Showing posts with label weekly blog assignment. Show all posts
Showing posts with label weekly blog assignment. Show all posts

Saturday, November 8, 2008

The Bill of Rights: In action or not


As we learned in last week's unit on the Critical Period, one important development at the Constitutional Conventions was the drafting of the first 10 Amendments, collectively known as the Bill of Rights. Ultimately, it was the incorporation of these liberties into our nation's legal system that settled disputes between the Federalists and Anti-Federalists. In modern American society, the necessity for and interpetations of these secured liberties, particularly those testing the elastic clauses of the 10th amendment are often the causes of political and cultural debate. This weekend's blog asks that you consider the role of the Bill of Rights in modern US society.


Directions: Actively read the following article posted below (also available for view at: http://query.nytimes.com/gst/fullpage.html?res=9906E2D91438F933A15756C0A9649C8B63&sec=&spon=&pagewanted=print)


1. Based in the following NY Times article, summarize Richard Minsky’s (the artists’) view on the Bill of Rights and it’s role in modern US society.


2. Analyze two of his criticisms based on your knowledge of US government and the Bill of Rights.


3. Finally, respond to the following question:Is the Bill of Rights reflected in or distorted in modern US society. Refer to anecdotal (personal stories) or academic evidence to support your answer.


Your blog must be a miniminum of 200 words and include a response to at least one other student's post. Blog due Monday, Nov. 10 at the beginning of class. Remember to also answer the practice AP questions distributed in class on Friday.
For your reference, a copy of the Bill of Rights is available on page and at: http://www.archives.gov/national-archives-experience/charters/bill_of_rights_transcript.html
------------------------------------------------------------------------------------------------May 20, 2002 "Artist Depicts the Bill of Rights in a World Out of Joint"
By RALPH BLUMENTHAL'
'I like art that gives you a reality fix,'' says Richard Minsky. A reality he treasures is the Bill of Rights, so Mr. Minsky, 55, a Greenwich Village artist and professional bookbinder, has found a way to exemplify the first 10 amendments to the Constitution as artworks.
For the First Amendment protecting freedom of expression, for example, he burned a copy of Salman Rushdie's ''Satanic Verses'' and sealed up the charred volume in an arabesque windowed reliquary.For the Sixth Amendment guaranteeing a speedy and public trial, he glued a black-leather glove daubed with red onto a copy of Jeffrey Toobin's best seller ''The Run of His Life: The People v. O. J. Simpson.'' (''I used paint, not real blood,'' Mr. Minsky said, ''not that I haven't, or wouldn't.'')And for the Eighth Amendment, barring cruel and unusual punishment, he took a book on penology, ''Forlorn Hope: The Prison Reform Movement'' by Larry E. Sullivan, a professor of criminal justice, rebound it in stripes and chained it to a little jail. ''You can take the book out for exercise,'' Mr. Minsky said, ''but then it must go back to its cell.''
The 10 works are on display at the Louis K. Meisel Gallery at 141 Prince Street in Soho through June 1. Twenty-five editions of the set are being offered at $18,000 each. (The works are viewable online at www.minsky.com.)Mr. Minsky, who has been exhibiting his art for 30 years and founded the nonprofit Center for Book Arts at 626 Broadway, said he thought long and hard about celebrating the amendments, whatever their consequences. ''While you got them, enjoy them,'' he said.For the Second Amendment on the right to bear arms he chose a book about violent hate groups, ''Gathering Storm: America's Militia Threat'' by Morris Dees of the Southern Poverty Law Center. Mr. Minsky depicts the author in the bull's-eye of a target.The Third Amendment, barring the forced quartering of soldiers in private homes, was represented by a reimagined nuclear football -- an attaché case like the one bearing the codes for unleashing atomic war. It contains a copy of ''Seven Days in May'' by Fletcher Knebel and Charles W. Bailey, a novel about the nation's top military commander seeking to commandeer the White House, and a DVD of the movie with Burt Lancaster and Kirk Douglas.For the Fourth Amendment, against unreasonable search and seizure, Mr. Minsky chose a copy of ''Neuromancer,'' William Gibson's 1984 science-fantasy novel presenting cyberspace as a realm vulnerable to governmental intrusion. He built a slipcase with an imbedded network interface card and hot-stamped it with the text of the amendment in hologram foil.
The Fifth Amendment, guaranteeing due process of law for criminal defendants, was exemplified by a novel in the form of an epic poem, ''Branches'' by Mitch Cullin, about a brutal Texas sheriff who takes the law into his own hands. Mr. Minsky bound the book in khaki, affixed a badge -- and peppered the cover with nine-millimeter slugs.For the Seventh Amendment, providing for jury trials in civil cases over $20, he selected ''The Litigation Explosion: What Happened When America Unleashed the Lawsuit'' by Walter K. Olson, and rebound it in mock $20 bills that replaced the image of President Andrew Jackson with that of James Madison, father of the Bill of Rights.For the Ninth Amendment, reserving all unenumerated rights to the people, Mr. Minsky highlighted ''the right to privacy,'' using a book of that name by Ellen Alderman and Caroline Kennedy and re-illustrating it with photos of Diana, Princess of Wales, including endpapers depicting her fatal car crash.The 10th Amendment, protecting states' rights, stumped Mr. Minsky for some time. ''I was wracking my brain, and then, out of nowhere, I thought of November-December 2000.''
He downloaded the United States Supreme Court decision intervening in the Florida-vote controversy and handing the presidential election to George W. Bush. Mr. Minsky bound the docket in brown leather like a law book with the spine title off-center. ''It's a little crooked,'' he said.The works are available only as a set, Mr. Minsky said. ''People ask me, 'Can I get one?''' he said. ''I say, 'The government is trying to take them away one by one; you have to have them all.' '
'Correction: May 23, 2002, Thursday An article in The Arts on Monday about Richard Minsky, an artist and bookbinder who has created artworks representing the Bill of Rights, gave an outdated address for the Center for Book Arts, a nonprofit group he founded in New York. It is at 28 West 27th Street, third floor

