The document provides an overview of 19th century economic theories including liberal economics as proposed by Adam Smith and Marxist economics as proposed by Karl Marx and Friedrich Engels. It discusses Smith's views of natural law, laissez-faire, free market competition, and a limited role for government. It then covers Malthus' theory of population growth and Ricardo's iron law of wages. Finally, it summarizes some key aspects of Marxist theory including the view that history is defined by class conflicts between the haves and have-nots and that institutions are designed to support the dominant economic class.
Queer Theory aims to change society and analyze it. It is influenced by Judith Butler's Gender Trouble, which argues that gender and sex should not be linked categories so that all sexual identities can be accepted. Queer Theory points to examples in popular culture like gender-bending performers and advertisements that suggest gender and sexuality are more fluid concepts than fixed identities. It also notes that gay and lesbian characters in media are now treated less as tokenism and more as normal representations.
Western phılosophy ın modern culture.pptxDishaBansod1
Western philosophy began with the ancient Greeks and encompasses philosophical thought from Western cultures. Some key developments include pre-Socratic philosophers who were interested in cosmology and the natural world, Socrates, Plato, and Aristotle who established foundations of Western thought. Major periods include Hellenistic/Roman philosophy, medieval philosophy influenced by Christianity, and modern philosophy beginning in the 17th century which established more secular and empirical approaches. German idealism in the 18th-19th centuries responded to Kant and established absolute idealism. Late 19th century philosophy included utilitarianism, Marxism, and existentialism. Pragmatism emerged in the US emphasizing practical consequences over absolute truths.
This document summarizes several major approaches or methodologies that historians use to study and interpret history, including:
- The "Great Man" approach which focuses on the impact of influential individuals.
- Marxist theory which views history through the lens of class struggle.
- Arnold Toynbee's challenge and response theory which argues civilizations respond to crises in ways that determine their survival.
- Radical history which argues that history reflects the perspectives of the victors.
- Daniel Boorstin's view that new ideas emerge unexpectedly from novel combinations.
It also briefly outlines philosophies of history from thinkers like Hegel, Marx, Spengler that view history as proceeding through dialectical processes
1) The document discusses philosophical questions about the existence and nature of God. It addresses questions such as where God was before creation and whether God is man-made.
2) It argues that God cannot be bound by time, space, or matter since He created those things. He exists outside of His creation as the uncaused First Cause.
3) It also argues that the complexity of the universe and life points to an intelligent Designer rather than being explained by chance or science alone. Removing God does not answer fundamental questions about our existence and the apparent design in the world.
On the uses and abuses of Deleuze & Guattari for educational researchDavid R Cole
This presentation takes the philosophy of Deleuze & Guattari and applies it to educational research. Different texts are discussed and various approaches are outlined. The presentation finishes with educational approaches developed by researcher David R Cole.
The document discusses various economic and behavioral theories of wages, including:
1) Early wage theories included the wage fund theory (1870-1914) and marginal productivity theory (1914-present), which involve wages being determined by demand and supply of labor.
2) Behavioral theories of motivation include equity theory, expectancy theory, and agency theory, which examine how motivation and wages can align employer and employee goals.
3) Wage differentials refer to differences in pay based on skills, industries, occupations, sectors, regions, and personal characteristics, and aim to incentivize workers.
The document describes a lesson plan for using artifacts from museum websites and Google Drive to help students develop critical thinking skills and better understand historical events in their proper cultural context. The plan involves students analyzing artifacts using guiding questions to determine the social, political and economic significance in the society that created them. Examples of artifacts and questions are provided, as well as directions for a guided practice where the teacher models artifact analysis with students and provides feedback in real-time using a shared Google Doc.
This document compares the ancient Greek city-states of Athens and Sparta. It discusses their differences in social structure, political systems, and economies. It also mentions the philosophers Socrates, Plato, and Aristotle and asks how Socrates' arrest and execution reflected the decline of Athens' Golden Age culture.
Queer Theory aims to change society and analyze it. It is influenced by Judith Butler's Gender Trouble, which argues that gender and sex should not be linked categories so that all sexual identities can be accepted. Queer Theory points to examples in popular culture like gender-bending performers and advertisements that suggest gender and sexuality are more fluid concepts than fixed identities. It also notes that gay and lesbian characters in media are now treated less as tokenism and more as normal representations.
