

My annual day off to support the best daughter in the universe is tommorrow. I will be attending her annual Father-Daughter Day at her school.

You can work on a packet of hand-outs to be turned in at the end of the period.

Series by Chalmers John

This is the first part, well worth viewing, from a series by the historian Chalmers Johnson. This would be a terrific series to view, summarize, and define vocabulary terms.

Anti-Phishing for Extra Credit

Play Anti-Phishing Phil for Extra Credit. Bring in the results to class and share what you learned about Phishing.

Digital Photo Contest

BE A DIGITAL HOT SHOT!

Technology & Learning's Digital Photo Contest for Kids
Sponsored by Adobe Digital Kids Club

DEADLINE: OCT. 19

Technology & Learning invites K-12 students to participate in the sixth annual digital photography contest. The competition, open to all K-12 students, challenges you to capture - and share - your unique vision of the world in a "Digital Diary - Through My Lens." If you have an artistic side, you also have the option to digitally enhance your photos with your favorite imaging software. The best digitally enhanced photo wins a special prize from Adobe. Other prizes include a digital camera, Adobe Photoshop Elements, and more!

Students are welcome -- and encouraged -- to enter as many photos as they wish.

For more information, such as rules, guidelines, tips and to view last year's winners visit:
Portraits of Learning.

Technology & Learning
NewBay Media LLC
1111 Bayhill Dr., Suite 125
San Bruno, CA 94066

Chapter 20 Revolutions in Europe and Latin America

Chapter 20 Revolutions in Europe and Latin America
(1790-1848)

Section 1 An Age of Ideologies
Terms:
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.

Section 2 To the Barricades!

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.

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.

Chapter 20 this week

We will need collaboration on Chapter 20 since this has only been barely started at our knowledge base on seedwiki. Look at http://www.seedwiki.com/wiki/gmicksmith/gmicksmith.cfm and type in the Terms, Note Taking, Checkpoint (s), etc., answer and fill-in if you can.

EC, Review this article with a short written summary, report to the class about it in an oral summary, and turn in at least 3 defined vocabulary words

Treasury sees $13.6 trillion Social Security shortfall
Tuesday, September 25, 2007

By MARTIN CRUTSINGER
ASSOCIATED PRESS

WASHINGTON -- The Bush administration said in a new report Monday that Social Security is facing a $13.6 trillion shortfall and that delaying reforms is not fair to younger workers.

A report issued by the Treasury Department said that some combination of benefit cuts and tax increases will need to be considered to permanently fix the funding shortfall. But White House officials stressed that President Bush remains opposed to raising taxes.

Treasury Secretary Henry Paulson said he hoped the new report would help find common ground on the politically divisive issue, but a key Democrat charged that the administration will still try to fix Social Security by imposing sharp benefit reductions.

"The administration's new report is a reminder of President Bush's determination to not only privatize Social Security but to make deep cuts in the benefits that American workers have earned," said Senate Majority Leader Harry Reid, D-Nev. "Nobody should be fooled into believing that the only way to save Social Security is to destroy it with privatization or deep benefit cuts."

Bush had hoped to make Social Security reform the top domestic priority of his second term. He put forward a Social Security plan in 2005 that focused on creation of private accounts for younger workers, but that proposal never came up for a vote in Congress with Democrats heavily opposed and few Republicans embracing the idea.

The Treasury report put the cost of the gap between what Social Security is expected to need to pay out in benefits and what it will raise in payroll taxes in coming years at $13.6 trillion.

It said delaying necessary changes reduces the number of people available to share in the burden of those changes and is unfair to younger workers. "Not taking action is thus unfair to future generations. This is a significant cost of delay," the report said.

In another key finding, the report said: "Social Security can be made permanently solvent only by reducing the present value of scheduled benefits and/or increasing the present value of scheduled tax increases."

Copyright © 2007 North Jersey Media Group Inc.

Upcoming Attraction, Ch. 19 Test, Monday, 1 October 2007

An upcoming attraction, Ch. 19 Test, is scheduled for Monday, 1 October 2007