Oxford IB History Ch. 6.4 - Lebanon
IRL:http://english.ahram.org.eg/NewsContent/2/8/6253/World/Region/Lebanon-youths-revolt-against-confessional-system.aspx
This is beneficiary to what we are learning because it discusses the confessional system of Lebanon. Even today the confessional system still stands that there needs to one Maronite, Shi’a and one Shiite in power in order to maintain peace. However, what brings value to this article is the fact that the youth, through facebook want change. They don’t wish to have this system anymore. The purpose of this article is to discuss the long rode ahead to create change in Lebanon and veer away from the deep embedded confessional system that infiltrates daily activities.
a. civil wars - why? who was on each side? who won? did either side have outside help? what was the regional or world context while the civil war(s) was/were being fought?
*Lebanese Civil War->triggered by Sidon incident 1975->Muslim fishermen threatened by Maronite fishermen->demonstration turned violent (short term) and social tension/divisions of the 1970s (long term), assassination attempt on the Phalangst which brought Beirut into a state of war (short term)
-weak central government which couldn’t maintain authority over their people
-domestic tensions (ideological, religious, and ethical)
-outsiders intervened
-National Pact: unequal representation of Parliment; Christians held political power due to a 1932 census. “Pragmatic representation system” which ensured that a Maronite was president, Suni Muslim was Prime Minister, and Speaker of Parliament is Shi’a Muslim, Maronite is in charge of army. Tried to “protect the religious community by rejecting proportional representation but rather focus on demographics.” (colonization broke equilibrium b/w Muslims and Christians(Maronites->Europeans liked them->minority).
Outcome of Nation Pact: enforced and gave permanence to the division and denied Lebanon any form of national homogeneity. Confessional division (religious division-.geographically isolated)
*Politically: each religious group was represented by its own party
*The peaceful coexistence of the communities was dependent on National Pact, geographic, and unchanging demographics.
* The peaceful coexistence was altered after independence because the stability was based upon 1932 census demographics and post-independence saw a shift in demographics, geographic shifts, and brought the National Pact under question.
* Destabilized equilibrium: increasing presence of Palestine, presence of the PLO as a political organization, migration of the Shi’a community towards North Lebanon.
*Maronites felt they were a better fit to rule Lebanon than the Muslims (bitterness)
b. outside interference and reconstruction - post-civil war; explain...
Palestinians :
Black Sept-> Palestine community of Jordan and the PLO used Lebanon as their new place to reside->increased Muslim pop. thus upsetting the equilibrium again). PLO in Lebanon was the base to launch attacks Israel->brought unwanted politics into country and raids from Israel->Lebanon lost sovereignty in this situation and can’t defend themselves bc barely any army (Lebanese gov’t undermined-> illegitimate)
Israel:
-Operation Litani->UN makes them withdraw troops. However, it allowed Israel to maintain a force on a 12-mile stretch on the Israeli-Lebanon border. Also the creation of the South Lebanon Army.
-1982 dissatisfied so wanted to invade again->Operation Peace: main goal was to widen their security zone in South Lebanon. However, they really wanted to target PLO headquarters and Beirut. ->Success in pushing PLO out of Lebanon, casualties on both sides. Left soon after slowly.
-1989 Arab League stepped in as a broker for Lebanon peace
-Taif Agreement: maintained the “pragmatic representation system” of the Nat. Pact but increase of power for the Prime Minister and Speaker of Parliament. Disbandment of all militias (Hezabollah not)
c. confessional state - explain...
-A confessional state is a state which officially practices a particular religion, and at least encourages its citizens to do likewise.
-politics controlled by it-> representation of religions in parties
-demographic ratios important it thus allowed for no national homogeneity
-geographically placed as well
Christians: Phalange Party
-sovereignty and Independence of Lebanon. Ideologically this party stood on the right
-that the Palestine's were undermining their power and brought the unwanted Arab-Israeli Crisis into their country. Later in the years->Lebanese United Front and South Lebanon Army. Maintain National Pact
The Druze: Minority Muslim Group=Progressive Socialist Party
-Get rid of National Pact. Defended the Palestine's because they didn’t like Israel either. Fought alongside the PLO
Shi’a’s:Amal and Hezabollah
-expulsions of all foreign forces in Lebanon.