Monday, April 7, 2008

Was the Great Depression inevitable?


Read the following sources and respond to the essential questions posted below.

A) a brief review of the political, economic and social developments of the 1920’s published by the US State Department:

http://usinfo.state.gov/products/pubs/histryotln/war.htm

B) a summary of the reasons why the Stock Market crashed in 1929 from PBS online:

http://www.pbs.org/fmc/timeline/estockmktcrash.htm

C) pages 194-205 in The Story of American Freedom

Consider these sources and all you learned from the text and discussions this week on the 1920s. Was the stock market crash inevitable? In your opinion, did the US government do all it could have to prevent and alleviate the economic crisis that swept the nation from 1929- 1935? Provide evidence to support your views.


Your response should be at least 200 words and include comments on at least one other post. Due Friday 4/11 before class.

Sunday, March 16, 2008

What constitutes a just war? Analyzing the US' involvement in WWI and modern-day Iraq

This week marks the fifth consecutive year that US forces have been at war in Iraq. With all the emphasis we can anticipate the media and politicans will give this commemorative anniversary, it seems logical that we take some time to think together as a class about wars, past and present.

1) Consider what you know about World War I, the current War on Terror and global conflict in general. Then read an article from section I and II (read more if you like.) The hand out entitiled "Why did the US enter WWI" from last week will be helpful as well.