Western phılosophy ın modern culture.pptxDishaBansod1
Western philosophy began with the ancient Greeks and encompasses philosophical thought from Western cultures. Some key developments include pre-Socratic philosophers who were interested in cosmology and the natural world, Socrates, Plato, and Aristotle who established foundations of Western thought. Major periods include Hellenistic/Roman philosophy, medieval philosophy influenced by Christianity, and modern philosophy beginning in the 17th century which established more secular and empirical approaches. German idealism in the 18th-19th centuries responded to Kant and established absolute idealism. Late 19th century philosophy included utilitarianism, Marxism, and existentialism. Pragmatism emerged in the US emphasizing practical consequences over absolute truths.
This document summarizes several major approaches or methodologies that historians use to study and interpret history, including:
- The "Great Man" approach which focuses on the impact of influential individuals.
- Marxist theory which views history through the lens of class struggle.
- Arnold Toynbee's challenge and response theory which argues civilizations respond to crises in ways that determine their survival.
- Radical history which argues that history reflects the perspectives of the victors.
- Daniel Boorstin's view that new ideas emerge unexpectedly from novel combinations.
It also briefly outlines philosophies of history from thinkers like Hegel, Marx, Spengler that view history as proceeding through dialectical processes
1) The document discusses philosophical questions about the existence and nature of God. It addresses questions such as where God was before creation and whether God is man-made.
2) It argues that God cannot be bound by time, space, or matter since He created those things. He exists outside of His creation as the uncaused First Cause.
3) It also argues that the complexity of the universe and life points to an intelligent Designer rather than being explained by chance or science alone. Removing God does not answer fundamental questions about our existence and the apparent design in the world.
On the uses and abuses of Deleuze & Guattari for educational researchDavid R Cole
This presentation takes the philosophy of Deleuze & Guattari and applies it to educational research. Different texts are discussed and various approaches are outlined. The presentation finishes with educational approaches developed by researcher David R Cole.
The document discusses various economic and behavioral theories of wages, including:
1) Early wage theories included the wage fund theory (1870-1914) and marginal productivity theory (1914-present), which involve wages being determined by demand and supply of labor.
2) Behavioral theories of motivation include equity theory, expectancy theory, and agency theory, which examine how motivation and wages can align employer and employee goals.
3) Wage differentials refer to differences in pay based on skills, industries, occupations, sectors, regions, and personal characteristics, and aim to incentivize workers.
The document describes a lesson plan for using artifacts from museum websites and Google Drive to help students develop critical thinking skills and better understand historical events in their proper cultural context. The plan involves students analyzing artifacts using guiding questions to determine the social, political and economic significance in the society that created them. Examples of artifacts and questions are provided, as well as directions for a guided practice where the teacher models artifact analysis with students and provides feedback in real-time using a shared Google Doc.
This document compares the ancient Greek city-states of Athens and Sparta. It discusses their differences in social structure, political systems, and economies. It also mentions the philosophers Socrates, Plato, and Aristotle and asks how Socrates' arrest and execution reflected the decline of Athens' Golden Age culture.
This document discusses analyzing the culture of Appalachia. It asks questions about what culture is, what categories cultural traits fall into, and what factors shape culture. It then asks the reader to list 8 values, customs, or traditions that distinguish Appalachian culture from broader American culture based on analyzing Census data about factors that have shaped Appalachian culture.
The document discusses how geography was a cultural determinant for ancient Greek civilization. It describes three key geographic factors - climate, terrain, and access to the sea - that profoundly influenced Greek culture. The mild Mediterranean climate promoted public life and activities like democracy and drama. Mountainous terrain divided Greece into independent city-states and hampered unity. Lacking natural resources, the Greeks relied heavily on the sea for trade, colonization, and the spread of ideas throughout the Mediterranean region.
1) Shih Huang Ti unified China through force of arms and instituted sweeping reforms from 238-210 BC that established cultural unity still maintained today.
2) He was born during the declining Zhou Dynasty when China was divided into warring states. The powerful state of Qin adopted legalist philosophy emphasizing strict laws and impartial enforcement to control people.
3) As king of Qin, Shih Huang Ti vigorously conquered the remaining states and in 221 BC declared himself the First Emperor of a unified China, emphasizing a break with the past divided system.
Bill enjoys Apple products but only owns an old iPod. He often goes to the mall with his friend Lucy, who he suspects likes him. One day at the mall, Lucy steals an iPhone 5C from the Apple Store and gives it to Bill as a gift. When Bill asks how she got it, Lucy admits that she stole it.
