Many students confuse the names of Martin Luther and Martin Luther King.
Martin Luther was a German religious reformer of the 1500's. He is famous for his translation of the Bible into German, criticizing various practices of the late medieval Roman Catholic Church, and his doctrine of Justification by Faith alone.
Martin Luther King was a 20th century American Civil Rights leader. The son of a father named Martin Luther King, Sr., he was the grandson of an African-American clergyman who clearly admired the work of the 16th century German.
Both Martin Luther and Martin Luther King were Christian clergymen, both wanted to change things that seemed wrong to them, but 400 years and the Atlantic Ocean separate them.
Thursday, October 20, 2011
Friday, September 30, 2011
Montesquieu and the Separation of Powers
The great baron, de Monstesquieu
Was looking for something to do.
In the space of three days,
He split power three ways.
I think it's amazing, don't you?
Charles-Louis de Secondat, Baron de Montesquieu, was a French nobleman of the 18th century. He did not like France being under an absolute monarch, and thought that the British had a better system after William and Mary became king and queen of Great Britain in 1689. Montesquieu thought that the British divided power three ways:
The Parliament makes laws (legislative power).
The King enforces and carries out laws (executive power).
The courts interpret laws (judicial power).
His ideas had a great influence on the American Constitution, which described the powers of the legislative branch (Congress) in Article I, the executive branch (President) in Article II, and the judicial branch (Supreme and other courts) in Article III.
The pictures show Baron de Monstequieu with and without his wig. How would you like to dress like that?
Map Changes for World History Students.
This map shows the territories ruled by CHarles V, who spoke Spanish to God, French to friends, Italian to women, and German to horses. What modern countries were parts of Charles V's empire?
This next map shows Europe in 1648, after the Thirty Years' War ended. Can you see if there are any lands which Charles V ruled which are no longer under the Habsburg dynasty?
Remember Marco Polo, who visited China in 1285? Here is a map of the China that Kublai Khan ruled. The dynasty to which Kublai Khan belonged was called the Yuan. It was a period when the Mongols, a people who were foreign to the Chinese, ruled China.
Are there any modern countries that were part of the Great Khanate of Kublai Khan which are no longer part of China?
Next, since we've heard reports about Zhu Yuanzhang, who founded overthrew the Yuan dynasty and started the Ming Dynasty, here is a map of China under the Ming Dynasty.
Who ruled more land--the Yuan emperor Kublai Khan, or the Ming emperors?
Something to think about:
During the period between 1350-1700 A.D., we divide European history into ages of Renaissance, Reformation, Exploration, and Royal Absolutism. During the same period of time, the Ming dynasty ruled China during the years 1368-1644 (it lasted until 1683 on Taiwan!).
Important Concepts for Government Students
LSN Government students need to be sure they understand the following concept:
limited government -- The powers of government are limited, not absolute.
rule of law -- Leaders are expected to follow the law.
separation of powers -- different branches of government have different functions, responsibilities, and duties. The legislative branch makes laws; the executive branch carries out laws; the judicial branch interprets laws.
federalism -- state and national governments share power.
opportunity cost -- The thing given up in order to get something else. For example, giving up liberty is the opportunity cost for a government that is able to make quick, decisive actions.
limited government -- The powers of government are limited, not absolute.
rule of law -- Leaders are expected to follow the law.
separation of powers -- different branches of government have different functions, responsibilities, and duties. The legislative branch makes laws; the executive branch carries out laws; the judicial branch interprets laws.
federalism -- state and national governments share power.
opportunity cost -- The thing given up in order to get something else. For example, giving up liberty is the opportunity cost for a government that is able to make quick, decisive actions.
Monday, September 26, 2011
For World History Students--New Words
World History Students should learn these words:
dynasty--A family of monarchs.
Zhu Yuanzhang started the Ming Dynasty in China.
Charles V, of the Habsburg Dynasty, ruled the Holy Roman Empire, Franche
Comte, Spain, and the Spanish colonies in the New World.
patrician -- belonging to a wealthy and powerful family.
The Medicis were a patrician family in Florence.
Johannes Gutenberg was born to a patrician family in Mainz, Germany.
peasant -- A farmer with very little land or money.
Zhu Yuanzhang was born into a peasant family.
fresco -- A wall painting in fresh plaster.
The artists Giotto and Michelangelo were famous for their frescoes.
patron -- Someone who supports artists.
Lorenzo de Medici was a famour patron of the arts.
eccelsiastical -- concerning the church
Martin Luther followed an ecclesiastical career.
autocratic -- Concentrating power in one person's hands.
Zhu Yuanzhang was an autocratic ruler whose power was not limited by law.
despot -- A tyrant or autocratic ruler.
Many said the Lorenzo de Medici was the despot of Florence.
maritime -- On the sea.
Mongols -- A people from Central Asia who conquered most lands between Poland and Korea and Siberia, Burma, and Persia during the 12th and 13th centuries.
Kublai Khan was the most powerful Mongol emperor of China.
Yuan -- The Mongol dynasty in China.
Kublai Khan was the greatest of the Yuan emperors.
Ming -- The dynasty which Zhu Yuanzhang established after expelling the Mongols.
The Ming dynasty lasted from 13689-1644 A.D.
maritime -- Related to the sea or ships.
Florence carried on a great maritime trade with the Ottoman Empire.
surrogate -- a substitute or representative.
Don't make copying papers and quizzes a surrogate for doing your own study.
Tuscan-- from or related to Tuscany, the Italian region around Florence.
Dante Alighieri wrote in the Tsucan dialect of Italian.
conspiracy -- A plan to do something bad.
The Pazzi family and Archbishop of Pisa were in a conspiracy against Lorenzo
de Medici.
Ottoman -- The Turkish Empire that covered most of the Middle East and Southeastern Europe in Renaissance and early modern times.
Mehmet II conquered Constantinople (Istanbul) in 1453 and made it the capital
city of the Ottoman Empire.
Tuesday, September 20, 2011
Meet George Buchanan!
George Buchanan was 16th century Scottish humanist, scholar, religious reformer, and tutor to the young King James VI of Scotland (later King James I of England). He was a pioneer of social contract theory almost a century before John Locke was born.
This is a portrait of King James VI of Scotland (later James I of England) as a boy.
James was Dr. Buchanan's student. Although Dr. Buchanan advocated rule of law and political compact (an older word for social contract), King James grew up to be a strong supporter of royal absolutism--or, the belief that kings must answer only to God.
Once, when James was around twelve years of age, he did not want to do his Latin lessons. He got saucy with Dr. Buchanan. Dr. Buchanan, in good, 16th century pedagogical style, took a birch rod to the young, royal backside.
The young King James then went complaining to his step-mother, the Countess of Mar (actually, some stepmothers in days of old, were actually kind). The COuntess of Mar was indignant, and stormed into the royal classroom.
"How dare you strike the one whom God has appointed king over us!" The Countess cried, wagging a nobly-born finger at Dr. Buchanan.
Dr. Buchanan looked up from the book before him. "Madam," he said, "I have whipped his bottom; you may kiss it if you please."