-Hezzabollah’s main target was Israel
d. economic tensions - why? who benefited? who suffered? what changes took place?
-Sidon conflict->fisheries in danger and a protest occurred
-Palestians took jobs which angered the Shi’as
-Shi’as in the “poverty-belt”
e. growth of militias and PLO - who joined? why? goals? successes? failures?
- 1967 the PLO: primary goal was the destruction of the state of Israel.
-Most notable of these groups were the Popular Front for the Liberation of Palestine, Popular Democratic Front for the Liberation of Palestine, Popular Democratic Front for the Liberation of Palestine - General Command, and al-Fatah. Each of these factions remained more-or-less under the umbrella of the PLO and never strayed too far from the fold.
Oxford IB History Ch. 6.5 - Iran
http://topics.nytimes.com/top/news/international/countriesandterritories/iran/index.html
This site is valuable to me since it actually discusses the 1979 revolution. The purpose is to discuss the tensions and riots in Iran which have been crushed by the Iranian government. The leaders and the government are embarrassed by these displays of unrest and discontent and therefore deal with the ‘revolutionary ideas’ in a way that consists of tear gas, arrests, and beatings. The limitations of this article is that it does not give the protesters viewpoints; which would be beneficiary to add to the depths of the article itself.
a. explain how Mohammad Reza Shah Pahlavi modernized and Westernized Iran - give specific examples! why did he do this? how did different groups benefit or suffer under the reforms? how did the people of Iran respond?
-First aim was to modernize the country
-1959: bilateral defense treaty with the US->Iran got weaponry and US sent over advisers and business interests->outcome: the more educated and poltically active members of society were offended since they believed the US to be the main perpetrator of the coup d’ etat
-Capitulation laws: (vouch for the security of the US) US doesn’t need to follow Iranian law->Iranians outraged
-1955 aligned himself in the Baghdad Pact (Central Org. Treaty)
-1947 signed an agreement with the US->extended offer of war time pact and offered their military aid (only they could help) and their training.
-Tudeh activists in prison->clears way for Western sphere of influence
-Point Four Program with the US->beginning of the US’s political, social, and economic influence on Iran. Through the employment of US consultants in different fields it est. a pattern for modernization and westernization according to the US model. U.S. foreign aid project aimed at providing technological skills, knowledge, and equipment to poor nations throughout the world. The program also encouraged the flow of private investment capital to these nations.
-Development Plan 1948-55
-Plan Organization->administrate Iran’s modernization and development programs (increase oil revenue to finance projects)
-Part 5 of the White Revolution reforms in the electoral laws: voting rights to women, introduced suffrage movement. Modernize Iran and give women equal status
-From the outside the economy looked to be modernizing (petrol boom of 1970->(badly managed)->better health facilities thus giving way to a larger population->industrialization
-had one of the strongest and better equipped armies in the region (thanks to the US)
-edu. was getting better
-The Shah’s dream of Iran becoming a major industrial and military power is a long-term thing that caused him to fall from power
- Through the modernization process, regime pushed aside the traditional merchant class (resented modernization) and forced the poorer peasants into becoming migrant workers. (suffered and their standard of living went down)
-middle class benefited eco. from modernization but not politically
b. impact of Western influence - again, how did different groups respond? what benefits and drawbacks were there
-National Front Coalition->formed up in the wake of rising nationalist sentiments. It opposed the AIOC, which they regarded as the symbol of Iran’s subordination to British interests.
-resentment of foreign domination->united the people and gave support to Nat. Coalition Front
-Operation Ajax->GB and the US intervened in Iran’s internal affairs. Anti-Mossadegh campaign, often times accusing him of being pro-communist, and blaming him for the bad economy. Paid people to demonstrate in the streets against him. Outcome->Mossadegh in prison, Tudeh members and Nat. Front members in jail as well.