I) WWI
http://teachers.sheboygan.k12.wi.us/tgentine/documents/WWIDebate.pdf
A) bulleted outline of key historical perspectives on the US' role in WWI, requires Acrobat reader

http://www.socialstudieshelp.com/Lesson_75_Notes.htm
b) Describes public opinion and the historical impact of US foreign policy in the Great Wardiscussion of US public opinion on American involvement in WWI

http://www.uta.fi/FAST/US1/REF/germ-ww1.html
c) discussion of US public opinion on American involvement in WWI

II) IraqD)"Just War or Just a War" by former US President Jimmy Carter, New York Times, 2003
http://query.nytimes.com/gst/fullpage.html?res=9D00EFDE113FF93AA35750C0A9659C8B63
(argues against continued US occupation and war in Iraq)

E) "Fighting a Just War in Iraq" by Joseph Locatone, The Heritage Foundation, 2003
http://www.heritage.org/Research/Iraq/wm251.cfm(argues in favor of continued US occupation and war in Iraq)

F) "A War We Just Might Win" by Michael O' Hanlon and Kenneth Pollack, New York Times, 2007
http://www.nytimes.com/2007/07/30/opinion/30pollack.html?_r=1&pagewanted=2&oref=slogin
(offers analysis of US' effectiveness in Iraq)

2) Respond to the following questions. Include details from the articles and class as evidence of your work:

  • What makes a war just?
  • Was the US justified in it's decision to aid and ultimately join the Allied Powers in the Great War?
  • Is the US' involvement in Iraq just? Compare and contrast these conflicts and the US' role in them.

(Note - this assignment is intended to be analytical and maybe controversial, it's OK for us to disagree, but please maintain academic decorum and respect for one another's views.)

200 word minimumPlease respond to at least one other post

Due friday 3/21 by 5:00 p.m. (we don't have school that day.)

Tuesday, March 4, 2008

Nationalist Movements in Hawaii and Puerto Rico


This week we are exploring the reasons that the US government sought colonial rule over regions of the Caribbean and South Pacific at the turn of the 20th century. The legitimacy of US authority over commonwealths like Puerto Rico, Guam, Samoa and even the statehood of Hawaii remain controversial issues in modern society. This week's blog asks that you read some articles on contemporary nationalist movements and analyze the call for independence that is becoming a strong political movement among indigenous people in these areas.

Directions:

Actively read the following articles on independence movements in Hawaii and Puerto Rico
A)Hawaii
http://www.hawaii-nation.org/rebuilding-kingdom.html


Summarize the articles and explain the reasons why Puerto Rican and Hawaiian nationalists feel their homelands should be granted full independence by the US government.

In your opinion, would autonomy and self-rule benefit the people of Hawaii and Puerto Rico or exacerbate poverty and other problems that exist in these areas today? Explain using support from the article, your knowledge of history and any outside sources that you may use to further research this assignment. If you read other sources, be sure to cite the URL or newssource in your post.

minimum 200 words, please comment on the post of one of your peers.
Due Friday 3/7 before class.

Thursday, February 7, 2008

Nativism and Immigration in the Gilded Age



Read the article posted below (two formats available):

http://www.vanells.com/125-22.pdf (with images, PDF requires Adobe Acrobat)

http://64.233.169.104/search?q=cache:vJ8_Q9ffkMgJ:www.vanells.com/125-22.pdf+gilded+age+and+immigration,+disease&hl=en&ct=clnk&cd=8&gl=us
(HTML/ will work on any computer)





AND Chapter One of Jacub Riis' How the Other Half Lives





http://en.wikisource.org/wiki/How_the_Other_Half_Lives/Chapter_I





A) Discuss how health, sanitation and scientific theory affected the lives of "old immigrants" in the Gilded Age.





B) Consider Riis' arguments for social reform and Herbert Spencer's theory of Social Darwinism.

In your opinion, was the government responsible for the health and safety of immigrant communities at the turn of the 20th Century?

Should undocumented (alien) immigrants recieve social services in modern US society?

How do your opinions on these matter relate to the Riis and Spencer?






C) Respond to the post of at least one classmate.

Saturday, February 2, 2008

Term 2 Blog Assignment #1: US Society in the Gilded Age


The period immediately following the Civil War presented a number of challenges to the United States. Reconstruction was an expensive federal endeavor, meaning society in part tured to private industry to strengthen the economy. In the essay "Robber Barons and Rebels", Howard Zinn discusses the economic, political and social trends in the period generally referred to as the Gilded Age.