There are two morals to this story:
(1) Social contract whipped royal absolutism.
(2) Even kings have to do their homework!
Reminder on Projects:
WORLD HISTORY STUDENTS:
I will extend the due date for your biography projects to the week of September 26.
Remember, you need to provide the following informtion:
(1) Dates of birth and death.
(2) Nationality
(3) Position--was this person an artist, writer, ruler, inventor, soldier, or what?
(4) What were this person's major achievements? Why was this person famous??
(5) Are there any interesting stories about this person?
(6) Remember to do your own work and use your own words. Copying an on-line or encyclopedia article IS NOT the same as doing the project.
I will extend the due date for your biography projects to the week of September 26.
Remember, you need to provide the following informtion:
(1) Dates of birth and death.
(2) Nationality
(3) Position--was this person an artist, writer, ruler, inventor, soldier, or what?
(4) What were this person's major achievements? Why was this person famous??
(5) Are there any interesting stories about this person?
(6) Remember to do your own work and use your own words. Copying an on-line or encyclopedia article IS NOT the same as doing the project.
Thursday, September 15, 2011
Some Rhymes, just for fun.
MAGNA CARTA (1215 A.D.)
In days of old,
When knights were bold,
And most trade was by barter,
The English barons forced King John
To sign the Magna Carta
ENGLISH BILL OF RIGHTS (1689 A.D.)
In 'Eighty-nine,
When things weren't fine,
When Billy and James had fights,
In England, Queen Mary and Good King Bill
Signed the Bill of Rights.
MACHIAVELLI
Niccolo said it is right
For princes to scheme, hurt, and fight.
But this sneaky slob
Could not keep his job,
Which is why he was forced to go write!
THREE FOR SOCIAL CONTRACT
Said Old Thomas Hobbes, with a snort,
"Our natural lives of the sort
Quite unfettered by kings
Are most miserable things,
Being nasty, brutish, and short."
Sam Rutherford, in cleric's frock,
Can give modern folks a great shock.
It's a very firm fact
That of social contract
He wrote well before Old John Locke.
Rousseau, the great libertarian,
Celebrated the noble barbarian.
His science abysmal
Found society dismal,
And made politics contractarian.
In days of old,
When knights were bold,
And most trade was by barter,
The English barons forced King John
To sign the Magna Carta
ENGLISH BILL OF RIGHTS (1689 A.D.)
In 'Eighty-nine,
When things weren't fine,
When Billy and James had fights,
In England, Queen Mary and Good King Bill
Signed the Bill of Rights.
MACHIAVELLI
Niccolo said it is right
For princes to scheme, hurt, and fight.
But this sneaky slob
Could not keep his job,
Which is why he was forced to go write!
THREE FOR SOCIAL CONTRACT
Said Old Thomas Hobbes, with a snort,
"Our natural lives of the sort
Quite unfettered by kings
Are most miserable things,
Being nasty, brutish, and short."
Sam Rutherford, in cleric's frock,
Can give modern folks a great shock.
It's a very firm fact
That of social contract
He wrote well before Old John Locke.
Rousseau, the great libertarian,
Celebrated the noble barbarian.
His science abysmal
Found society dismal,
And made politics contractarian.
Some Rhymes for my Students
BOTH LSN GOVERNMENT and WORLD HISTORY students should memorize these rhymes:
MAGNA CARTA (1215 A.D.)
In days of old,
When knights were bold,
And most trade was by barter,
The English barons forced King John
To sign the Magna Carta
ENGLISH BILL OF RIGHTS (1689 A.D.)
In 'Eighty-nine,
When things weren't fine,
When Billy and James had fights,
In England, Queen Mary and Good King Bill
Signed the Bill of Rights.
MACHIAVELLI
Niccolo said it is right
For princes to scheme, hurt, and fight.
But this sneaky slob
Could not keep his job,
Which is why he was forced to go write!
THREE FOR SOCIAL CONTRACT
Said Old Thomas Hobbes, with a snort,
"Our natural lives of the sort
Quite unfettered by kings
Are most miserable things,
Being nasty, brutish, and short."
Sam Rutherford, in cleric's frock,
Can give modern folks a great shock.
It's a very firm fact
That of social contract
He wrote well before Old John Locke.
Rousseau, the great libertarian,
Celebrated the noble barbarian.
His science abysmal
Found society dismal,
And made politics contractarian.
MAGNA CARTA (1215 A.D.)
In days of old,
When knights were bold,
And most trade was by barter,
The English barons forced King John
To sign the Magna Carta
ENGLISH BILL OF RIGHTS (1689 A.D.)
In 'Eighty-nine,
When things weren't fine,
When Billy and James had fights,
In England, Queen Mary and Good King Bill
Signed the Bill of Rights.
MACHIAVELLI
Niccolo said it is right
For princes to scheme, hurt, and fight.
But this sneaky slob
Could not keep his job,
Which is why he was forced to go write!
THREE FOR SOCIAL CONTRACT
Said Old Thomas Hobbes, with a snort,
"Our natural lives of the sort
Quite unfettered by kings
Are most miserable things,
Being nasty, brutish, and short."
Sam Rutherford, in cleric's frock,
Can give modern folks a great shock.
It's a very firm fact
That of social contract
He wrote well before Old John Locke.
Rousseau, the great libertarian,
Celebrated the noble barbarian.
His science abysmal
Found society dismal,
And made politics contractarian.
Important Information for all of my students:
This is a website for the Prince Georges County Public Libraries. If you haven't gotten a card yet, do so. If you have one, this is useful for you.
https://catalog.pgcmls.info/polaris/patronaccount/selfregister.aspx?ctx=1.1033.0.0.1
https://catalog.pgcmls.info/polaris/patronaccount/selfregister.aspx?ctx=1.1033.0.0.1
Wednesday, September 14, 2011
IMPORTANT for LSN GOVERNMENT STUDENTS
We are watching the film "The Road from Runnymeade". This is to introduce some very important concepts:
(1) Rule of Law
(2) Limited government.
(3) Social Contract
(4) Separation of Powers
(5) Checks and Balances
Here are some questions you should reflect on:
1. What is Parliament?
2. When did the English write their Bill of Rights?
3. What is the Magna Carta?
4. Why is English history important for understanding American government?
A Poem:
In days of Old,
When knights were bold
And most trade was by barter,
The English Barons forced King John
To sign the Magna Carta!
New Words:
barter: Trade by exchange one good for another instead of paying money.
barons: powerful noblemen who controlled much land, had castles, and commanded their own private armies.
Magna Carta: An English document listing some important legal rights. It was written in 1215 A.D.
(1) Rule of Law
(2) Limited government.
(3) Social Contract
(4) Separation of Powers
(5) Checks and Balances
Here are some questions you should reflect on:
1. What is Parliament?
2. When did the English write their Bill of Rights?
3. What is the Magna Carta?
4. Why is English history important for understanding American government?
A Poem:
In days of Old,
When knights were bold
And most trade was by barter,
The English Barons forced King John
To sign the Magna Carta!