-urban middle and upper class portrayed the American model of life through: media, music, and dress. The traditional classes this infringed on their values and identies.
c. White Revolution - explain who led the revolution; why did they revolt? who in society were their supporters? did they have outside help? how successful were they? why were they successful (or not)?
-(starting point to modern history of Iran) Shah launched the revolution-> it’s what he called his reforms . Consisted of 6 points:
1.) Land Reform:government bought land->gave to peasants at low price. Aim is to redistribute land and give peasants a subsistence way of life.
2.) Nationalizations of pastures and forests. Government took control and planted to create a green belt around the cities. Aim->protect natural resources and plant forests where they were needed.
3.) Privatization of government: aim was to speed up industrialization process bc created new class of factory workers. Was able to finance land reform.
4.) Profit-sharing for the industrial workers: aim-> was to raise productivity through higher incentives.
5.) reforms in the electoral laws: voting rights to women, introduced suffrage movement. Modernize Iran and give women equal status
6.) Formation of Literacy Corps.: as part of the military service (and later women) were sent to villages as teachers. Aim: lower illiteracy
*People voted in favor to it. Some people however felt that this didn’t bring up the socio-economic change they desired. Land reform was not so good because land owners found ways around it and the peasants ended up moving to cities to live in poverty. Little infrastructure was made available for the literacy to go up. -The White Revolution was not liked in the regard that they disliked the land reform and the fact women could vote. Leader went to jail because he openly opposed these->violent demonstrations.
d. nature of society - explain:
i. religious issues
-The White Revolution was not liked in the regard that they disliked the land reform and the fact women could vote. Leader went to jail because he openly opposed these->violent demonstrations.
-rapid modernization=disrespect and attack on Iran’s religious traditional past
ii. gender issues:
women allowed to vote during White Revolution: part 5: reforms in the electoral laws: voting rights to women, introduced suffrage movement. Modernize Iran and give women equal status
-allowed into law and universities
-increase in workforce
-women had rights of the family
-judges and ministerial posts
-mainly effected the upper and middle class
-Minster for Women’s Affairs (1976)
-didn’t effect the majority of women
iii. cultural issues
-traditional vs. modernization
iv. health care
-1970s Petrol Boom gave way to better health care
vi. education
-part 6 of the White Revolution formation of Literacy Corps.: as part of the military service (and later women) were sent to villages as teachers. Aim: lower illiteracy
-1970s->more schools were built
-illiteracy went down
-Higher edu. expanded
-rise in attendance of elementary schools
vii. what else?
-constitutional monarchy. The Shah had to rule with the Parliament. Soon became a single-party state (1975). SAVAK formed as a security for the Shah.
-Economy
- suffered because of the British sanctions that were placed upon them due to oil issue.World embargo was put in place for Iranian oil.
- dependent upon oil revenue-> doesn’t develop other resources->dependent on imports
-budget depends on oil (fluctuations will put eco. in turmoil)
-1976 oil prices fell->eco in trouble (inflation)->standard of living decreasing-> opposition against the Shah began
e. 1979 Revolution - explain who led the revolution; why did they revolt? who in society were their supporters? did they have outside help? how successful were they? why were they successful (or not)?
-The migrant poorer peasants formed the backbone for the 1979 Rev.
-the leaders of moderate opposition wrote letters asking for basic rights
-1978 a protest occurred because a newspaper insulted a religious leader. Some demonstrators were killed by police force.
-All classes and walks of life were involved in opposition->they wanted to overthrow the Shah
-government declared martial law which increased clashes between protesters and police
mutiny among air technicians occurred->triggered an uprising
-armed forces declared loyalty to the religious leader who was imprisoned
-government fell
Friday, April 15, 2011
Thursday, March 24, 2011
Nasser's Rise to Power
Discuss the long-term and short-term causes for the rise of Nasser to power.
The majority of events that occurred from 1914 to February of 1954 had a long-term effect on Nasser's rise to power. Granted there are some short-term events but they all led to an event that would end up effecting Egypt and it's views on politics. Thus giving way for a new rise to power.