"In the year 1877, the signals were given for the rest of the century: the blacks would be put back; the strikes of white workers would not be tolerated; the industrial and political elites of North and South would take hold of the country and organize the greatest march of economic growth in human history. They would do it with the aid of, and at the expense of, black labor, white labor, Chinese labor, European immigrant labor, female labor, rewarding them differently by race, sex, national origin, and social class, in such a way as to create separate levels of oppression-a skillful terracing to stabilize the pyramid of wealth... the government of the United States was behaving almost exactly as Karl Marx described a capitalist state: pretending neutrality to maintain order, but serving the interests of the rich... the purpose of the state was to settle upper-class disputes peacefully, control lower-class rebellion, and adopt policies that would further the long-range stability of the system."

Consider the varying social and economic strains experienced by the United States at the turn of the Ninteenth century as described in Zinn's artilce: http://www.historyisaweapon.com/defcon1/zinnbaron11.html

Summarize the key developments revealed in the text and respond to the following questions:



  • Did the US government's actions in this era benefit the nation as a whole or (as Zinn seems to believe) did the economic policies that emerged in the Gilded Age benefit the wealthy and punish the poor/working classes?



  • To what extent should the government regulate private industry?

Your response should be at least 200 words and relate to at least one other post


Anyone seeking extra credit may complete the blog my US classes are working on, which is related to this topic.


http://www.msfrancisushistoryablock.blogspot.com/


Monday, January 7, 2008

Civil War News: A Primary Source Investigation


Harper's Weekly was the most popular newspaper during the Civil War, and it featured stunning illustrations, and in depth stories on all the important people and events of the war. For this week's blog assignment, analyze and evalutate material from this important primary source following the directions below:


1. Actively read any issue from the online archive of Harpers' papers from 1861-65. (These papers are 4-6 pages long and include photographs and advertisements.) The papers are available for view at:http://www.sonofthesouth.net/leefoundation/the-civil-war.htm


2. Summarize two articles and/or cartoons related to the war published in this edition (be sure to indicate the date and page of each source.) What insight do these articles provide into the issues most important to Harper's Weekly readers at this time? What are the authors and/or artists' positions on the war?


3. Conclude by discussing the impact you believe papers like Harpers' Weekly had on the war.
This post is due by Friday, 1/11 at 7 a.m. 200 word minimum. Remember to respond to at least one classmates post.
http://www.sonofthesouth.net/leefoundation/the-civil-war.htm

Tuesday, December 11, 2007

Immigration in the news


Immigration in the news: As a nation comprised mainly of migrant cultures, what are are just expectations and regulations for immigration?

As a nod to the sectional politics affecting life in the urban centers of the north eastern and western US territories in the mid-19th century, this week's blog asks you to consider some ways in which modern-day immigration is affecting politics, culture and economics in the United States and, more specifically, New York City.
1) Read"Immigrants make up 40 percent of New York City's population"
http://www.wsws.org/articles/2000/jul2000/nyc-j31.shtml
and one of the following articles:


a) Topic: Immigrant workers rights
"Two cases reveal wretched conditions for immigrant laborers in New York City"
http://www.wsws.org/articles/2000/jan2000/nyc-j19_prn.shtml



c) Topic: Rudy Guliani's immigration policies as mayor of NYC and his postion on immigration as presidential nominee
“Romney blasts Rudy's immigration stance as NYC mayor”
http://www.examiner.com/printa1040442~Romney_blasts_Rudy

2) Summarize each article, identitfying the major issues and conflicts immigrant populations face in modern US society. Discuss the perspectives each author presents on these matters and how these articles relate to our current study of sectional crisis and immigration in the 19th century.


3)Answer the focus question: As a nation comprised mainly of migrant cultures, what are are just expectations and regulations for immigration?
Minimum 200 words, please respond to at least one other post.