New Words:
barter: Trade by exchange one good for another instead of paying money.
barons: powerful noblemen who controlled much land, had castles, and commanded their own private armies.
Magna Carta: An English document listing some important legal rights. It was written in 1215 A.D.
IMPORTANT for WORLD HISTORY STUDENTS
Dear Students:
You have each received a slip with the name of a famous person on it. These people lived between 1350-1600 A.D. This blog entry is to tell you what you must do, in case you do not remember what was said in class.
Starting THURSDAY, 09/22/11, YOU will help teach the class. You will introduce the person on your slip of paper to the rest of us.
(1) Go to the library or online and read a biography, encyclopedia article, or other information about this person.
(2) You will be graded on the following:
a. Dates (when the person lived and died.
b. Nationality--Where was this person from?
c. What was his/her position in society?
d. What were some of this person's achievements?
e. Are there any interesting stories about this person?
f. Use your own words.
g. Give me your source(s).
(3) If you handwrite your paper, it should be 1-1.5 pages long. If you use a word processor, it should be about 1/2-3/4 pages. Submit a paper; do not send an attachment.
(4) Keep some notes for yourself. These will help you when you present to the class.
(5) If you just cut and paste an internet article, you will get a zero. REMEMBER: I have a good idea about your vocabulary and grasp of English grammar! DON'T MAKE ME SUSPICIOUS!
(6) Everyone must present to the class! If you are scared or shy, that's alright. We all need to learn how to speak and present to an audience.
(7) I look forward to hearing from you all starting next Thursday!
Dr. Herz
You have each received a slip with the name of a famous person on it. These people lived between 1350-1600 A.D. This blog entry is to tell you what you must do, in case you do not remember what was said in class.
Starting THURSDAY, 09/22/11, YOU will help teach the class. You will introduce the person on your slip of paper to the rest of us.
(1) Go to the library or online and read a biography, encyclopedia article, or other information about this person.
(2) You will be graded on the following:
a. Dates (when the person lived and died.
b. Nationality--Where was this person from?
c. What was his/her position in society?
d. What were some of this person's achievements?
e. Are there any interesting stories about this person?
f. Use your own words.
g. Give me your source(s).
(3) If you handwrite your paper, it should be 1-1.5 pages long. If you use a word processor, it should be about 1/2-3/4 pages. Submit a paper; do not send an attachment.
(4) Keep some notes for yourself. These will help you when you present to the class.
(5) If you just cut and paste an internet article, you will get a zero. REMEMBER: I have a good idea about your vocabulary and grasp of English grammar! DON'T MAKE ME SUSPICIOUS!
(6) Everyone must present to the class! If you are scared or shy, that's alright. We all need to learn how to speak and present to an audience.
(7) I look forward to hearing from you all starting next Thursday!
Dr. Herz
Tuesday, August 30, 2011
Things to Know--World History and LSN Government
(I) WORLD HISTORY STUDENTS:
Be sure you know how to recognize continents and countries on a map.
When you get your book, BRING YOUR BOOK HOME AND STUDY IT AT HOME. I will try to keep a set in the classroom.
If you have your own paper and ink dictionary with English and your own language, IT IS WELCOME IN MY CLASSROOM.
Remember our vocabulary:
continent
country
nation
feudalism
lord
geography
We've also learned a few things about why we study history:
1. How did wee get here>
2. Can the past give us an idea about the future?
3. What were the important achievements of people in past ages? How can we learn from these achievements and build on them?
4. What were the crimes, follies, and misfortunes of the past? How can we avoid these mistakes?
(II) LSN GOVERNMENT
When you get your book, BRING YOUR BOOK HOME AND STUDY IT AT HOME. I will try to keep a set in the classroom.
If you have your own paper and ink dictionary with English and your own language, IT IS WELCOME IN MY CLASSROOM.
We will be going over some basic ideas about government, purposes of government, and kinds of government.
We will soon watch a film about the history that led up to the US Constitution.
Be sure you know how to recognize continents and countries on a map.
When you get your book, BRING YOUR BOOK HOME AND STUDY IT AT HOME. I will try to keep a set in the classroom.
If you have your own paper and ink dictionary with English and your own language, IT IS WELCOME IN MY CLASSROOM.
Remember our vocabulary:
continent
country
nation
feudalism
lord
geography
We've also learned a few things about why we study history:
1. How did wee get here>
2. Can the past give us an idea about the future?
3. What were the important achievements of people in past ages? How can we learn from these achievements and build on them?
4. What were the crimes, follies, and misfortunes of the past? How can we avoid these mistakes?
(II) LSN GOVERNMENT
When you get your book, BRING YOUR BOOK HOME AND STUDY IT AT HOME. I will try to keep a set in the classroom.
If you have your own paper and ink dictionary with English and your own language, IT IS WELCOME IN MY CLASSROOM.
We will be going over some basic ideas about government, purposes of government, and kinds of government.
We will soon watch a film about the history that led up to the US Constitution.
Friday, August 19, 2011
First Homework Assignment
For both World History and LSN Government Students:
Your first homework assignment, due on Monday, 8/29/11 and Tuesday, 8/30/11, is to show a Prince Georges County Library Card. It's worth 5 points.
Remember, this is how we grade social studies courses:
tests and quizzes - 50%
class work - 25%
homework - 25%
I will also be working out some days to take us all to the school library, where we can all start to get accustomed to using a library.
Remember, ALL Social Studies courses involve reading for content. We're going to back up our English teachers, and give you lots of practice that will help you with your English HSA!
Your first homework assignment, due on Monday, 8/29/11 and Tuesday, 8/30/11, is to show a Prince Georges County Library Card. It's worth 5 points.
Remember, this is how we grade social studies courses:
tests and quizzes - 50%
class work - 25%
homework - 25%
I will also be working out some days to take us all to the school library, where we can all start to get accustomed to using a library.
Remember, ALL Social Studies courses involve reading for content. We're going to back up our English teachers, and give you lots of practice that will help you with your English HSA!
Tuesday, August 16, 2011
Welcome to the 2011-2012 School Year
Welcome to the 2011-2012 School Year!
Put a label on all your electronic gear. It must be checked at the door at the beginning of class.
Please go to either the World History Section, or the Local, State, and National (LSN) Government Section.
WORLD HISTORY:
Be sure you have the following for every class:
1. pen, pencil, or both
2. notebook with paper that can be taken out and handed in.
3. Paper dictionary--no electronic ones.
4. Full uniform and student ID.
5. Index cards for vocabulary.
LSN GOVERNMENT
Be sure you have the following for every class:
1. pen, pencil, or both
2. notebook with paper that can be taken out and handed in.
3. Paper dictionary--no electronic ones.
4. Full uniform and student ID.
5. Index cards for vocabulary.
Put a label on all your electronic gear. It must be checked at the door at the beginning of class.
Please go to either the World History Section, or the Local, State, and National (LSN) Government Section.
WORLD HISTORY:
Be sure you have the following for every class:
1. pen, pencil, or both
2. notebook with paper that can be taken out and handed in.