Confucius would not have agreed with the law cutting off a son's hands for striking his father. Confucian philosophy emphasized respect for elders and harmony within relationships, but also advocated for compassion and that punishment should fit the crime to avoid further damage to social order.
Ancient Mesopotamian households paid taxes in kind rather than money, and paid different taxes throughout the year, including poll taxes of livestock. Merchants transporting goods paid tolls and duties. The most burdensome tax was a labor obligation where free men owed months of service to the government doing tasks like harvesting or military service. Men avoided this by substituting slaves or hired workers, though this was technically illegal. Cuneiform tablets provide insights into Mesopotamian taxation systems.
The document provides guidance on writing a thesis statement by explaining that a thesis should have two parts: 1) taking a stance or position on the topic in question, and 2) providing three reasons to support that stance. It then provides an example thesis responding to the question "Is STAB a good school?" by outlining a template for a thesis that states the stance ("STAB is a good school because...") and leaves blanks to fill in three supporting reasons.
Ramon, a humble Indian, commented that in the beginning, God gave every people a cup of clay to drink from and live their lives. In his mind, this was a clear metaphor. He said that while all people dipped into the water, their cups were different. Now, his cup (his people's way of life) has broken and passed away. Jared Diamond would likely explain that environmental and geographical factors contributed to Ramon's people's fate, putting them at a disadvantage compared to other societies that had access to resources and technologies that promoted growth.
This document provides guidance on effective note-taking strategies for a World History textbook. It emphasizes focusing carefully while reading, filtering out irrelevant information, and using shorthand such as abbreviations. The Cornell note-taking system is presented as an organized format involving dividing a page into columns for main ideas and details. Students are instructed to practice taking notes from assigned textbook pages. Key tips include dating and titling notes, leaving space for summaries, and using main ideas to recall content.
The two articles provide different accounts of the events leading up to the Challenger disaster. The New York Times article focuses on the national reaction after the explosion, omitting details about warnings prior to launch. In contrast, the Columbia Journalism Review article reveals that CNN had reported warnings from engineers about risks from cold weather, and that NASA initially decided to proceed with launch despite these warnings. The omission of pre-launch warnings from the NYT article suggests a bias toward protecting NASA's reputation. Including this omitted context would provide a more complete narrative of the disaster.
The two documents discuss the 1986 Space Shuttle Challenger disaster. The first document from the New York Times focuses on the national grief over the deaths of the seven astronauts, including Christa McAuliffe. It describes how people across the country reacted with shock and sadness when hearing the news. The second document from the Columbia Journalism Review provides more context on the disaster. It explains that CNN had received a memo warning that cold weather could cause equipment failures, but that NASA decided to continue with the launch anyway. The shuttle exploded shortly after launch, killing all crew members aboard.
This document instructs students in a World History 9 class to go out and experience culture by taking a photo of something cultural, writing a paragraph describing what it is, where and how they obtained it, and what specifically makes it an example of culture. Students are to bring their photos and write-ups to class on either August 26th or 27th so their experiences can be discussed.
This document instructs students in World History 9 to go out and experience culture by taking a photo of something cultural, writing a paragraph describing the item, its location, and how they obtained it. Students are asked to bring their photos and paragraphs to class on August 28th or 29th to discuss their cultural experience.
The document discusses the Gemma Augustea, an ancient Roman cameo gem from around 15 AD. It is carved from a semi-precious stone and depicts various figures and symbols. The cameo gem provides insight into imperial ideology and propaganda during the early Roman Empire period.
The document discusses the early Roman Republic from 509 BCE to 133 BCE. It notes that during this period there were two dominant themes: 1) the expansion of Rome first in Italy and then the Mediterranean, and 2) a gradual constitutional change from aristocracy to democracy through the extension of political and social equality to the lower plebeian classes. The patricians established the Republic by replacing the monarchy with consuls and the Senate retaining legislative power, though they initially controlled the system through their clients in the Centuriate Assembly.
This Renaissance painting and sculpture are depicting the founding of the Latin race from Roman mythology. According to the myth, Aeneas, prince of Troy, escaped the fall of Troy carrying the household gods and sailed with other fugitives to Italy. Once they reached Italy, Aeneas and his men had lost everything except their ships and swords, and began searching the countryside for supplies after landing at Laurentum. This scene would have been significant for Romans as it portrayed the origins of their civilization from the Trojan hero Aeneas, establishing themselves in Italy after the fall of Troy.