Due Friday 12/14 by 7 a.m.

Wednesday, December 5, 2007

Does the concept of manifest destiny still inform US foreign policy?


In the article "Manifest Destiny and Mission in the 21st Century" , author Paul A. Janson argues that "Manifest Destiny's purpose was to dominate North America at the expense of not only of Mexico but of the Native American population as well. Today, in the name of the "free market" we believe it is not only our right to destroy any enemy we choose, it is "our obligation." We are fighting after all for "freedom." But once again, who will be free is not clear." He likens the 19th Century US conflict over Texas in the US- Mexican War with modern day efforts to promote free trade and democracy through what he views as questionable means of diplomacy.



The question this article raised for me, while controversial, is an interesting discussion for us to entertain on our current unit on sectionalism, expansion and imperialism:



Is the promotion of an American agenda (free market capitalism and deomcratic governments) justified or are US actions in nations like Iraq and Afghanistans examples of a new wave of Manifest Destiny?



Directions:

1)read the article cited in the introduction at: http://hnn.us/articles/534.html



2)Summarize the article and any new insight it reveals on the US - Mexican War.



3)Answer the focus question using evidence from this week's readings, discussions and your own knowledge of current events.



Please respond to at least one other post. 200 word minimum.



Due Sunday 12/9 by 7 p.m. (pluses will be awarded for responses posted by Friday 12/7 by 7:00 am.)

Tuesday, November 20, 2007

Supreme Court Case Study: Does judiciary review promote or hinder the democratic process? Due Sunday 11/25

Locate and summarize two news articles on a current issue being debated by the Supreme Court OR that is likely to soon undergo judiciary review. You may chose your own topic or check out an articlefrom the topical list below. I ask that you read two articles so that you can gain a fuller understanding of the topic (this is your only assignment through Thanksgiving break.)
Explain how this article relates to the Marbury case and the concept of Judicial Review.
Finally, answer the framing questions for this assignmnent:

Does judiciary review promote or hinder the democratic process in the United States?

and

What are the benefits and limitations of the structure of the judiciary branch of the US government?

Remember to comment on at least one other student's posts.
Your response should be at least 200 words.

Suggested topics and links (based on student suggestions):

death penalty
http://query.nytimes.com/gst/fullpage.htmlres=9A02E4DF1F3FF936A25753C1A9659C8B63&n=Top/Reference/Times%20Topics/Organizations/S/Supreme%20Court
http://www.nytimes.com/2007/11/17/us/politics/17abortion.html?n=Top/Reference/Times%20Topics/Organizations/S/Supreme%20Court

abortion
http://www.nytimes.com/2007/11/13/washington/13scotus.html?n=Top/Reference/Times%20Topics/Organizations/S/Supreme%20Court

internet pornograpgy
http://query.nytimes.com/gst/fullpage.htmlres=9D00E7DE1F38F937A35754C0A9629C8B63&n=Top/Reference/Times%20Topics/Organizations/S/Supreme%20Court
http://query.nytimes.com/gst/fullpage.html?res=9F0DEEDB1238F933A05755C0A9629C8B63&n=Top/Reference/Times%20Topics/Organizations/S/Supreme%20Court

medicinal marajuana
http://query.nytimes.com/gst/fullpage.html?res=9A02E4DF1F3FF936A25753C1A9659C8B63&n=Top/Reference/Times%20Topics/Organizations/S/Supreme%20Court

Friday, November 16, 2007

Bill of Rights in Action: Interview Summaries

Reflect on the interviews you conducted in Albany this week. Discuss your findings on the role of the Bill of Rights in modern-day U.S. society. Are the fundamental principles of the Bill of Rights reflected or distorted more in modern-day America? This blog should be supported with direct quotes and findings from your interviews.

Photos are not required to be posted on the blog but can be if you choose. Images must be handed in with captions for class on Monday. Extra credit is available for creating a poster, Power Point, website or other creatively formatted photo essay using your Bill of Rights in Action photos.