3. Paper dictionary--no electronic ones.
4. Full uniform and student ID.
5. Index cards for vocabulary.
LSN GOVERNMENT
Be sure you have the following for every class:
1. pen, pencil, or both
2. notebook with paper that can be taken out and handed in.
3. Paper dictionary--no electronic ones.
4. Full uniform and student ID.
5. Index cards for vocabulary.
Thursday, May 19, 2011
LSN Review
(I) Forms of Government:
A. Democratic:
1. Representative Democracy--the people elect representatives and entrust them
with the task of making laws. Most Democratic countries are representative
democracies because it is not practical to bring everyone to a central location
to debate and vote on all issues.
2. Direct Democracy--All the people vote on almost all issues. This works only in
a very small community.
3. Parliamentary Democracy--The people elect legislatures, and the legislatures select
the head of state. Canada, Britain, and Israel are parliamentary democracies.
4. Presidential Democracy--The people elect both the legislature and the head of state.
The USA, France, and India are presidential democracies.
B. Non-Democratic:
1. Dictatorship--A system in which one leader rules bu dictate; the ruler is not
responsible to any law bedsides his own authority.
2. monarchy--A king, queen, or emperor rules.
3. oligarchy--rule by a small group.
4. totalitarian system--The government seeks to control all areas of social,
political, and economic life. Totalitarian systems were important in much of the
world during the 20th century. They involved dictatorship, command economies, and
censorship of opposing views.
C. Other Concepts:
1. Confederacy--a loose association of states. Between the 1770's and 1789 (when the
Constitution was adopted), the USA was a confederation, governed by the Articles of
Confederation.
2. Unitary System--a System in which all power is concentrated in the national or
central government.
(II) Important principles of American government:
A. Federalism--power is divided between national and state governments. The fact that different states have different provisions in civil, criminal, and traffic laws while the national government controls foreign and defense policy express this principle.
B. Social Contract--Government represents an agreement between government and people.
C. Popular Sovereignty--The people are the source of political power in the USA. This is
expressed in the Preamble to the US Constitution. Elections are an example of this principle.
D. Separation of Powers--The Congress (legislative branch), President (Executive branch), and
courts (Judicial Branch) have separate and defined powers. Further, no-one can concurrently serve as President and in the legislature, or as a sitting judge.
1. Legislative--makes the laws (Article I)
2. Executive--carries out the laws (Article II)
3. Judicial--interprets the laws (Article III)
E. Checks and Balances--Each branch of government has some controls over the other two.
1. The Senate (part of Congress) confirms President's choices for Supreme Court,
and can carry out impeachment trials.
2. The President may veto a bill passed by Congress, and appoint members of the
Supreme Court.
3. The Supreme Court may rule whether acts of Congress, the President, or state or
local government are Constitutional.
F. Judicial Review--The power of the Supreme Court to decide whether acts of the Congress,
President, State Governments, or Local Governments are in accord with the Constitution.
(III) Important Supreme Court Cases:
A. Marbury v. Madison: This decided that the Supreme Court may exercise judicial review over
actions of the other branches.
B. McCulloch v. Maryland: This decided that Congress may do "whatever is necessary and proper" to carry out its duties, even if these actions are not specified in the Constitution. it also supported the supremacy of the national over state governments.
C. Gibbons v. Ogden: This held that only Congress may regulate interstate commerce.
D. Cases about racial relations:
1. Sanford v. Scott (1857): It held that slaves were not citizens, had no standing to sue
in Federal courts, that blacks "have no rights that white persons are bound to respect",
State laws against slavery interfere with property rights, and helped bring about the
Civil War between North and South (1861-65)
2. Plessy v. Ferguson (1896): This held that the "separate but equal" laws of Louisiana
and other states which ordered separate trains cars for whites and blacks did not
violate the 14th Amendment to the Constitution. Only John Marshall Harlan dissented.
Harlan's dissent said that the Constitution is "color blind", and informed...
3. Brown v. Board of Education (1954): This held that segregation in public schools violates
the 14th Amendemnt. Remember it because BROWN is a COLOR, and that this case overturned
"separate but equal" treatment of persons of different colors.
4. Heart of Atlanta Motels v. US: This held that there shall be no racial segregation in
businesses that accommodate the general public.
E. Cases concerning rights of accused persons:
1. Miranda v. Arizona: This held that persons accused of crimes must be told their
Constitutional rights. Remember RIGHT to REMAIN SILENT (Amendment 5)
2. Gideon v. Wainwright: A poor defendant in any criminal case has the right to a state-
appointed attorney if he is too poor to afford a lawyer himself. Remember RIGHT to
COUNSEL (Amendment 6).
F. Rights of Students:
1. Tinker v. Des Moines: This held that students (and teachers) do not lose their rights
to freedom of political speech when they enter the schoolhouse gates.
2. New Jersey v. TLO: This held that when school authorities search a student's property
for drugs, weapons, or other illegal items, it does not violate the 6th Amendment.
In New Jersey, T.L.O.
Had her purse searched and said, "No, no, no!"
The Supreme Court took a guess,
And to New Jersey said, "Yes, yes, yes!"
(V) Important Constitutional Amendments.
A. Amendments are changes in the Constitution.
B. Bill of Rights: The first ten Amendments are called the Bill of Rights.
1. Amendment I--freedom of speech, press, peaceable assembly, free exercise of religion.
2. Amendment V--Accused persons get due process of law.
3. Amendment VI--Right to Counsel
4. Amendment X--Other rights are reserved to the people and to the states.
C. Amendment XIV--This defined citizens as persons born or naturalized in the USA. Protections of the Bill of Rights are incorporated, or extended to cases under state law.
D. Amendment XXII (1951)--President's are limited to two terms. Before this, Presidents limiting themselves to two terms was in imitation of Washington's precedent. Only Franklin Roosevelt (1932-45) served more than two terms, and died early in his fourth.
E. Amendment XXV (1967)--This spelled out the precise rules for presidential succession in case the president and other high officers die or are incapacitated. it was used in 1981, when Vice President George H.W. Bush filled in for President Ronald Reagan in 1981, after an assassination attempt against Reagan, which injured him. After Reagan recovered, he resumed presidential duties.
(VI) Important Historical Documents:
A. Magna Carta (1215): This spelled out important rights at law for freeborn Englishmen.
In days of old
When knights were bold,
And most trade was by barter,
The English barons forced King John
To sign the Magna Carta.
B. Mayflower Compact (1620): This was a plan of self-government for the Massachusetts Bay Colony.
C. English Bill of Rights (1689): This was signed by King William I and Queen Mary. it stipulated a list of legal and political rights for the English.
D. Declaration of Independence (1776): Written by Thomas Jefferson. It declares the 13 Colonies to be independent of Great Britain.
E. Articles of Confederation (1781-89): Written by John Dickerson. These were a plan of union for the newly independent United States of America.
F. US Constitution (1789): This was a plan for a federal system of government for the United States of America.
G. The Federalist Papers (1790): These were a collection of essays by James Madison, Alexander Hamilton, and John Jay defending the new US Constitution, and persuading Americans and their leaders to adopt it.
