Tag Archives: united states history

Trade War

“trade war: A situation in which two or more nations restrict one another’s exports. Trade wars are ancient and modern. Until Adam Smith and the contemporary physiocrats. No thinkers believed in free trade. All economists believed that the best policy was to maximize one’s own exports; many added that it was good to restrict others’ imports. If pursued worldwide, such policies were obviously self-defeating, but that does not lessen their attraction to individual national policy makers. The Napoleonic Wars were largely a trade war between France and her allies and the UK, which caused serious damage to third parties, such as the USA.

The nineteenth century saw the heyday of the bilateral trade treaty and the invention of the most favored nation clause. Between them, these devices restricted the scope for trade wars. However, the revival of protection in the 1920s and 1930s revived trade wars. Since the 1960s, world trade politics has become multilateral rather than bilateral (GATT, World Trade Organization). This has not eliminated trade wars, but has made them multinational also. If the EU declares war on US hormone-fortified beef and export subsidies, then the USA may declare war on EU luxury goods and Caribbean bananas.”

Excerpted from: McLean, Iain, and Alistair McMillan, editors. Oxford Concise Dictionary of Politics. New York: Oxford University Press, 2003.

The Doubter’s Companion: Biographical Films

“Biographical Films: Since attention to historical detail ruins filmed drama, the essential property of biographical cinema is that it improves in quality by not telling the truth.

These films, whether describing the lives of American presidents or criminals, French generals or Russian kings, are among the beneficiaries of the ‘big lie’ idea. As a result they have helped to create a modern mythology which erases the Western idea of intellectual inquiry and returns to the pre-intellectual tradition of mythological gods and heroes. This is the context in which the portraits of John Kennedy, James Hoffa, Napoleon and so on can most easily be understood.”

Excerpted from: Saul, John Ralston. The Doubter’s Companion. New York: The Free Press, 1994.

Authoritarianism

“authoritarianism: A style of government in which the rulers demand unquestioning obedience from the ruled. Traditionally, ‘authoritarians’ have argued for a high degree of determination by governments of belief and behavior and correspondingly smaller significance for individual choice. But it is possible to be authoritarian in some spheres while being more liberal in others. Frederick the Great is alleged to have said, ‘I have an agreement with my people: they can say what they like and I can do what I like.’

Authoritarianism has become simply a ‘boo’ word, referring to overweening and intolerant government irrespective of the justification, or lack of it, of such practices. Thus is often means exactly the same as despotism, an older word. A number of American political scientists in the Cold War period distinguished between ‘authoritarian‘ and ‘totalitarian‘ governments. The former (mainly military regimes) had two advantages over the latter: they did not last as long and though they would repress their political opponents as brutally as any known regimes, they left a larger sphere for private life. (Totalitarian regimes were, in this context, invariably communist.) Thus, where conditions were not yet ripe for democracy, there were relative advantages to authoritarianism.”

Excerpted from: McLean, Iain, and Alistair McMillan, editors. Oxford Concise Dictionary of Politics. New York: Oxford University Press, 2003.

Cultural Literacy: Treasury Bills

I rather doubt there will be a huge amount of demand for this Cultural Literacy worksheet on treasury bills, though perhaps there should be. I developed it when I worked in a economics-and-finance-themed high school in Manhattan a number of years ago, then never used it.

In any case. this is a half-page worksheet with a reading of three sentences and three comprehension questions. The second two of the three sentences are longish compounds separated by semicolons which might be best broken up and rewritten as simpler clauses for students who struggle with these kinds of sentences.

If you find typos in this document, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.

Chris Hedges on the State of the American Intellect

“We are a culture that has been denied, of has passively given up, the linguistic and intellectual tools to cope with complexity, to separate illusion from reality. We have traded the printed word for the gleaming image. Public rhetoric is designed to be comprehensible to a ten-year-old child or an adult with a sixth-grade reading level. Most of us speak at this level, are entertained and think at this level. We have transformed our culture into a vast replica of Pinocchio’s Pleasure Island, where boys are lured with the promise of no school and endless fun. They were all, however, turned into donkeys–a symbol, in Italian culture, of ignorance and stupidity.

Functional illiteracy in America is epidemic. There are 7 million illiterate Americans. Another 27 million are unable to read well enough to complete a job application, and 30 million can’t read a simple sentence. There are some 50 million people who read at a fourth- or fifth-grade level. Nearly a third of the nation’s population is illiterate or barely literate–a figure that is growing by more than 2 million a year. A third of high-school graduates never read another book for the rest of their lives, and neither do 42 percent of college graduates. In 2007, 80 percent of the families in the United States did not buy or read a book. And it is not much better beyond our borders. Canada has an illiterate and semiliterate population estimated at 42 percent of the whole, a proportion that mirrors that of the United States.”

Excerpted from: Hedges, Chris. Empire of Illusion: The End of Literacy and the Triumph of Spectacle. New York: Nation Books, 2009.

Fascism

“fascism: A right-wing nationalist ideology or movement with a totalitarian and hierarchical structure that is fundamentally opposed to democracy and liberalism. In ancient Rome, the authority of the state was symbolized by the fasces, a bundle of rods bound together (signifying popular unity) with a protruding axe-head (denoting leadership). As such, it was appropriated by Mussolini to label the movement he led to power in Italy in 1922, but was subsequently generalized to cover a whole range of movements during the inter-war period. These include the National Socialists in Germany, as well as others such as Action Francaise, the Arrow Cross in Hungary, or the Falangists in Spain. In the post-war period, the term has been used, often prefixed by “neo,” to describe what are successors to these movements, as well as Peronism and, most recently, some movements in ex-Communist countries, such as Pamyat in Russia (see extreme-right parties). Given such diversity, does the term have any meaning?