Your interview transcripts are due on Monday as well. One set of notes per group is fine.

Tuesday, October 30, 2007

Blog #6 - The Bill of Rights: In action or not?


Directions: Actively read the following article posted below (also available for view at: http://query.nytimes.com/gst/fullpage.html?res=9906E2D91438F933A15756C0A9649C8B63&sec=&spon=&pagewanted=print)


1. Based in the following NY Times article, summarize Richard Minsky’s (the artists’) view on the Bill of Rights and it’s role in modern US society.


2. Analyze two of his criticisms based on your knowledge of US government and the Bill of Rights.


3. Finally, respond to the following question:Is the Bill of Rights reflected in or distorted in modern US society. Refer to anecdotal (personal stories) or academic evidence to support your answer.


Your blog must be a miniminum of 200 words and include a response to at least one other student's post.For your reference, a copy of the Bill of Rights is available on page and at: http://www.archives.gov/national-archives-experience/charters/bill_of_rights_transcript.html


------------------------------------------------------------------------------------------------May 20, 2002 "Artist Depicts the Bill of Rights in a World Out of Joint"

By RALPH BLUMENTHAL'


'I like art that gives you a reality fix,'' says Richard Minsky. A reality he treasures is the Bill of Rights, so Mr. Minsky, 55, a Greenwich Village artist and professional bookbinder, has found a way to exemplify the first 10 amendments to the Constitution as artworks.


For the First Amendment protecting freedom of expression, for example, he burned a copy of Salman Rushdie's ''Satanic Verses'' and sealed up the charred volume in an arabesque windowed reliquary.For the Sixth Amendment guaranteeing a speedy and public trial, he glued a black-leather glove daubed with red onto a copy of Jeffrey Toobin's best seller ''The Run of His Life: The People v. O. J. Simpson.'' (''I used paint, not real blood,'' Mr. Minsky said, ''not that I haven't, or wouldn't.'')And for the Eighth Amendment, barring cruel and unusual punishment, he took a book on penology, ''Forlorn Hope: The Prison Reform Movement'' by Larry E. Sullivan, a professor of criminal justice, rebound it in stripes and chained it to a little jail. ''You can take the book out for exercise,'' Mr. Minsky said, ''but then it must go back to its cell.''


The 10 works are on display at the Louis K. Meisel Gallery at 141 Prince Street in Soho through June 1. Twenty-five editions of the set are being offered at $18,000 each. (The works are viewable online at www.minsky.com.)Mr. Minsky, who has been exhibiting his art for 30 years and founded the nonprofit Center for Book Arts at 626 Broadway, said he thought long and hard about celebrating the amendments, whatever their consequences. ''While you got them, enjoy them,'' he said.For the Second Amendment on the right to bear arms he chose a book about violent hate groups, ''Gathering Storm: America's Militia Threat'' by Morris Dees of the Southern Poverty Law Center. Mr. Minsky depicts the author in the bull's-eye of a target.The Third Amendment, barring the forced quartering of soldiers in private homes, was represented by a reimagined nuclear football -- an attaché case like the one bearing the codes for unleashing atomic war. It contains a copy of ''Seven Days in May'' by Fletcher Knebel and Charles W. Bailey, a novel about the nation's top military commander seeking to commandeer the White House, and a DVD of the movie with Burt Lancaster and Kirk Douglas.For the Fourth Amendment, against unreasonable search and seizure, Mr. Minsky chose a copy of ''Neuromancer,'' William Gibson's 1984 science-fantasy novel presenting cyberspace as a realm vulnerable to governmental intrusion. He built a slipcase with an imbedded network interface card and hot-stamped it with the text of the amendment in hologram foil.