H. Civil Rights Act (1964): This was passed through the efforts of Lyndon Johnson, a Democratic President, and Everett Dirksen, and influential Republican Senator from Illinois, to protect the Constitutional rights of minorities.
(VII) Economic Systems:
A. traditiona economy--a system in which custom and tradition rule economic life. It involves traditional farming methods to produce only enough for the use of a family and local area, and trade by barter.
B. Capitalism/ market economy--This is when private persons own the means of production. There is a possibility of profit. It was made possible by the Industrial Revolution of the 1700's and 1800's. Amrkets (buying and selling) determine prices of goods and services.
C. Laissez-faire: The idea, which supports capitalism, that people and nations should be free to do what they do best. it was advocated by Adam Smith, a Scottish philosopher.
D. Socialism: The idea that government should control most economic life, and use its economic power to create secure conditions for all people. Governments often determine prices of goods and services. Both democratic and totalitarian socialist systems exist. The German philosopher Karl Marx advocated totalitarian socialism (Communism) and violent revolution of the have-nots against the haves.
E. Command Economy--an extreme form of socialism in which the government makes almost all economic decisions and controls almost all economic life. It is closely associated with 20th century totalitarianism.
F. Mixed economy/ mixed-market economy: This is when the government regulates private businesses. The USA has a mixed economy.
A. Democratic:
1. Representative Democracy--the people elect representatives and entrust them
with the task of making laws. Most Democratic countries are representative
democracies because it is not practical to bring everyone to a central location
to debate and vote on all issues.
2. Direct Democracy--All the people vote on almost all issues. This works only in
a very small community.
3. Parliamentary Democracy--The people elect legislatures, and the legislatures select
the head of state. Canada, Britain, and Israel are parliamentary democracies.
4. Presidential Democracy--The people elect both the legislature and the head of state.
The USA, France, and India are presidential democracies.
B. Non-Democratic:
1. Dictatorship--A system in which one leader rules bu dictate; the ruler is not
responsible to any law bedsides his own authority.
2. monarchy--A king, queen, or emperor rules.
3. oligarchy--rule by a small group.
4. totalitarian system--The government seeks to control all areas of social,
political, and economic life. Totalitarian systems were important in much of the
world during the 20th century. They involved dictatorship, command economies, and
censorship of opposing views.
C. Other Concepts:
1. Confederacy--a loose association of states. Between the 1770's and 1789 (when the
Constitution was adopted), the USA was a confederation, governed by the Articles of
Confederation.
2. Unitary System--a System in which all power is concentrated in the national or
central government.
(II) Important principles of American government:
A. Federalism--power is divided between national and state governments. The fact that different states have different provisions in civil, criminal, and traffic laws while the national government controls foreign and defense policy express this principle.
B. Social Contract--Government represents an agreement between government and people.
C. Popular Sovereignty--The people are the source of political power in the USA. This is
expressed in the Preamble to the US Constitution. Elections are an example of this principle.
D. Separation of Powers--The Congress (legislative branch), President (Executive branch), and
courts (Judicial Branch) have separate and defined powers. Further, no-one can concurrently serve as President and in the legislature, or as a sitting judge.
1. Legislative--makes the laws (Article I)
2. Executive--carries out the laws (Article II)
3. Judicial--interprets the laws (Article III)
E. Checks and Balances--Each branch of government has some controls over the other two.
1. The Senate (part of Congress) confirms President's choices for Supreme Court,
and can carry out impeachment trials.
2. The President may veto a bill passed by Congress, and appoint members of the
Supreme Court.
3. The Supreme Court may rule whether acts of Congress, the President, or state or
local government are Constitutional.
F. Judicial Review--The power of the Supreme Court to decide whether acts of the Congress,
President, State Governments, or Local Governments are in accord with the Constitution.
(III) Important Supreme Court Cases:
A. Marbury v. Madison: This decided that the Supreme Court may exercise judicial review over
actions of the other branches.
B. McCulloch v. Maryland: This decided that Congress may do "whatever is necessary and proper" to carry out its duties, even if these actions are not specified in the Constitution. it also supported the supremacy of the national over state governments.
C. Gibbons v. Ogden: This held that only Congress may regulate interstate commerce.
D. Cases about racial relations:
1. Sanford v. Scott (1857): It held that slaves were not citizens, had no standing to sue
in Federal courts, that blacks "have no rights that white persons are bound to respect",
State laws against slavery interfere with property rights, and helped bring about the
Civil War between North and South (1861-65)
2. Plessy v. Ferguson (1896): This held that the "separate but equal" laws of Louisiana
and other states which ordered separate trains cars for whites and blacks did not
violate the 14th Amendment to the Constitution. Only John Marshall Harlan dissented.
Harlan's dissent said that the Constitution is "color blind", and informed...
3. Brown v. Board of Education (1954): This held that segregation in public schools violates
the 14th Amendemnt. Remember it because BROWN is a COLOR, and that this case overturned
"separate but equal" treatment of persons of different colors.
4. Heart of Atlanta Motels v. US: This held that there shall be no racial segregation in
businesses that accommodate the general public.
E. Cases concerning rights of accused persons:
1. Miranda v. Arizona: This held that persons accused of crimes must be told their
Constitutional rights. Remember RIGHT to REMAIN SILENT (Amendment 5)
2. Gideon v. Wainwright: A poor defendant in any criminal case has the right to a state-
appointed attorney if he is too poor to afford a lawyer himself. Remember RIGHT to
COUNSEL (Amendment 6).
F. Rights of Students:
1. Tinker v. Des Moines: This held that students (and teachers) do not lose their rights
to freedom of political speech when they enter the schoolhouse gates.
2. New Jersey v. TLO: This held that when school authorities search a student's property
for drugs, weapons, or other illegal items, it does not violate the 6th Amendment.
In New Jersey, T.L.O.
Had her purse searched and said, "No, no, no!"
The Supreme Court took a guess,
And to New Jersey said, "Yes, yes, yes!"
(V) Important Constitutional Amendments.
A. Amendments are changes in the Constitution.
B. Bill of Rights: The first ten Amendments are called the Bill of Rights.
1. Amendment I--freedom of speech, press, peaceable assembly, free exercise of religion.
2. Amendment V--Accused persons get due process of law.
3. Amendment VI--Right to Counsel
4. Amendment X--Other rights are reserved to the people and to the states.
C. Amendment XIV--This defined citizens as persons born or naturalized in the USA. Protections of the Bill of Rights are incorporated, or extended to cases under state law.
D. Amendment XXII (1951)--President's are limited to two terms. Before this, Presidents limiting themselves to two terms was in imitation of Washington's precedent. Only Franklin Roosevelt (1932-45) served more than two terms, and died early in his fourth.
E. Amendment XXV (1967)--This spelled out the precise rules for presidential succession in case the president and other high officers die or are incapacitated. it was used in 1981, when Vice President George H.W. Bush filled in for President Ronald Reagan in 1981, after an assassination attempt against Reagan, which injured him. After Reagan recovered, he resumed presidential duties.