Great Britain in 1914 began Egypt's turmoil by declaring that they now would be a protectorate of Britain. This decision effected Egypt for decades. Post-war Zaghul created a nationalist uprising and Britain arrested and exiled him to Malta. Although this may seem like a tiny event it catalyzed anti-UK riots in 1919. Both of these events were short-term causes but led to Egyptian independence in 1922. The important factor to remember is that Egypt had a nationalist uprising, this nationalistic ideology was what Nasser attached to in order to gain popularity and in the end power over Egypt.
The most important event that had a long-term effect was the February 4'th Incident in 1942. This even humiliated Egyptians and caused a bitterness towards the UK. Another embittering issue that would have a long-term effect was the Anglo-Egyptian Treaty of 1936. After World War 2 the economy of Egypt was in shambles and land occupancy and food shortages were a common occurrence. Britain's Wafd Party who had the majority of the land did little to create a solution. Due to this Nasser could offer equality of land and thus giving them arable land to farm for food. After the war the tension between the UK and Egypt was high. Egypt kept trying to abrogate the Anglo-Egyptian Treaty but the UK remained in the Suez Canal Zone till 1956. All this anger towards th Wafd party and the UK was giving Nasser a pathway to power and for the Wafd party to lose power.
By this time two groups had formed in opposition of the UK government style of imperialism and both wanted to overthrow the monarchy. The Muslim Brothers and Free Officers gained more and more power until eventually the Free Officers took over in 1952 the Free Officers gain power in a bloodless coup which was a long-term effect on Egypt. This coup gave way for the Wafd party to be diminished and in 1953 the monarchy was abolished and the 1923 constitution also. The RCC stated that whoever held power in 1946-52 weren't able to enter politics again. The RCC was the short-term effect of the Free Officers taking over and thus Nasser became vice president. February 1954 the President and vice president had a disagreement which created the long-term effect of Nasser attaining power since the president resigned.
The idea of nationalism and going against imperialistic Britain was what Nasser latched onto and therefore was able to gain power. The long-term effects out way the short-term effects in numbers but the short-term did lead to the long-tern effects.
The majority of events that occurred from 1914 to February of 1954 had a long-term effect on Nasser's rise to power. Granted there are some short-term events but they all led to an event that would end up effecting Egypt and it's views on politics. Thus giving way for a new rise to power.
Great Britain in 1914 began Egypt's turmoil by declaring that they now would be a protectorate of Britain. This decision effected Egypt for decades. Post-war Zaghul created a nationalist uprising and Britain arrested and exiled him to Malta. Although this may seem like a tiny event it catalyzed anti-UK riots in 1919. Both of these events were short-term causes but led to Egyptian independence in 1922. The important factor to remember is that Egypt had a nationalist uprising, this nationalistic ideology was what Nasser attached to in order to gain popularity and in the end power over Egypt.
The most important event that had a long-term effect was the February 4'th Incident in 1942. This even humiliated Egyptians and caused a bitterness towards the UK. Another embittering issue that would have a long-term effect was the Anglo-Egyptian Treaty of 1936. After World War 2 the economy of Egypt was in shambles and land occupancy and food shortages were a common occurrence. Britain's Wafd Party who had the majority of the land did little to create a solution. Due to this Nasser could offer equality of land and thus giving them arable land to farm for food. After the war the tension between the UK and Egypt was high. Egypt kept trying to abrogate the Anglo-Egyptian Treaty but the UK remained in the Suez Canal Zone till 1956. All this anger towards th Wafd party and the UK was giving Nasser a pathway to power and for the Wafd party to lose power.
By this time two groups had formed in opposition of the UK government style of imperialism and both wanted to overthrow the monarchy. The Muslim Brothers and Free Officers gained more and more power until eventually the Free Officers took over in 1952 the Free Officers gain power in a bloodless coup which was a long-term effect on Egypt. This coup gave way for the Wafd party to be diminished and in 1953 the monarchy was abolished and the 1923 constitution also. The RCC stated that whoever held power in 1946-52 weren't able to enter politics again. The RCC was the short-term effect of the Free Officers taking over and thus Nasser became vice president. February 1954 the President and vice president had a disagreement which created the long-term effect of Nasser attaining power since the president resigned.