The document discusses the early history of Rome and the Italian peninsula. It states that the Latins, Etruscans, and Greeks vied for control of the region where Rome was founded. The Latins occupied central Italy, the Greeks established coastal colonies, and the advanced Etruscan civilization was located north of the Latins. Rome was strategically located inland, avoiding the dangers faced by coastal cities and allowing it to maintain traditional values in the face of foreign influence and change, which helped it grow to eventually dominate the peninsula.
This document discusses post-World War I Europe from 1919-1924. It mentions France's search for security after the war and the heavy reparations imposed on Germany by the Treaty of Versailles of 132 billion German marks and $33 billion. It also discusses France occupying the Ruhr Valley in Germany and the inflation that resulted from the economic turmoil after the war.
Rome was located in central Italy along the Tiber River, which provided access to inland and coastal trade routes. This central location allowed Rome to expand its territory and influence across the Italian peninsula as it competed with other cities and territories for dominance. Rome's power grew until it controlled the entire peninsula and beyond, though it faced sacks in 390 BC by the Gauls and later invasions in 410 and 455 AD by other groups that contributed to the fall of the Western Roman Empire.
The document summarizes key events in Russia in 1917, including the abdication of Tsar Nicholas II in March, the establishment of the provisional government, Lenin's April Theses calling for an end to the war and redistribution of land, and the Bolshevik revolution in October overthrowing the provisional government. It provides context on Russia under Tsar Nicholas II and his autocratic rule prior to World War I, as well as Marxist and Leninist interpretations of these historical events.
This document discusses analyzing the culture of Appalachia. It asks questions about what culture is, what categories cultural traits fall into, and what factors shape culture. It then asks the reader to list 8 values, customs, or traditions that distinguish Appalachian culture from broader American culture based on analyzing Census data about factors that have shaped Appalachian culture.
The document discusses how geography was a cultural determinant for ancient Greek civilization. It describes three key geographic factors - climate, terrain, and access to the sea - that profoundly influenced Greek culture. The mild Mediterranean climate promoted public life and activities like democracy and drama. Mountainous terrain divided Greece into independent city-states and hampered unity. Lacking natural resources, the Greeks relied heavily on the sea for trade, colonization, and the spread of ideas throughout the Mediterranean region.
1) Shih Huang Ti unified China through force of arms and instituted sweeping reforms from 238-210 BC that established cultural unity still maintained today.
2) He was born during the declining Zhou Dynasty when China was divided into warring states. The powerful state of Qin adopted legalist philosophy emphasizing strict laws and impartial enforcement to control people.
3) As king of Qin, Shih Huang Ti vigorously conquered the remaining states and in 221 BC declared himself the First Emperor of a unified China, emphasizing a break with the past divided system.
Bill enjoys Apple products but only owns an old iPod. He often goes to the mall with his friend Lucy, who he suspects likes him. One day at the mall, Lucy steals an iPhone 5C from the Apple Store and gives it to Bill as a gift. When Bill asks how she got it, Lucy admits that she stole it.
Confucius would not have agreed with the law cutting off a son's hands for striking his father. Confucian philosophy emphasized respect for elders and harmony within relationships, but also advocated for compassion and that punishment should fit the crime to avoid further damage to social order.
Ancient Mesopotamian households paid taxes in kind rather than money, and paid different taxes throughout the year, including poll taxes of livestock. Merchants transporting goods paid tolls and duties. The most burdensome tax was a labor obligation where free men owed months of service to the government doing tasks like harvesting or military service. Men avoided this by substituting slaves or hired workers, though this was technically illegal. Cuneiform tablets provide insights into Mesopotamian taxation systems.
The document provides guidance on writing a thesis statement by explaining that a thesis should have two parts: 1) taking a stance or position on the topic in question, and 2) providing three reasons to support that stance. It then provides an example thesis responding to the question "Is STAB a good school?" by outlining a template for a thesis that states the stance ("STAB is a good school because...") and leaves blanks to fill in three supporting reasons.
Ramon, a humble Indian, commented that in the beginning, God gave every people a cup of clay to drink from and live their lives. In his mind, this was a clear metaphor. He said that while all people dipped into the water, their cups were different. Now, his cup (his people's way of life) has broken and passed away. Jared Diamond would likely explain that environmental and geographical factors contributed to Ramon's people's fate, putting them at a disadvantage compared to other societies that had access to resources and technologies that promoted growth.