(VI) Important Historical Documents:
A. Magna Carta (1215): This spelled out important rights at law for freeborn Englishmen.
In days of old
When knights were bold,
And most trade was by barter,
The English barons forced King John
To sign the Magna Carta.
B. Mayflower Compact (1620): This was a plan of self-government for the Massachusetts Bay Colony.
C. English Bill of Rights (1689): This was signed by King William I and Queen Mary. it stipulated a list of legal and political rights for the English.
D. Declaration of Independence (1776): Written by Thomas Jefferson. It declares the 13 Colonies to be independent of Great Britain.
E. Articles of Confederation (1781-89): Written by John Dickerson. These were a plan of union for the newly independent United States of America.
F. US Constitution (1789): This was a plan for a federal system of government for the United States of America.
G. The Federalist Papers (1790): These were a collection of essays by James Madison, Alexander Hamilton, and John Jay defending the new US Constitution, and persuading Americans and their leaders to adopt it.
H. Civil Rights Act (1964): This was passed through the efforts of Lyndon Johnson, a Democratic President, and Everett Dirksen, and influential Republican Senator from Illinois, to protect the Constitutional rights of minorities.
(VII) Economic Systems:
A. traditiona economy--a system in which custom and tradition rule economic life. It involves traditional farming methods to produce only enough for the use of a family and local area, and trade by barter.
B. Capitalism/ market economy--This is when private persons own the means of production. There is a possibility of profit. It was made possible by the Industrial Revolution of the 1700's and 1800's. Amrkets (buying and selling) determine prices of goods and services.
C. Laissez-faire: The idea, which supports capitalism, that people and nations should be free to do what they do best. it was advocated by Adam Smith, a Scottish philosopher.
D. Socialism: The idea that government should control most economic life, and use its economic power to create secure conditions for all people. Governments often determine prices of goods and services. Both democratic and totalitarian socialist systems exist. The German philosopher Karl Marx advocated totalitarian socialism (Communism) and violent revolution of the have-nots against the haves.
E. Command Economy--an extreme form of socialism in which the government makes almost all economic decisions and controls almost all economic life. It is closely associated with 20th century totalitarianism.
F. Mixed economy/ mixed-market economy: This is when the government regulates private businesses. The USA has a mixed economy.
Thursday, March 24, 2011
Please learn the following poems, about two neighbors named John Doe and Joe Blow.
The first two show a stupid Joe Blow, who resorts to violence when wronged by his neighbor. See how he lays himself open to both criminal and civil charges.
CRIMINAL LAW: State v. Blow
CRIMINAL LAW: State v. Blow
By The Doc
Petunia the pig belongs to John Doe,
And under the fence she likes to go,
Into the garden of the neighbor, Joe Blow,
To gobble up many a potato.
This was seen by Mister Joe Blow,
Who jumped the fence after John Doe.
“Your pig at many a potato!”
He cried, and smacked Doe with a hoe.
A man named Juan Rosario,
A neighbor looking from his window.
Cried out and said, “Oh, no! Oh, no!
To the police I now must go!”
Juan got the phone and said, “Hello!
Please stop the fight ‘twixt Blow and Doe!”
So quickly came a policeman named Moe,
And promptly arrested the violent Joe Blow.
The Prosecution says, “All of you know
Joe Blow Assaulted John Doe with a hoe
Beyond reasonable doubt, I plan to show,
And jail this defendant named Joe Blow!”
Blow says, “Judge Smith, you ought to know
Doe’s pig ate many a potato,
Which is why I hit worthless Doe with a hoe!
Therefore you must let me go!”
Jury and Judge say, “No, no, no!
These are things we don’t need to know!
This case is felony, a harmful blow!
Into the slammer you must go!”
1. Prosecution: The prosecution represents the local, state, or national government and brings a criminal case to court with an indictment.
2. Defendant: The defendant is the person who must answer charges brought against him.
3. Beyond a reasonable doubt: This is the standard of proof used in a criminal case. The prosecution must prove to the judge and jury that the defendant committed the crime of which he is accused, and prove it so no-one can reasonably doubt the defendant’s guilt. This is to avoid the possible punishment of an innocent person.
4. Felony: A felony is a serious crime like murder, theft, or assault and battery. A misdemeanor is a less serious crime like vandalism.
Let's not forget that after being struck with a hoe, John Doe probably needs some medical attention. Is justice fully served if the only thing that happens is Blow's incarceration for assault and battery? Probably not.
CIVIL LAW: Doe v. Blow
by The Doc
Petunia the pig belongs to John Doe
Under the fence she likes to go
Into the garden of neighbor Joe Blow
to gobble up many a potato.
Having lost too many a potato
The gardener whom we all know as Joe Blow
Smacked his neighbor with garden hoe
And for assault and battery to jail did go.
Going home from court our friend John Doe
Says, "To the doctor I now must go!
I'm greatly pained from being smacked with a hoe!
My head and face ache! Woe, woe woe!"
A skillful physician by the name of Sam Zhou
Patched up the face of the injured John Doe.
He smiles, "You'll be fine in a month or so,
And to me $2000 you surely owe."
John pays and back to his home he did go
And got on the phone to Lawyer Siciliano
To file a case called "Doe versus Blow";
He wanted damages, you surely know.
Judge Smith heard this tort case against Joe Blow
And said, "Damages this Joe Blow surely doth owe!
$2000 in damages, as you already know,
And I'll tack on punitive ones too, like so!"
The sadder and poorer felon Joe Blow
Not only paid the $2000 or so,
But also another $2000 or mo'
In punitive damages to John Doe.
So if Petunia Pig eats potato
In your garden, be careful, my bro!
Don't lose your temper like angry Joe Blow,
Who lost freedom and money both, you know!
In the poem below, we see a different scenario, in which Joe Blow keeps his head, and decides to deal with John Doe and his pig Petunia in a far more civilized, rational, and ultimately beneficial [to himself} manner.
CIVIL LAW Blow v. Doe
By the Doc
Petunia the pig belongs to John Doe,
And under the fence she likes to go,
Into the garden of the neighbor, Joe Blow,
To gobble up many a potato.
This was seen by Mister Joe Blow,
Who jumped the fence after John Doe.
“Your pig at many a potato!
Some money to me you surely owe!”
John Doe says to neighbor “This I know,
But I shall not pay you, Neighbor Joe Blow.”
Joe Blow now calls Lawyer Mel Toledano
And says, “To court I now must go!”
For his client Mel Toledano
Files a case called Blow v. Doe.
To Judge Smith he endeavors to show
That Doe’s carelessness harmed Joe Blow.
“The pig of defendant known as John Doe
Ate many potatoes belonging to Blow,”
Says Judge Smith, “I want to know,
What kind of damages you want, Joe Blow.”
Blow then said, “That pig of Doe
Came and ate many a potato.
I want perhaps $500 or so,
Since Your Honor wants to know.”
Judge Smith finds for the plaintiff Joe Blow
Who gets damages from defendant John Doe.
If civil law you want to know
Learn from the case of Blow v. Doe.