The idea of nationalism and going against imperialistic Britain was what Nasser latched onto and therefore was able to gain power. The long-term effects out way the short-term effects in numbers but the short-term did lead to the long-tern effects.
Friday, March 18, 2011
British Pop Culture
1.) a-
The "state of prosperity" is that most people have never seen as good. This means over the years it has gotten better for people.
b-
Source B is discussing the discontent of women during the 1950s. Therefore drugs were taken in order to provide the content women needed to fulfill the "feminine mystique."
2.) The consumer society is put into a good and productive light in Source A. Source A states the consumerism gave the society a "state of prosperity." However, source C makes it seem as if consumerism has overtaken and "gurantee[s] a special personality." Source C states he wasn't much born but rather fell out. Existence has been paved for him by this consumer society. Source A assumes people have never seen it this good but Source C begs to differ.
3.) Source A is from a politician (Conservative Prime Minster Harold MacMillan). Source C is from a musician or otherwise common person in Britain. The perspective and purpose of each is drastically different. Granted,each on is trying to express details about the society in which they live. Source A's origin is at a rally and the Prime Minster is trying to portray a progressive happy society "that has never seen it as good as it is now." However, Source C is saying otherwise. They don't like the society which has been forced upon them. The musical group the Clash believes the society is becoming increasingly commercialized and too focused on consumerism. Also the Clash sings about depersonalizing society and about suburban alienation and the feelings of disillusionment that come through youth in modern society. Source A has a limitation that involves politics. He states "go around and see.." he isn't conversing or embedding himself into the society in which he's "seeing." So the question arises of how does he know what he's seeing is as good as it gets? Source C is the common man who is going to the supermarket experiencing daily life and basically hating what Source A says is great. The limitations of Source C is that The Clash was known for embedding their leftist ideology into their music. They were a rebellious punk rock group that most likely went against what the norm of society was and therefore can not be deemed reliable for a common man viewpoint.
Sources: http://en.wikipedia.org/wiki/Lost_in_the_Supermarket
http://en.wikipedia.org/wiki/The_Clash
4.) By going to a consumer economy it ensured a higher living standard throughout the 1950s and on through the 80s. Due to more technology a larger amount of products was being produced. Therefore the output was high and people needed to buy more of the high output for it to all 'equal out.' The consumer economy seemed to start out as a good political and social intention for the better but over the years it has eaten up the good intention and gotten out of control. As Source C states the consumer economy consumes the population, molds it into a personality. It began a discontentment among people such as source B who took drugs in order to "rise above" the norm or feminine mystique of the consumer economy norm. The interesting factor is that it went from an economic goal in the 50s to a lifestyle overtime.
Source: http://www.globalissues.org/article/236/creating-the-consumer
The "state of prosperity" is that most people have never seen as good. This means over the years it has gotten better for people.
b-
Source B is discussing the discontent of women during the 1950s. Therefore drugs were taken in order to provide the content women needed to fulfill the "feminine mystique."
2.) The consumer society is put into a good and productive light in Source A. Source A states the consumerism gave the society a "state of prosperity." However, source C makes it seem as if consumerism has overtaken and "gurantee[s] a special personality." Source C states he wasn't much born but rather fell out. Existence has been paved for him by this consumer society. Source A assumes people have never seen it this good but Source C begs to differ.