Genuinely fascist ideologies are: monist, that is to say, based upon fundamental and basic truths about humanity and the environment which to not admit to question; simplistic, in the sense of ascribing complex phenomena to single causes and advancing single remedies; fundamentalist, that is, involving a division the world into “good” and “bad” with nothing in between; and conspiratorial, that is, predicated on the existence of a secret world-wide conspiracy by a hostile group seeking to manipulate the masses to achieve and or maintain a dominant position.

In content, these ideologies are distinguished by five main components. (1) Extreme nationalism, the belief that there is a clearly defined nation which has its own distinctive characteristics, culture, and interests, and which is superior to others. (2) An assertion of national decline—that at some point in the mythical past the nation was great, with harmonious social and political relationships, and dominant over others, and that subsequently it has disintegrated, become internally fractious and divided, and subordinate to lesser nations. (3) This process of national decline is often linked to a diminution of the racial purity of the nation. In some movements the nation is regarded as co-extensive with the race (the nation race), while in others, hierarchies of race are defined generically with nations located within them (the race nation); in virtually all cases, the view is taken that the introduction of impurities has weakened the nation and been responsible for its plight. (4) The blame for national decline and/or racial miscegenation is laid at the door of a conspiracy on the part of other nations/races seen as competing in a desperate struggle for dominance. (5) In that struggle, both capitalism and its political form, liberal democracy, are seen as mere divisive devices designed to fragment the nation and subordinate if further in the world order.

With regard to prescriptive content, the first priority is the reconstitution of the nation as an entity by restoring its purity. The second is to restore national dominance by reorganizing the polity, the economy, and society. Means to this end include variously: (1) the institution of an authoritarian  and antiliberal state dominated by a single party; (2) total control by the latter over political aggregation, communication, and socialization: (3) direction by the state of labor and consumption to create a productionist and self-sufficient economy; and (4) a charismatic leader embodying the “real” interests of the nation and energizing the masses. With these priorities fulfilled, the nation would then be in a position to recapture its dominance, if necessary by military means.

Such priorities were explicit in the inter-war fascist movements, which engaged in racial/ethnic “cleansing,” establishing totalitarian political systems, productionist economies, and dictatorships, and of course went to war in pursuit of international dominance. But such parties can no longer openly espouse these extremes, and national/racial purity now takes the form of opposition to continuing immigration and demands for repatriation; totalitarianism and dictatorship have been replaced by lesser demands for a significant strengthening in the authority of the state, allegedly within a democratic framework; productionism has become interventionism; and military glory has been largely eschewed.”

Excerpted from: McLean, Iain, and Alistair McMillan, editors. Oxford Concise Dictionary of Politics. New York: Oxford University Press, 2003.

The Weekly Text, 30 May 2025, Asian Pacific American Heritage Month Week V: A Reading and Comprehension Worksheet on The Battle of Midway

For the final Friday of Asian Pacific American Heritage Month 2025, here is a reading on the Battle of Midway along with its attendant vocabulary-building and comprehension worksheet. This is solid material on one of the turning points in the Pacific Theater of World War II.

If you find typos in these documents, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.

The Weekly Text, 18 April 2025: A Reading and Comprehension Worksheet on the Second Great Awakening

The other morning, one of my favorite shows on National Public Radio, On the Media ran a repeat show on Christian Nationalism, the latest scary manifestation of religious lunacy in the United States. The guest, Matthew Taylor, explained well this latest manifestation of what is basically a form of aggressive Protestant cultural militancy with something of a long history in this country.

So, now seems like a good time to post this reading on the Second Great Awakening along with its attendant vocabulary-building and comprehension worksheet. And if you are so inspired, you might familiarize yourself with the term “Burned-over district.”

If you find typos in these documents, I would appreciate a notification. And, as always, if you find this material useful in your practice, I would be grateful to hear what you think of it. I seek your peer review.

The Doubter’s Companion: Barons: Robber, Press, Etc.

“Barons: Robber, Press, Etc.: Individuals operating in spite of—or perhaps thanks to—a severe inferiority complex transformed into megalomania.

As Andrew Carnegie and John D. Rockefeller demonstrated, the robber variety can find some inner peace through the semi-physical therapy of having people make and do things. A select few may even come to resemble the sort of medieval barons who bullied King John into signing the Magna Carta. The press sector offers less scope for improvement. Devoid of practical therapeutic tools, it leaves the mentally unstable to pontificate publicly while using their power to bully others into silence. So long as the widespread ownership of newspapers prevents them from limiting the public’s general freedom of speech, these unhappy individuals provide others with the welcome distraction of colorful comic relief.”

Excerpted from: Saul, John Ralston. The Doubter’s Companion. New York: The Free Press, 1994.

Word Origins: Fascism

“fascism: [E20th] The term fascism was first used of the right-wing nationalist regime of Mussolini in Italy (1922-1943), the Partito Nazionale Fascista (National Fascist Party), and later applied to the regimes of Franco in Spain and the Nazis in Germany. It comes for the Latin fascis “bundle.” In ancient Rome the fasces were the bundle of rods, with an axe through them, carried in front of the magistrate as a symbol of his power to punish people.”

Excerpted from: Creswell, Julia. Oxford Dictionary of Word Origins. New York: Oxford University Press, 2010.