1. plaintiff: The individual or group bringing a civil case to court.
2. defendant or respondent: The person being sued in court.
3. Blow v. Doe: A case is reported by listing the plaintiff first. The v. stands for versus, a Latin word meaning “Against”.
4. damages: In a civil case, if the court finds for the plaintiff, the defendant must pay money, called damages, for the harm done to the plaintiff. The defendant does not go to prison.
The first two show a stupid Joe Blow, who resorts to violence when wronged by his neighbor. See how he lays himself open to both criminal and civil charges.
CRIMINAL LAW: State v. Blow
CRIMINAL LAW: State v. Blow
By The Doc
Petunia the pig belongs to John Doe,
And under the fence she likes to go,
Into the garden of the neighbor, Joe Blow,
To gobble up many a potato.
This was seen by Mister Joe Blow,
Who jumped the fence after John Doe.
“Your pig at many a potato!”
He cried, and smacked Doe with a hoe.
A man named Juan Rosario,
A neighbor looking from his window.
Cried out and said, “Oh, no! Oh, no!
To the police I now must go!”
Juan got the phone and said, “Hello!
Please stop the fight ‘twixt Blow and Doe!”
So quickly came a policeman named Moe,
And promptly arrested the violent Joe Blow.
The Prosecution says, “All of you know
Joe Blow Assaulted John Doe with a hoe
Beyond reasonable doubt, I plan to show,
And jail this defendant named Joe Blow!”
Blow says, “Judge Smith, you ought to know
Doe’s pig ate many a potato,
Which is why I hit worthless Doe with a hoe!
Therefore you must let me go!”
Jury and Judge say, “No, no, no!
These are things we don’t need to know!
This case is felony, a harmful blow!
Into the slammer you must go!”
1. Prosecution: The prosecution represents the local, state, or national government and brings a criminal case to court with an indictment.
2. Defendant: The defendant is the person who must answer charges brought against him.
3. Beyond a reasonable doubt: This is the standard of proof used in a criminal case. The prosecution must prove to the judge and jury that the defendant committed the crime of which he is accused, and prove it so no-one can reasonably doubt the defendant’s guilt. This is to avoid the possible punishment of an innocent person.
4. Felony: A felony is a serious crime like murder, theft, or assault and battery. A misdemeanor is a less serious crime like vandalism.
Let's not forget that after being struck with a hoe, John Doe probably needs some medical attention. Is justice fully served if the only thing that happens is Blow's incarceration for assault and battery? Probably not.
CIVIL LAW: Doe v. Blow
by The Doc
Petunia the pig belongs to John Doe
Under the fence she likes to go
Into the garden of neighbor Joe Blow
to gobble up many a potato.
Having lost too many a potato
The gardener whom we all know as Joe Blow
Smacked his neighbor with garden hoe
And for assault and battery to jail did go.
Going home from court our friend John Doe
Says, "To the doctor I now must go!
I'm greatly pained from being smacked with a hoe!
My head and face ache! Woe, woe woe!"
A skillful physician by the name of Sam Zhou
Patched up the face of the injured John Doe.
He smiles, "You'll be fine in a month or so,
And to me $2000 you surely owe."
John pays and back to his home he did go
And got on the phone to Lawyer Siciliano
To file a case called "Doe versus Blow";
He wanted damages, you surely know.
Judge Smith heard this tort case against Joe Blow
And said, "Damages this Joe Blow surely doth owe!
$2000 in damages, as you already know,
And I'll tack on punitive ones too, like so!"
The sadder and poorer felon Joe Blow
Not only paid the $2000 or so,
But also another $2000 or mo'
In punitive damages to John Doe.
So if Petunia Pig eats potato
In your garden, be careful, my bro!
Don't lose your temper like angry Joe Blow,
Who lost freedom and money both, you know!
In the poem below, we see a different scenario, in which Joe Blow keeps his head, and decides to deal with John Doe and his pig Petunia in a far more civilized, rational, and ultimately beneficial [to himself} manner.
CIVIL LAW Blow v. Doe
By the Doc
Petunia the pig belongs to John Doe,
And under the fence she likes to go,
Into the garden of the neighbor, Joe Blow,
To gobble up many a potato.
This was seen by Mister Joe Blow,
Who jumped the fence after John Doe.
“Your pig at many a potato!
Some money to me you surely owe!”
John Doe says to neighbor “This I know,
But I shall not pay you, Neighbor Joe Blow.”
Joe Blow now calls Lawyer Mel Toledano
And says, “To court I now must go!”
For his client Mel Toledano
Files a case called Blow v. Doe.
To Judge Smith he endeavors to show
That Doe’s carelessness harmed Joe Blow.
“The pig of defendant known as John Doe
Ate many potatoes belonging to Blow,”
Says Judge Smith, “I want to know,
What kind of damages you want, Joe Blow.”
Blow then said, “That pig of Doe
Came and ate many a potato.
I want perhaps $500 or so,
Since Your Honor wants to know.”
Judge Smith finds for the plaintiff Joe Blow
Who gets damages from defendant John Doe.
If civil law you want to know
Learn from the case of Blow v. Doe.
1. plaintiff: The individual or group bringing a civil case to court.
2. defendant or respondent: The person being sued in court.
3. Blow v. Doe: A case is reported by listing the plaintiff first. The v. stands for versus, a Latin word meaning “Against”.
4. damages: In a civil case, if the court finds for the plaintiff, the defendant must pay money, called damages, for the harm done to the plaintiff. The defendant does not go to prison.
For Government Students--03/24/11
Please read this if you have a chance:
http://www.rbs2.com/cc.htm
Also, be sure you know the meanings of the following:
concurrent jurisdiction
appellate jurisdiction
original jurisdiction
grand jury
petit jury
indictment
litigant
--defendant
--plaintiff
due process clause
opinion
http://www.rbs2.com/cc.htm
Also, be sure you know the meanings of the following:
concurrent jurisdiction
appellate jurisdiction
original jurisdiction
grand jury
petit jury
indictment
litigant
--defendant
--plaintiff
due process clause
opinion
Thursday, February 17, 2011
LSN Students: Business Cycle, Depressions, and "I,Pencil".
BUSINESS CYCLE:
This is the cycle of business expansions and recessions. It is a characteristic of a capitalist economic system.
In an expansion, people are buying goods and services. Businesses get money. They can invest in new technology, buildings, and employment. The gross domestic product (GDP) of a country in expansion will go up. Unemployment will fall. The traders in stocks and bonds will talk about a bull market.
However, the economy may get saturated. Orders for new goods and services fall off. Businesses get less money. As this downward trend continues, businesses lose money and must start laying off workers. After a while, the economy goes into a recession. Traders in stocks and bonds will talk about a bear market.
But, because many people have lost jobs and money, businesses and individuals are willing to work or sell for less. The companies less damaged by recession will start recovering soon. A recovery begins. This is when the economy starts coming out of the recession. Usually, it is hard to notie the beginning of a recovery. Only when unemployment rates fall dramatically is the recovery noticeable to most people.