3.) Source A is from a politician (Conservative Prime Minster Harold MacMillan). Source C is from a musician or otherwise common person in Britain. The perspective and purpose of each is drastically different. Granted,each on is trying to express details about the society in which they live. Source A's origin is at a rally and the Prime Minster is trying to portray a progressive happy society "that has never seen it as good as it is now." However, Source C is saying otherwise. They don't like the society which has been forced upon them. The musical group the Clash believes the society is becoming increasingly commercialized and too focused on consumerism. Also the Clash sings about depersonalizing society and about suburban alienation and the feelings of disillusionment that come through youth in modern society. Source A has a limitation that involves politics. He states "go around and see.." he isn't conversing or embedding himself into the society in which he's "seeing." So the question arises of how does he know what he's seeing is as good as it gets? Source C is the common man who is going to the supermarket experiencing daily life and basically hating what Source A says is great. The limitations of Source C is that The Clash was known for embedding their leftist ideology into their music. They were a rebellious punk rock group that most likely went against what the norm of society was and therefore can not be deemed reliable for a common man viewpoint.
Sources: http://en.wikipedia.org/wiki/Lost_in_the_Supermarket
http://en.wikipedia.org/wiki/The_Clash
4.) By going to a consumer economy it ensured a higher living standard throughout the 1950s and on through the 80s. Due to more technology a larger amount of products was being produced. Therefore the output was high and people needed to buy more of the high output for it to all 'equal out.' The consumer economy seemed to start out as a good political and social intention for the better but over the years it has eaten up the good intention and gotten out of control. As Source C states the consumer economy consumes the population, molds it into a personality. It began a discontentment among people such as source B who took drugs in order to "rise above" the norm or feminine mystique of the consumer economy norm. The interesting factor is that it went from an economic goal in the 50s to a lifestyle overtime.
Source: http://www.globalissues.org/article/236/creating-the-consumer
Tuesday, March 15, 2011
Education
1.) Compare and contrast the view of educational change in the period after 1945 presented by the sources.
Education in the 1950s was much more relaxed and based on creativity rather than barrack-room drilling. It was meant for the vast population of children of the appropriate age group, much closer to the common school than the class school. Source B states that educational opportunities have increased dramatically since 1945, but remain disproportionately accessible to the high class of Britain. Source C gives the idea that even though the most advantaged members of British society had higher opportunities, it was the middle-class that was more likely to succeed in the eleven-plus.
2.)Research the structure of the British school system in the period 1900-45. What elements remained unchanged after 1945?
1900-45 education grew more prominent in importance to the society in Britain. It was well-structured and was in stages to reform to push for equality. The Fisher Act was replaced by the Butler Act. This making the end age for schooling from 14 to 16. The push for equality after 1945 somewhat stumbled when the best students were given scholarships to the best colleges. Children who tended to be in the middle class or lower class who were more hands on learners added to the unemployment rate where given a chance to succeed in apprenticeships. In the mid-1960s Harold Wilson's government directed local authorities to begin the move to comprehensive school to end the selection process of 11+. The goal was for a conventional comprehensive school for students aged 11-18. Unlike schools from 1900-45 age groups were split up and placed in different grades.Funding also changed from local to central. A national curriculum also began after 1945. Previous to this a local curriculum was in order.
http://www.know-britain.com/general/education_in_england_3.html
3.)Using these sources and further research evaluate the educational changes in the period 1945-2000 in terms of their effect on the social structure of Britain.
Source B states the overall idea well. Granted educational opportunities have increased drastically since 1945, but remain disproportionately accessible to the most advantaged members of British society. Source C states that middle-class students would succeed more in 11+ than the working class students who had not been encouraged for a higher education. Even in 1949 Universities showed a lack of working-class students. The concept of free education for all brought in by the Butler Act also tested class structure. It gave dual opportunities however the barrier still remained in terms of income. "There was only one way forward after school - the working world. There was no possibility of an academic career except for those who could afford it."
Education in the 1950s was much more relaxed and based on creativity rather than barrack-room drilling. It was meant for the vast population of children of the appropriate age group, much closer to the common school than the class school. Source B states that educational opportunities have increased dramatically since 1945, but remain disproportionately accessible to the high class of Britain. Source C gives the idea that even though the most advantaged members of British society had higher opportunities, it was the middle-class that was more likely to succeed in the eleven-plus.
2.)Research the structure of the British school system in the period 1900-45. What elements remained unchanged after 1945?
