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NEWS FLASH!! According to our very young Danny Yagan We are #1 in - - PowerPoint PPT Presentation

NEWS FLASH!! According to our very young Danny Yagan We are #1 in upward mobility >est share of people from <20%ile > >99%ile UCLA is #2 America used to be a place of exceptional upward mobility Not the case


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SLIDE 1

NEWS FLASH!!

  • According to our very young Danny Yagan…
  • We are #1 in upward mobility >est share of people

from <20%ile —> >99%ile

  • UCLA is #2
  • America used to be a place of exceptional upward

mobility

  • Not the case for those born > 1955 or so…
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SLIDE 2

Economics 113 Slides

  • J. Bradford Delong

http://bradford-delong.com brad.delong@gmail.com @delong 2017-01-18 KNT: https://www.icloud.com/keynote/ 0LdLCURat7wHXwlQpuyTENh1Q#2017-01-18_Econ_113_Slides

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SLIDE 3

Outline

  • News Flash: Berkeley and Opportunity
  • Lecture: The Story of American Economic

History

  • Lecture: Big Ideas
  • Course Mechanics
  • Who Are You?
  • Assignment: Letter to Lecturer
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SLIDE 4

A Story from American Economic History

  • Born on the prairie
  • Young man on the

make

  • But in Russia—not

America

  • Lev Bronstein
  • Leon Trotsky
  • Lenin’s right hand in the

Bolshevik Revolution

  • People’s Commissar for

Foreign Affairs

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SLIDE 5

“The Foundry Where the Future Will Be Forged”

  • Trotsky left New York

in March 1917 for St. Petersburg, Russia

  • Left with some regret
  • The history of the

United States is of more than parochial interest

  • It is not the case that

the U.S. shows the rest of the world the image of its own future

  • Nevertheless…
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SLIDE 6

BIG IDEA #1: Narrative

  • We like stories.
  • It is how we think.
  • We are jumped-up East African Plains Apes, only

3000 generations removed from those who first developed language, trying to understand the world as monkeys with, as Winnie-the-Pooh would say, "very little brain".

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SLIDE 7

BIG IDEA #1: Narrative II

  • To place ideas and lessons in the context of a story

is a mighty aid to our thinking. And history and its narratives are how we do that.

  • That is the first BIG IDEA of this course: historical

narrative is a mental force multiplier for your brain…

  • Disciplines that do not take a historical approach

and ideas that do not admit of a narrative historical presentation are crippling themselves…

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SLIDE 8

BIG IDEAS

  • We are animals that live by narrative—hence by history…
  • There are three American nationalisms:
  • The City Upon a Hill: “Let it be as it was in New-

England…”

  • A place where we can live freely…
  • “But here was Old Kentucky!”
  • The American project has been astonishingly successful

—in Trotsky’s words: “the furnace where the future is being forged…”

  • But the American project has been much worse than

shadowed by plantation slavery and its echoes down the centuries…

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SLIDE 9

BIG IDEAS II

  • One big contributor to the success of the American

project has been immigration…

  • American society has generated a large—in

comparative context—but unevenly distributed quantum of liberty…

  • American society used to deliver an unusually large

quantum of opportunity—but not any more…

  • American society has delivered an unprecedented

and unequalled quantum of prosperity

  • The story of industrialization requires focusing on

growth-oriented industrial policy…

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SLIDE 10

BIG IDEAS III

  • The story of industrialization requires focusing on

societal well being-oriented industrial policy…

  • The story of opportunity and prosperity is the story
  • f our two Gilded Ages: their rise, fall, and rise
  • The apogee of American success is the mid

twentieth century era of social democracy

  • Society has moved from agriculture to industry to

post-industrial services, and is now moving on to ?…

  • Much of what has gone wrong with America can be

traced to regional geography—and to the cultures that entrenched themselves in that geography…

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SLIDE 11

Learn More About Trotsky?

  • Want to?
  • IMHO, the best places to start are with two books:
  • The relevant sections of Edmund Wilson (1940):

To the Finland Station: A Study in the Writing and Acting of History (New York: Farrar, Straus and Giroux: 0374533458) http://amzn.to/2jc1t88 z

  • Leon Trotsky (1930): My Life: An Attempt at

Autobiography (New York: Scribner: 0873481445) http://amzn.to/2jbLh6M https:// www.marxists.org/archive/trotsky/1930/mylife/

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SLIDE 12

We Have a Lot to Do! Let’s Get Started!