This document provides guidance on effective note-taking strategies for a World History textbook. It emphasizes focusing carefully while reading, filtering out irrelevant information, and using shorthand such as abbreviations. The Cornell note-taking system is presented as an organized format involving dividing a page into columns for main ideas and details. Students are instructed to practice taking notes from assigned textbook pages. Key tips include dating and titling notes, leaving space for summaries, and using main ideas to recall content.
The two articles provide different accounts of the events leading up to the Challenger disaster. The New York Times article focuses on the national reaction after the explosion, omitting details about warnings prior to launch. In contrast, the Columbia Journalism Review article reveals that CNN had reported warnings from engineers about risks from cold weather, and that NASA initially decided to proceed with launch despite these warnings. The omission of pre-launch warnings from the NYT article suggests a bias toward protecting NASA's reputation. Including this omitted context would provide a more complete narrative of the disaster.
The two documents discuss the 1986 Space Shuttle Challenger disaster. The first document from the New York Times focuses on the national grief over the deaths of the seven astronauts, including Christa McAuliffe. It describes how people across the country reacted with shock and sadness when hearing the news. The second document from the Columbia Journalism Review provides more context on the disaster. It explains that CNN had received a memo warning that cold weather could cause equipment failures, but that NASA decided to continue with the launch anyway. The shuttle exploded shortly after launch, killing all crew members aboard.
This document instructs students in a World History 9 class to go out and experience culture by taking a photo of something cultural, writing a paragraph describing what it is, where and how they obtained it, and what specifically makes it an example of culture. Students are to bring their photos and write-ups to class on either August 26th or 27th so their experiences can be discussed.
This document instructs students in World History 9 to go out and experience culture by taking a photo of something cultural, writing a paragraph describing the item, its location, and how they obtained it. Students are asked to bring their photos and paragraphs to class on August 28th or 29th to discuss their cultural experience.
The document discusses the Gemma Augustea, an ancient Roman cameo gem from around 15 AD. It is carved from a semi-precious stone and depicts various figures and symbols. The cameo gem provides insight into imperial ideology and propaganda during the early Roman Empire period.
The document discusses the early Roman Republic from 509 BCE to 133 BCE. It notes that during this period there were two dominant themes: 1) the expansion of Rome first in Italy and then the Mediterranean, and 2) a gradual constitutional change from aristocracy to democracy through the extension of political and social equality to the lower plebeian classes. The patricians established the Republic by replacing the monarchy with consuls and the Senate retaining legislative power, though they initially controlled the system through their clients in the Centuriate Assembly.
This Renaissance painting and sculpture are depicting the founding of the Latin race from Roman mythology. According to the myth, Aeneas, prince of Troy, escaped the fall of Troy carrying the household gods and sailed with other fugitives to Italy. Once they reached Italy, Aeneas and his men had lost everything except their ships and swords, and began searching the countryside for supplies after landing at Laurentum. This scene would have been significant for Romans as it portrayed the origins of their civilization from the Trojan hero Aeneas, establishing themselves in Italy after the fall of Troy.
The document discusses the early history of Rome and the Italian peninsula. It states that the Latins, Etruscans, and Greeks vied for control of the region where Rome was founded. The Latins occupied central Italy, the Greeks established coastal colonies, and the advanced Etruscan civilization was located north of the Latins. Rome was strategically located inland, avoiding the dangers faced by coastal cities and allowing it to maintain traditional values in the face of foreign influence and change, which helped it grow to eventually dominate the peninsula.
This document discusses post-World War I Europe from 1919-1924. It mentions France's search for security after the war and the heavy reparations imposed on Germany by the Treaty of Versailles of 132 billion German marks and $33 billion. It also discusses France occupying the Ruhr Valley in Germany and the inflation that resulted from the economic turmoil after the war.
Rome was located in central Italy along the Tiber River, which provided access to inland and coastal trade routes. This central location allowed Rome to expand its territory and influence across the Italian peninsula as it competed with other cities and territories for dominance. Rome's power grew until it controlled the entire peninsula and beyond, though it faced sacks in 390 BC by the Gauls and later invasions in 410 and 455 AD by other groups that contributed to the fall of the Western Roman Empire.
The document summarizes key events in Russia in 1917, including the abdication of Tsar Nicholas II in March, the establishment of the provisional government, Lenin's April Theses calling for an end to the war and redistribution of land, and the Bolshevik revolution in October overthrowing the provisional government. It provides context on Russia under Tsar Nicholas II and his autocratic rule prior to World War I, as well as Marxist and Leninist interpretations of these historical events.