1900-45 education grew more prominent in importance to the society in Britain. It was well-structured and was in stages to reform to push for equality. The Fisher Act was replaced by the Butler Act. This making the end age for schooling from 14 to 16. The push for equality after 1945 somewhat stumbled when the best students were given scholarships to the best colleges. Children who tended to be in the middle class or lower class who were more hands on learners added to the unemployment rate where given a chance to succeed in apprenticeships. In the mid-1960s Harold Wilson's government directed local authorities to begin the move to comprehensive school to end the selection process of 11+. The goal was for a conventional comprehensive school for students aged 11-18. Unlike schools from 1900-45 age groups were split up and placed in different grades.Funding also changed from local to central. A national curriculum also began after 1945. Previous to this a local curriculum was in order.
http://www.know-britain.com/general/education_in_england_3.html
3.)Using these sources and further research evaluate the educational changes in the period 1945-2000 in terms of their effect on the social structure of Britain.
Source B states the overall idea well. Granted educational opportunities have increased drastically since 1945, but remain disproportionately accessible to the most advantaged members of British society. Source C states that middle-class students would succeed more in 11+ than the working class students who had not been encouraged for a higher education. Even in 1949 Universities showed a lack of working-class students. The concept of free education for all brought in by the Butler Act also tested class structure. It gave dual opportunities however the barrier still remained in terms of income. "There was only one way forward after school - the working world. There was no possibility of an academic career except for those who could afford it."
Wednesday, March 2, 2011
Gender
1.) How has the role of women in British politics changes since 1945?
http://www.ukpolitical.info/FemaleMPs.htm
*Women in Parliament increased
2.) To what extent did the election of Margaret Thatcher as the first women Prime Minister affect the role of women in British society?
*http://news.bbc.co.uk/2/hi/uk_news/politics/4435414.stm
*She shifted the attitude of women, gave them the chance to achieve.
*showed that women could be strong in a position of power
*"Should a woman arise equal to the task, I say let her have an equal chance with the men for leading Cabinet posts. Why not a woman chancellor? Or foreign secretary?"
*after her terms as Prime Minister she left in a good light, allowing for women to seem strong enough "Iron Lady" to lead and be educated.
3.) How has the evolution of religion of post-war Britain affected reproductive rights?
http://www.bbc.co.uk/history/british/modern/overview_1945_present_01.shtml
"The dislocation of war years helped contribute to a drastic increase in divorce (Divorce Act of 1971). "These changes were linked to shifts in religious practice. By the 1990s, only one in seven Britons was an active member of a Christian church, although more claimed to be believers... Abortion and homosexuality became legal, capital punishment was abolished, and measures were taken to improve the position of women."
*Legal Aid Act(1949)
*Divorce Act of 1971
*Abortion Act of 1969
*Family Planning Act of 1967
http://www.ukpolitical.info/FemaleMPs.htm
*Women in Parliament increased
2.) To what extent did the election of Margaret Thatcher as the first women Prime Minister affect the role of women in British society?
*http://news.bbc.co.uk/2/hi/uk_news/politics/4435414.stm
*She shifted the attitude of women, gave them the chance to achieve.
*showed that women could be strong in a position of power
*"Should a woman arise equal to the task, I say let her have an equal chance with the men for leading Cabinet posts. Why not a woman chancellor? Or foreign secretary?"
*after her terms as Prime Minister she left in a good light, allowing for women to seem strong enough "Iron Lady" to lead and be educated.
3.) How has the evolution of religion of post-war Britain affected reproductive rights?
http://www.bbc.co.uk/history/british/modern/overview_1945_present_01.shtml
"The dislocation of war years helped contribute to a drastic increase in divorce (Divorce Act of 1971). "These changes were linked to shifts in religious practice. By the 1990s, only one in seven Britons was an active member of a Christian church, although more claimed to be believers... Abortion and homosexuality became legal, capital punishment was abolished, and measures were taken to improve the position of women."
