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
Friday, March 18, 2011
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.
Monday, November 8, 2010
China's Power Struggle
1.)What tensions developed within the CCP between 1962 and 1966?
Mao, once he dropped from the prominent place of power was still worried that his most loyal colleagues (Liu and Deng) would put him out of power so they could attain the power themselves. In the early 1960s in the provinces of Gansu and Qinghai, supporters of Liu and Deng took over the local government and began to reverse the collectivization program. Mao was beginning to regret being withdrawn form the prominent spot of the party; his leaving was leading to factions being developed.
2.) How did Lin Biao help turn Mao into a cult?
In the early 19060s Lin Biao and Chen Boda created the "Little Red Book," which was a collections of thoughts and ideas from Mao from the 1920s. This book became a 'bible' like book in which people read, followed, and acted upon his teachings, it was a source of 'truth.' The PLA (military). This way the strongest force with the highest prestige was solely committed to Mao. It then spread to the "civilian sphere" and the PLA was an example of a true revolutionary spirit. It soon became a book read everyday and taught in schools and social necessity.
3.) Why was the play "The Dismissal" of Hai Rui from Office', so significant in the power struggle?
This play was performed between 1961 and 1965 and told the story of a court official who was demoted and punished after defying the orders of a cruel emperor. The director wasn't a supporter of Mao so it could be assumed that it was in reference to Mao's dismissal of Peng Dehuai for oppsoing the Great Leap Forward and stating the truth at Lushan about the famine. The play provided Lin Biao with a pretext for moving against the anti-Maoist elements in the party. However, because the play undermined and made a move against promoting anti-Mao movements he was charged.
4.) What differences of opinion within the CCP did the Wu Han affair reveal?
This affair deepened the division in the CCP and between the CCP and the PLA. Mao's wife denounced "reactionaries and revisionists" on the right of the party. She also aimed at undermining he Group of Five. The Group of Five was aimed to act as peacemakers to prevent parties from splitting wider. She did this under the fact that they "moderation at a time when utter ruthlessness was the only proper response." Gang Four was a ruthless group which had risen in the CCP and was feared and had become members of the Politburo. Mao's wife urged the removal of these men from the CCP and further demanded that Chinese culture should be cleansed of those writers and artists whose attitude betrayed their lack of commitment to Mao's revolution. The severity of her approach made Lin Biao ask her to be in charge of the PLA's cultural policy.
The Shanghai Forum identified the 'counter-revolutionaries' who must be struggled against and destroyed. The Forum's answer was for the PLA to lead China in "rooting out anit-socialist weeds" and take out all the " traces of artistic corruption that delayed achievement of a truly protalitarian culture." Lin's statement about tearing down class enemies began a purge of the party.
5.) Why was the creation of the CCRG such a significant move?
The CCRG was dominated by the Gang of Four which was an instrument in which Mao used to run the Cultural Revolution. The CCRG had such heavy influence that it could undermine the CCP and Mao began to define the enemy within the CCP. Mao stated that "those representatives of the Bourgeoisie..once conditions ripen..will seize power and turn the dictatorship of the proletariat into the dictatorship of the Bourgeoisie." This statement led to the "announcement" that China had entered a tumultuous and terrifying period of political and social history known as the Cultural Revolution.
Mao, once he dropped from the prominent place of power was still worried that his most loyal colleagues (Liu and Deng) would put him out of power so they could attain the power themselves. In the early 1960s in the provinces of Gansu and Qinghai, supporters of Liu and Deng took over the local government and began to reverse the collectivization program. Mao was beginning to regret being withdrawn form the prominent spot of the party; his leaving was leading to factions being developed.
2.) How did Lin Biao help turn Mao into a cult?
In the early 19060s Lin Biao and Chen Boda created the "Little Red Book," which was a collections of thoughts and ideas from Mao from the 1920s. This book became a 'bible' like book in which people read, followed, and acted upon his teachings, it was a source of 'truth.' The PLA (military). This way the strongest force with the highest prestige was solely committed to Mao. It then spread to the "civilian sphere" and the PLA was an example of a true revolutionary spirit. It soon became a book read everyday and taught in schools and social necessity.
3.) Why was the play "The Dismissal" of Hai Rui from Office', so significant in the power struggle?
This play was performed between 1961 and 1965 and told the story of a court official who was demoted and punished after defying the orders of a cruel emperor. The director wasn't a supporter of Mao so it could be assumed that it was in reference to Mao's dismissal of Peng Dehuai for oppsoing the Great Leap Forward and stating the truth at Lushan about the famine. The play provided Lin Biao with a pretext for moving against the anti-Maoist elements in the party. However, because the play undermined and made a move against promoting anti-Mao movements he was charged.
4.) What differences of opinion within the CCP did the Wu Han affair reveal?
This affair deepened the division in the CCP and between the CCP and the PLA. Mao's wife denounced "reactionaries and revisionists" on the right of the party. She also aimed at undermining he Group of Five. The Group of Five was aimed to act as peacemakers to prevent parties from splitting wider. She did this under the fact that they "moderation at a time when utter ruthlessness was the only proper response." Gang Four was a ruthless group which had risen in the CCP and was feared and had become members of the Politburo. Mao's wife urged the removal of these men from the CCP and further demanded that Chinese culture should be cleansed of those writers and artists whose attitude betrayed their lack of commitment to Mao's revolution. The severity of her approach made Lin Biao ask her to be in charge of the PLA's cultural policy.
The Shanghai Forum identified the 'counter-revolutionaries' who must be struggled against and destroyed. The Forum's answer was for the PLA to lead China in "rooting out anit-socialist weeds" and take out all the " traces of artistic corruption that delayed achievement of a truly protalitarian culture." Lin's statement about tearing down class enemies began a purge of the party.
5.) Why was the creation of the CCRG such a significant move?
The CCRG was dominated by the Gang of Four which was an instrument in which Mao used to run the Cultural Revolution. The CCRG had such heavy influence that it could undermine the CCP and Mao began to define the enemy within the CCP. Mao stated that "those representatives of the Bourgeoisie..once conditions ripen..will seize power and turn the dictatorship of the proletariat into the dictatorship of the Bourgeoisie." This statement led to the "announcement" that China had entered a tumultuous and terrifying period of political and social history known as the Cultural Revolution.
Subscribe to:
Posts (Atom)