  • Comments?
  • Questions?
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SLIDE 13

Course Mechanics

  • Grades:
  • in-class final (30%) Fr May 12 3-6pm
  • two in-class midterms (15% each)
  • Midterm 1: Feb 15
  • Midterm 2: Mar 22
  • in-lecture iClicker questions (10%)
  • section-based writing and calculation assignments on the readings

(15%)

  • section participation (10%)
  • lecture participation (5%).
  • We anticipate that the class will work hard enough to make the median

a B+.

  • That is in your collective control.
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SLIDE 14

Course Mechanics II

  • Lecturer Office Hours: DeLong 691a Evans

Hall by appointment, plus drop-in hours still in flux. Email delong@econ berkeley.edu to make an appointment.

  • GSI Office Hours: TBA…
  • Admission: Out of our hands…
  • iClickers: still an experiment…
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SLIDE 15

To Your iClickers

Where should I have my office hours?

  • A. Evans Hall 691a
  • B. Blum Center
  • C. Student Learning Center
  • D. Don’t Care…
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SLIDE 16

To Your iClickers

When should I have my office hours?

  • A. Monday lunch
  • B. Early Tuesday morning
  • C. Late Tuesday afternoon
  • D. Wednesday morning
  • E. Thursday mid-day
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SLIDE 17

Course Mechanics III

  • Lecture: MW 5:10-6:30pm 160 Kroeber Brad DeLong delong@econ.berkeley.edu
  • Sections: 101 M 8:00am Dwinelle 242. 102 M 4:00pm Evans 3. 103 Tu 8:00am

Dwinelle 228. 104 Tu 9:00am Dwinelle 205. GSIs: Abby Sara Ridley-Kerr aridleykerr@berkeley.edu; Philip Verma philip_verma@berkeley.edu

  • Course Website: https://bcourses.berkeley.edu/courses/1456905
  • Syllabus: https://www.icloud.com/pages/

08knt3VtO9bpTIKHf6ibWHB7g#2017-01-11_Econ_113_S2017_Syllabus

  • Announcements: https://bcourses.berkeley.edu/courses/1456905/announcements
  • Readings: Paul Boyer: American History: A Very Short Introduction http://amzn.to/
  • 2gQw7QE. Alan Taylor: Colonial America: A Very Short Introduction http://amzn.to/
  • 2hlru41. David A. Gerber: American Immigration: A Very Short Introduction http://

amzn.to/2gskihT. Walter Nugent: Progressivism: A Very Short Introduction http:// amzn.to/2gwhchF. Eric Rauchway: The Great Depression and the New Deal: A Very Short Introduction http://amzn.to/2hvpCGf. David Garland: The Welfare State: A Very Short Introduction http://amzn.to/2gDQMci. Martha L. Olney: Microeconomics as a Second Language http://amzn.to/2hvDCj8. Plus about 2 articles a week…

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SLIDE 18

Catch Our Breath…

  • Comments?
  • Questions?
  • On to “deep

economic history”

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SLIDE 19

Who Are You? To Your iClickers…: Some Questions

What year are you?

  • A. First
  • B. Second
  • C. Third
  • D. Fourth
  • E. Fifth & up…

Has Econ 1 been your only previous econ class?

  • A. Yes
  • B. No
  • C. Maybe
  • D. What’s Econ 1?

Are you or do you want to be a History/PE major?

  • A. Yes
  • B. No
  • C. Maybe

Are you or do you want to be an Econ major?

  • A. Yes
  • B. No
  • C. Maybe
  • D. What’s an Econ major?
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SLIDE 20

To Your iClickers…: Some Math Questions

Suppose some quantity is growing at a geometric rate of 3%/year. About how long will it take to grow by a factor of eight?

  • A. 267 years
  • B. None of the other answers
  • C. 24 years
  • D. 75 years
  • E. There is not enough

information to give an answer

Suppose that we have a quantity x that follows the equation: dx(t)/dt = -(0.08)x(t) + 0.32 What is the long-run steady- state asymptote to which x(t) will converge?