*Legal Aid Act(1949)
*Divorce Act of 1971
*Abortion Act of 1969
*Family Planning Act of 1967
Tuesday, March 1, 2011
Classes
1.) Compare and contrast the quality of life of the working class and the middle class between 1945 and 2000.
*The working class during 1945 to 2000 has decreased
*Industrial workers shrank over the years
*the war increased the service sector
*once 1945 hit the rate of skilled workers increased as did industry again
*the middle class has an upper middle class(managers and professional workers) and the lower middle class(white collar and clerical worker). The lower middle class relates more to the working class quality of life
*science and technology has increased the middle class and more so in the low middle class (white collar workers)
2.) Compare and contrast avenues for social mobility in 1945 compared to 2000.
*more opportunity back in 1945 since the demand for workers was so high due to war. The ability to rise up in social standings was possible. Today education and the high price of it seems to hinder that mobility. It's more about the money and the people you know now than back then which seemed to base it more on talent. Granted throughout time determination has allowed for social mobility but hindering factors are ever present in 2000.
*The working class during 1945 to 2000 has decreased
*Industrial workers shrank over the years
*the war increased the service sector
*once 1945 hit the rate of skilled workers increased as did industry again
*the middle class has an upper middle class(managers and professional workers) and the lower middle class(white collar and clerical worker). The lower middle class relates more to the working class quality of life
*science and technology has increased the middle class and more so in the low middle class (white collar workers)
2.) Compare and contrast avenues for social mobility in 1945 compared to 2000.
*more opportunity back in 1945 since the demand for workers was so high due to war. The ability to rise up in social standings was possible. Today education and the high price of it seems to hinder that mobility. It's more about the money and the people you know now than back then which seemed to base it more on talent. Granted throughout time determination has allowed for social mobility but hindering factors are ever present in 2000.
Wednesday, February 2, 2011
Adenauer
1.) What were Adenauer's greatest achievements?
Some of his achievements could be that the economy grew 8%, unemployment declined, inflation was low, the economic miracle is the name for all of these achievements. However, these achievements are arguably due to other factors such as the Korean War and Cold Wat and not Adenauer. The real achievement can be considered the Equalization of Burden Act of 1952. This act redistributed wealth from those fortunate enough to maintain their wealth through the war to poorer less fortunate people.
2.) Are criticisms of Adenauer justified?
Yes they are. The Korean War allowed resources to be allocated elsewhere and the Western allies bore the brunt of the Cold War. Therefore resources could stay withing and the economy could flourish off of producing for the wars. However, Berlin was bitter at him as well.
Some of his achievements could be that the economy grew 8%, unemployment declined, inflation was low, the economic miracle is the name for all of these achievements. However, these achievements are arguably due to other factors such as the Korean War and Cold Wat and not Adenauer. The real achievement can be considered the Equalization of Burden Act of 1952. This act redistributed wealth from those fortunate enough to maintain their wealth through the war to poorer less fortunate people.
2.) Are criticisms of Adenauer justified?
Yes they are. The Korean War allowed resources to be allocated elsewhere and the Western allies bore the brunt of the Cold War. Therefore resources could stay withing and the economy could flourish off of producing for the wars. However, Berlin was bitter at him as well.
Wednesday, January 26, 2011
IRL 1/26/11
http://www.bwbs.de/bwbs_biografie/Schuman_Plan_presented_B1186.html
This is a website displaying a political cartoon. The purpose of this cartoon is to show the European Coal and Steel Union and how countries are working collaboratively. The limitations are that in this cartoon we don't know which countries are represented, it can be assumed that it's France and Germany but not proven true. This helps what we have learned in class because it shows the need for balanced power or else one person (country) attains too much of the coal or too much power.
This is a website displaying a political cartoon. The purpose of this cartoon is to show the European Coal and Steel Union and how countries are working collaboratively. The limitations are that in this cartoon we don't know which countries are represented, it can be assumed that it's France and Germany but not proven true. This helps what we have learned in class because it shows the need for balanced power or else one person (country) attains too much of the coal or too much power.
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