1. 19th Century Economics 101
AP European History
St. Anne’s-Belfield
Sunday, February 24, 13
2. Emerging Political Spectrum
LEFT RIGHT
Republican Liberal Conservative
(Radical)
traditional political
constitutional republic limited constitutional system
monarchy (absolute monarchy)
active government
Political action/intervention
aristocracy in positions
limited male suffrage
universal manhood of leadership
suffrage
socialist economy industrial capitalism
Traditional agrarianism
Economic anti-capitalist laissez-faire
belief in equality of
classless society individuals with traditional class structure
Social privilege of wealth based on birth and
privilege
Sunday, February 24, 13
3. ADAM SMITH:
LIBERAL ECONOMICS
Sunday, February 24, 13
4. ADAM SMITH:
LIBERAL ECONOMICS
•NATURAL LAW
Sunday, February 24, 13
5. ADAM SMITH:
LIBERAL ECONOMICS
•NATURAL LAW
•LAISSEZ-FAIRE!
Sunday, February 24, 13
6. ADAM SMITH:
LIBERAL ECONOMICS
•NATURAL LAW
•LAISSEZ-FAIRE!
• FREE MARKET COMPETITION!
Sunday, February 24, 13
7. ADAM SMITH:
LIBERAL ECONOMICS
•NATURAL LAW
•LAISSEZ-FAIRE!
• FREE MARKET COMPETITION!
Sunday, February 24, 13
8. ADAM SMITH:
LIBERAL ECONOMICS
•NATURAL LAW
•LAISSEZ-FAIRE!
• FREE MARKET COMPETITION!
• GOVERNMENT HAS A LIMITED ROLE
Sunday, February 24, 13
10. THE INDUSTRIAL REVOLUTION
•DURING THE INDUSTRIAL REVOLUTION, MASSIVE
URBANIZATION TOOK PLACE
Sunday, February 24, 13
11. THE INDUSTRIAL REVOLUTION
•DURING THE INDUSTRIAL REVOLUTION, MASSIVE
URBANIZATION TOOK PLACE
•WHAT DID THE WORKERS FIND WHEN THEY MOVED TO THE
CITY?
Sunday, February 24, 13
12. THE INDUSTRIAL REVOLUTION
•DURING THE INDUSTRIAL REVOLUTION, MASSIVE
URBANIZATION TOOK PLACE
•WHAT DID THE WORKERS FIND WHEN THEY MOVED TO THE
CITY?
MANY WHO CAME TO THE CITY DID NOT FIND A JOB AND THOSE WHO DID SUFFERED
MISERABLE LIVING AND WORKING CONDITIONS…
Sunday, February 24, 13
13. THE INDUSTRIAL REVOLUTION
•DURING THE INDUSTRIAL REVOLUTION, MASSIVE
URBANIZATION TOOK PLACE
•WHAT DID THE WORKERS FIND WHEN THEY MOVED TO THE
CITY?
MANY WHO CAME TO THE CITY DID NOT FIND A JOB AND THOSE WHO DID SUFFERED
MISERABLE LIVING AND WORKING CONDITIONS…
•INITIALLY, HOW DID THE MIDDLE AND UPPER CLASS
RESPOND TO THE PLIGHT OF THE WORKING POOR?
Sunday, February 24, 13
14. THE INDUSTRIAL REVOLUTION
Z -
E
•DURING THE INDUSTRIAL REVOLUTION, MASSIVE
S !
URBANIZATION TOOK PLACE
I S E
•WHAT DID THE WORKERS FIND WHEN THEY MOVED TO THE
CITY?
A IR
L A
MANY WHO CAME TO THE CITY DID NOT FIND A JOB AND THOSE WHO DID SUFFERED
MISERABLE LIVING AND WORKING CONDITIONS…
F
•INITIALLY, HOW DID THE MIDDLE AND UPPER CLASS
RESPOND TO THE PLIGHT OF THE WORKING POOR?