  • A. None of the other answers
  • B. 4
  • C. 24
  • D. 40
  • E. There is not enough

information to give an answer

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SLIDE 21

To Your iClickers…: Another Math Question

Suppose that the daily demand for lattes by the 30,000 students of Euphoric State University in the town of Avicenna is given by: P = 10 - Q/12,000 where P is the price of lattes in dollars and Q is the number of lattes consumed everyday by the students. Suppose further the supply of lattes is given by: P = 4 that is, as many lattes are demanded will be produced and sold by cafes at a price of $4/latte. What is the equilibrium quantity of lattes?

  • A. 7,500 lattes/day
  • B. 48,000 lattes/day
  • C. There is not enough information
  • D. None of the other answers
  • E. 72,000 lattes/day
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SLIDE 22

To Your iClickers…: Moral Philosophy Questions

Marx: Nineteenth-century thinker Karl Marx believed…

  • A. that eventually growing pressures

for democracy would overthrow capitalism

  • B. that capitalism and democracy

would smoothly advance together

  • C. that developing capitalism would

eventually suppress democracy and cause a return to oligarchy

  • D. that bureaucratic centralism would

eventually eliminate both democracy and capitalism

  • E. that the capitalist mode of

production was the end state of history, and was compatible with either democracy or oligarchy

Keynes: Twentieth-century thinker John Maynard Keynes believed…

  • A. social peace and expanding production

could be maintained by clever macroeconomic policy, requiring an active central bank and the somewhat comprehensive socialization of investment

  • B. a market capitalism that turned the stuff of

people's lives--their communities, their

  • ccupations, and their incomes--into

market playthings by making land, labor, and finance into "commodities" was playing with fire.

  • C. human beings were too violent to avoid

large-scale destructive industrial wars for very long

  • D. ultimately capitalism was inconsistent with

democracy, and capitalism would win

  • E. ultimately capitalism was inconsistent with

democracy, and democracy would win

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SLIDE 23

To Your iClickers…: History Questions

China Stands Up: China's recovery from its long relative economic and political decline that began early in the Qing Dynasty began to gather strength with…

  • A. the overthrow of the Qing by Yuan

Shikai 袁世凱 in 1911

  • B. the return to power of Deng

Xiaoping 邓⼩尐平 in 1977

  • C. the northern expedition of Chiang

Kaishek 蔣中正 in 1928

  • D. the victory of Mao Zedong ⽑毜泽东 in

the Chinese Civil War in 1948

  • E. the self-strengthening movement

led by Zeng Guofan 曾国藩 and Li Hongzhang 李鸿章 beginning in the 1860s

Neoliberalism: The neoliberal movement to place more emphasis on using market- and market-friendly institutions and to moderate the pursuit of socialist and social democratic ends gathered force in…

  • A. the 1980s, with the elections of Ronald

Reagan in the U.S. and Margaret Thatcher in * the 1990s, with the election of Bill Clinton in the United States and Tony Blair in Britain, and the passage of NAFTA

  • B. the 1960s, with the election of Lyndon

Johnson in the United States

  • C. the 1950s, with the election of Dwight

Eisenhower in the United States

  • D. the 2000s, with the election of George
  • W. Bush in the United States and

China's joining the WTO

  • E. none of the other answers
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SLIDE 24

Why I Ask…

  • I need to keep the class

as a whole balanced between bored and lost…

  • Those of you who haven’t

had much in the way of economics will have to work a little harder…

  • Those of you who haven’t

had much in the way of history and moral philosophy will have to work a little harder in different ways and places…

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SLIDE 25

Why I Ask… II

  • I will need to spend

some time building tools:

  • Economic model and

quantitative assessment tools…

  • Moral philosophical

framework tools…

  • Doing so will bore a

bunch of you further…

  • Not doing so will leave

a bunch of you lost…

  • I will try to strike the right

balance…

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SLIDE 26

Catch Our Breath…

  • Comments?
  • Questions?
  • What’s up next?
  • How this course

is going to work…

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SLIDE 27

Assignment: Letter to Lecturer

Letter to Lecturer (1 point) Before the midnight ending the day of Friday, January 20, please use bCourses to send me—the lecturer—a 200- to 400-word letter describing:

  • Your personal background (in as much detail as you wish, including

none),

  • Your intellectual background in studying economics and history,
  • Why you are spending 1/32 of your scarce Berkeley academic time

taking this course,

  • What you hope to gain for yourself here at Berkeley,
  • How you hope to use what you gain at Berkeley in the future, and
  • One thing you hope to know at the end of the course that you do not

know now.