For politics and government, the business cycle is important. When a country goes into a recession, many people want the government to "DO SOMETHING!" The ideas of socialism and a command economy become attractive. Poorer people become very resentful and envious of those who have not been so badly harmed by the recession. There are calls to take from the wealthy and give to the poor. In America's Great Depression of 1929-42, President Herbert Hoover tried government interventions (including foregoing his own salary) to try to end the depression. He was unsuccessful, and lost the election to Franklin Roosevelt in 1932. Roosevelt also tried major government programs to end the depression. However, high taxes used to pay for these programs did not allow businesses to grow and recover. The Great Depression was not ended until the US entered World War II, and government demand for manufactured goods spurred the recovery of American industry.
The essay "I, Pencil", by Leonard Read, was written in 1958. Read criticized the idea that government guidance, control, and planning could keep the economy healthy. He observed that making a simple thing like a number 2 pencil really requires a complex network of producers, money, and resources; but no "master-mind". Hence, he did not believe that government planners could really help something as large and complex as the US economy.
This is the cycle of business expansions and recessions. It is a characteristic of a capitalist economic system.
In an expansion, people are buying goods and services. Businesses get money. They can invest in new technology, buildings, and employment. The gross domestic product (GDP) of a country in expansion will go up. Unemployment will fall. The traders in stocks and bonds will talk about a bull market.
However, the economy may get saturated. Orders for new goods and services fall off. Businesses get less money. As this downward trend continues, businesses lose money and must start laying off workers. After a while, the economy goes into a recession. Traders in stocks and bonds will talk about a bear market.
But, because many people have lost jobs and money, businesses and individuals are willing to work or sell for less. The companies less damaged by recession will start recovering soon. A recovery begins. This is when the economy starts coming out of the recession. Usually, it is hard to notie the beginning of a recovery. Only when unemployment rates fall dramatically is the recovery noticeable to most people.
For politics and government, the business cycle is important. When a country goes into a recession, many people want the government to "DO SOMETHING!" The ideas of socialism and a command economy become attractive. Poorer people become very resentful and envious of those who have not been so badly harmed by the recession. There are calls to take from the wealthy and give to the poor. In America's Great Depression of 1929-42, President Herbert Hoover tried government interventions (including foregoing his own salary) to try to end the depression. He was unsuccessful, and lost the election to Franklin Roosevelt in 1932. Roosevelt also tried major government programs to end the depression. However, high taxes used to pay for these programs did not allow businesses to grow and recover. The Great Depression was not ended until the US entered World War II, and government demand for manufactured goods spurred the recovery of American industry.
The essay "I, Pencil", by Leonard Read, was written in 1958. Read criticized the idea that government guidance, control, and planning could keep the economy healthy. He observed that making a simple thing like a number 2 pencil really requires a complex network of producers, money, and resources; but no "master-mind". Hence, he did not believe that government planners could really help something as large and complex as the US economy.
LSN Students: Important notes on economics
Know the following:
capitalism: An economic system with private ownership of the means of production, in which there are many choices for businesses and consumers. It was described by Adam Smith in his 1776 book Wealth of Nations. This was the economic system the USA and most western countries had during the 1800's and early 1900's.
Adam Smith advocated a laissez-faire policy, in which government stays out of economics. People and nations should be free to do what they do best to create and increase wealth.
socialism: An economic system in which the government controls and owns the means of production. A more extreme form is called communism, which dominated much of the world between 1917 and 1991. Karl Marx, a 19th century German philosopher, is associated with the rise of socialism. He believed that capitalism had solved the problem of scarcity, but left a problem of inequality, in which few wealthy people own and control the means of production, leaving a large proletariat that has no resource save its own labor.
welfare state: An economic system in which government provides many services to citizens and/or residents. It is a by-product of the socialist ideal. Usually, it is supported by high taxes and/or extensive government borrowing.
mixed economy: An economic system in which some businesses are privately owned, and some are government-owned. The USA currently has a mixed economy.
command economy: An economic system in which government exercises total control over all economic activity. It was especially associated with the Communist experiment in much of the world between 1917-1991. Many hoped that command economies would improve the lives of the world's poor people, but this hope did not materialize. For example, before the 1920's, the Ukraine was one of the world's richest farming areas. After the Communist revolution and imposition of aq command economy, its agricultural productivity decreased greatly.
scarcity: This is the fundamental economic problem. Society NEVER produces all the goods that all the people want all the time. If people have sufficient food, clothing, and shelter, they will want other things, such as cars, computers, better furniture, the latest fashions, etc.
gross national product: The sum of all goods and services produced in a country per year. If it is rising, the economy is healthy; if it is falling, the economy is in decline.
comparative advantage: This is what you or your country or state is good at doing. For instance, the area between North Dakota and Texas has good agricultural land, so its comparative advantage would be in agriculture.
inflation: A problem that happens when government debts are very large, and the government tries to pay them off by printing more and more money. The money loses its values because there are too many dollars (or marks, or pesos, or rupees, or yuan, or yen, or won, or pounds) chasing too few goods and services.
capitalism: An economic system with private ownership of the means of production, in which there are many choices for businesses and consumers. It was described by Adam Smith in his 1776 book Wealth of Nations. This was the economic system the USA and most western countries had during the 1800's and early 1900's.
Adam Smith advocated a laissez-faire policy, in which government stays out of economics. People and nations should be free to do what they do best to create and increase wealth.
socialism: An economic system in which the government controls and owns the means of production. A more extreme form is called communism, which dominated much of the world between 1917 and 1991. Karl Marx, a 19th century German philosopher, is associated with the rise of socialism. He believed that capitalism had solved the problem of scarcity, but left a problem of inequality, in which few wealthy people own and control the means of production, leaving a large proletariat that has no resource save its own labor.
welfare state: An economic system in which government provides many services to citizens and/or residents. It is a by-product of the socialist ideal. Usually, it is supported by high taxes and/or extensive government borrowing.
mixed economy: An economic system in which some businesses are privately owned, and some are government-owned. The USA currently has a mixed economy.
command economy: An economic system in which government exercises total control over all economic activity. It was especially associated with the Communist experiment in much of the world between 1917-1991. Many hoped that command economies would improve the lives of the world's poor people, but this hope did not materialize. For example, before the 1920's, the Ukraine was one of the world's richest farming areas. After the Communist revolution and imposition of aq command economy, its agricultural productivity decreased greatly.
scarcity: This is the fundamental economic problem. Society NEVER produces all the goods that all the people want all the time. If people have sufficient food, clothing, and shelter, they will want other things, such as cars, computers, better furniture, the latest fashions, etc.
gross national product: The sum of all goods and services produced in a country per year. If it is rising, the economy is healthy; if it is falling, the economy is in decline.
comparative advantage: This is what you or your country or state is good at doing. For instance, the area between North Dakota and Texas has good agricultural land, so its comparative advantage would be in agriculture.
inflation: A problem that happens when government debts are very large, and the government tries to pay them off by printing more and more money. The money loses its values because there are too many dollars (or marks, or pesos, or rupees, or yuan, or yen, or won, or pounds) chasing too few goods and services.
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