Sunday, February 24, 13
15. THOMAS MALTHUS
AND
DAVID RICARDO
Sunday, February 24, 13
17. MALTHUS’ ASSUMPTIONS
• POPULATION INVARIABLY INCREASES WHEN MEANS OF SUBSISTENCE
ARE AVAILABLE;
Sunday, February 24, 13
18. MALTHUS’ ASSUMPTIONS
• POPULATION INVARIABLY INCREASES WHEN MEANS OF SUBSISTENCE
ARE AVAILABLE;
• HOWEVER, POPULATION INCREASES IN A GEOMETRIC RATIO WHILE
FOOD ONLY INCREASES IN AN ARITHMETIC RATIO
Sunday, February 24, 13
19. STARVATION
MALTHUS’ ASSUMPTIONS
• POPULATION INVARIABLY INCREASES WHEN MEANS OF SUBSISTENCE
ARE AVAILABLE;
• HOWEVER, POPULATION INCREASES IN A GEOMETRIC RATIO WHILE
FOOD ONLY INCREASES IN AN ARITHMETIC RATIO
Sunday, February 24, 13
21. THOMAS MALTHUS’S CYCLE
GOOD TIMES
POPULATION INCREASE
GOOD FOOD SUPPLY
BAD TIMES
POPULATION DECLINE
FOOD SHORTAGES
Sunday, February 24, 13
22. THOMAS MALTHUS’S CYCLE
GOOD TIMES
POPULATION INCREASE
GOOD FOOD SUPPLY
CONCLUSION???
BAD TIMES
POPULATION DECLINE
FOOD SHORTAGES
Sunday, February 24, 13
23. THOMAS MALTHUS’S CYCLE
GOOD TIMES
POPULATION INCREASE
GOOD FOOD SUPPLY
CONCLUSION???
BAD TIMES
POPULATION DECLINE
FOOD SHORTAGES
Sunday, February 24, 13
25. RICARDO’S IRON LAW OF
WAGES
GOOD TIMES POPULATION INCREASE
HIGHER WAGES
BAD TIMES
POPULATION DECLINE
LOWER WAGES
Sunday, February 24, 13
26. RICARDO’S IRON LAW OF
WAGES
GOOD TIMES POPULATION INCREASE
HIGHER WAGES
CONCLUSION???
BAD TIMES
POPULATION DECLINE
LOWER WAGES
Sunday, February 24, 13
29. KARL MARX FRIEDRICH ENGELS
1818-1883 1820-1895
Sunday, February 24, 13
30. LIBERAL
VS
MARXIST ECONOMICS
AT HEART, HOW WAS MARXIST
ECONOMIC THEORY (MARXISM)
SIMILAR TO THE LIBERAL THEORY OF
MALTHUS AND RICARDO? DIFFERENT?
Sunday, February 24, 13
31. MARXISM 101
HISTORY IS A SERIES OF CONFLICTS BETWEEN
THOSE CLASSES WHICH CONTROL MEANS OF
PRODUCTION (“HAVES”) AND THOSE WHICH DO
NOT (“HAVE-NOTS”)
VS.
Sunday, February 24, 13
32. MARXISM 101
HISTORY IS A SERIES OF CONFLICTS BETWEEN
THOSE CLASSES WHICH CONTROL MEANS OF
PRODUCTION (“HAVES”) AND THOSE WHICH DO
NOT (“HAVE-NOTS”)
VS.
Sunday, February 24, 13
33. MARXISM 101
HISTORY IS A SERIES OF CONFLICTS BETWEEN
THOSE CLASSES WHICH CONTROL MEANS OF
PRODUCTION (“HAVES”) AND THOSE WHICH DO
NOT (“HAVE-NOTS”)
VS.
Sunday, February 24, 13
34. MARXISM 101
SOCIETY’S INSTITUTIONS (GOVERNMENT, LAWS,
RELIGION, PHILOSOPHY, MORAL VALUES) ARE
DESIGNED TO SUPPORT THE INTERESTS OF THE
DOMINANT ECONOMIC CLASS.
Sunday, February 24, 13
35. MARXISM 101
THE ENGLISH CIVIL WAR AND THE FRENCH
REVOLUTION EVINCED AN EARLY STAGE OF
MARXIST CLASS STRUGGLES
VS.
Sunday, February 24, 13
36. MARXISM 101
THE ENGLISH CIVIL WAR AND THE FRENCH
REVOLUTION EVINCED AN EARLY STAGE OF
MARXIST CLASS STRUGGLES
VS.
Sunday, February 24, 13
37. MARXISM 101
THE ENGLISH CIVIL WAR AND THE FRENCH
REVOLUTION EVINCED AN EARLY STAGE OF
MARXIST CLASS STRUGGLES
VS.
OLD FEUDAL ARISTOCRACY
(1ST AND 2ND ESTATES)
Sunday, February 24, 13
38. MARXISM 101
THE ENGLISH CIVIL WAR AND THE FRENCH
REVOLUTION EVINCED AN EARLY STAGE OF
MARXIST CLASS STRUGGLES
VS.
OLD FEUDAL ARISTOCRACY
(1ST AND 2ND ESTATES)
Sunday, February 24, 13
39. MARXISM 101
THE ENGLISH CIVIL WAR AND THE FRENCH
REVOLUTION EVINCED AN EARLY STAGE OF
MARXIST CLASS STRUGGLES
VS.
OLD FEUDAL ARISTOCRACY NEW BOURGEOISIE
(1ST AND 2ND ESTATES) (3RD ESTATE)
Sunday, February 24, 13
40. MARXISM 101
THE ENGLISH CIVIL WAR AND THE FRENCH
REVOLUTION EVINCED AN EARLY STAGE OF
MARXIST CLASS STRUGGLES
VS.
OLD FEUDAL ARISTOCRACY NEW BOURGEOISIE
(1ST AND 2ND ESTATES) (3RD ESTATE)
Sunday, February 24, 13
41. MARXISM 101
THE ENGLISH CIVIL WAR AND THE FRENCH
I WIN!
REVOLUTION EVINCED AN EARLY STAGE OF
MARXIST CLASS STRUGGLES
VS.
OLD FEUDAL ARISTOCRACY NEW BOURGEOISIE
(1ST AND 2ND ESTATES) (3RD ESTATE)
Sunday, February 24, 13
42. MARXISM 101
VICTORY OF BOURGEOISIE OVER THE FEUDAL
CLASSES LED TO A NEW CONFLICT:
VS.
Sunday, February 24, 13
43. MARXISM 101
VICTORY OF BOURGEOISIE OVER THE FEUDAL
CLASSES LED TO A NEW CONFLICT:
VS.
Sunday, February 24, 13
44. MARXISM 101
VICTORY OF BOURGEOISIE OVER THE FEUDAL
CLASSES LED TO A NEW CONFLICT:
VS.
Sunday, February 24, 13
46. MARXISM 101
WORKERS (THE PROLETARIAT) WOULD EVENTUALLY
GAIN “CLASS CONSCIOUSNESS,” OVERTHROW
BOURGEOISIE, AND CREATE A SOCIETY W/O CLASS
OR PRIVATE PROPERTY
Sunday, February 24, 13
47. MARXISM 101
WORKERS (THE PROLETARIAT) WOULD EVENTUALLY
GAIN “CLASS CONSCIOUSNESS,” OVERTHROW
BOURGEOISIE, AND CREATE A SOCIETY W/O CLASS
OR PRIVATE PROPERTY
FROM EACH ACCORDING
TO HIS ABILITIES,
TO EACH ACCORDING
TO HIS NEEDS.
Sunday, February 24, 13
48. MARXISM 101
WORKERS (THE PROLETARIAT) WOULD EVENTUALLY
GAIN “CLASS CONSCIOUSNESS,” OVERTHROW
BOURGEOISIE, AND CREATE A SOCIETY W/O CLASS
OR PRIVATE PROPERTY
FROM EACH ACCORDING
TO HIS ABILITIES,
TO EACH ACCORDING
TO HIS NEEDS.
Sunday, February 24, 13
49. WE
MARXISM 101
WORKERS (THE PROLETARIAT) WOULD EVENTUALLY
WIN!
GAIN “CLASS CONSCIOUSNESS,” OVERTHROW
BOURGEOISIE, AND CREATE A SOCIETY W/O CLASS
OR PRIVATE PROPERTY
FROM EACH ACCORDING
TO HIS ABILITIES,
TO EACH ACCORDING
TO HIS NEEDS.
Sunday, February 24, 13
50. THIS IS ALL
INEVITABLE!
Sunday, February 24, 13
51. THIS IS ALL
INEVITABLE!
ACCORDING TO MARX, THESE WERE SIMPLY THE
IMMUTABLE LAWS OF HISTORY WHICH HE AND OTHER
PHILOSOPHERS HAD IDENTIFIED AND DESCRIBED
Sunday, February 24, 13
52. LIBERAL
VS
MARXIST ECONOMICS
AT HEART, HOW WAS MARXIST
ECONOMIC THEORY (MARXISM)
SIMILAR TO THE LIBERAL THEORY OF
MALTHUS AND RICARDO? DIFFERENT?
Sunday, February 24, 13