The Fifth Amendment, guaranteeing due process of law for criminal defendants, was exemplified by a novel in the form of an epic poem, ''Branches'' by Mitch Cullin, about a brutal Texas sheriff who takes the law into his own hands. Mr. Minsky bound the book in khaki, affixed a badge -- and peppered the cover with nine-millimeter slugs.For the Seventh Amendment, providing for jury trials in civil cases over $20, he selected ''The Litigation Explosion: What Happened When America Unleashed the Lawsuit'' by Walter K. Olson, and rebound it in mock $20 bills that replaced the image of President Andrew Jackson with that of James Madison, father of the Bill of Rights.For the Ninth Amendment, reserving all unenumerated rights to the people, Mr. Minsky highlighted ''the right to privacy,'' using a book of that name by Ellen Alderman and Caroline Kennedy and re-illustrating it with photos of Diana, Princess of Wales, including endpapers depicting her fatal car crash.The 10th Amendment, protecting states' rights, stumped Mr. Minsky for some time. ''I was wracking my brain, and then, out of nowhere, I thought of November-December 2000.''


He downloaded the United States Supreme Court decision intervening in the Florida-vote controversy and handing the presidential election to George W. Bush. Mr. Minsky bound the docket in brown leather like a law book with the spine title off-center. ''It's a little crooked,'' he said.The works are available only as a set, Mr. Minsky said. ''People ask me, 'Can I get one?''' he said. ''I say, 'The government is trying to take them away one by one; you have to have them all.' '


'Correction: May 23, 2002, Thursday An article in The Arts on Monday about Richard Minsky, an artist and bookbinder who has created artworks representing the Bill of Rights, gave an outdated address for the Center for Book Arts, a nonprofit group he founded in New York. It is at 28 West 27th Street, third floor

Tuesday, October 23, 2007

Comparative History: Revolution and national identity in U.S. and France



In History Lessons: How Textbooks Around the World Portray American History, authors Dana Lindelman and Kyle Ward note that "we live in extraordinary times. Through our televisions, compuiters, radios and newsprint we have access to what seems like the entire world....What this instant access reveals to us is that people and groups around the world are very unique... One way to begin to understand these diverse societies is to look at their history, how time has formed them and who they are." The authors go on to point out that "It is ironic, that, today. many history classes in theUnited States are taught form an isolationist standpoint, where events in US history are portrayed as if they occurred in a historical vacuum. If other nations are mentioned in US History textbooks it is often only within the context of the impact of US foreign policy or from the viewpoint of US interests." (Lindaman and Ward, 2004.)

From this perspective, History Lessons promotes comparative history; examining events in US history through the lenses of historians and records from other nations as well as American narratives. This kind of historiography, they argue, leads to a more complete and accurate understanding of history and how it has shaped U.S. foreign relations, global politics in general. As memebers of the CSIHSIS community, we value these methods as they are fully aligned with our Graduate Profile goals of being Academically Prepared, Culturally Aware, Literate for the 21st Century and Aware of World Events and Global Dynamics. (http://www.google.com/search?hl=en&q=csihsis+graduate+profile)

As most of you know, Ms. Kaplan has arranged a learning exchange between CSIHS and a high school in Carvin, France. In an effort to welcome to our French learning exchange partners who are presently studying U.S. History to this blogspace, I thought we could reflect together on one of the major connections among our respective national histories; the struggle for liberty embodied by both the American and French Revolution.

In order to prepare for this week's blog assignment, read the following article outlining similarites and differences among the revolutionary movements in 18th century France and Colonial America:
http://www.pbs.org/marieantoinette/revolution/america_france.html

Then consider the following quotes from the foundational documents of American and French democracy (The Declaration of Independence, and The Declaration of the Rights of Man, respectively.)

The Declaration of Independence, Thomas Jefferson, Et. al., 1776:
"We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness. — That to secure these rights, Governments are instituted among Men, deriving their just powers from the consent of the governed, — That whenever any Form of Government becomes destructive of these ends, it is the Right of the People to alter or to abolish it, and to institute new Government, laying its foundation on such principles and organizing its powers in such form, as to them shall seem most likely to effect their Safety and Happiness. Prudence, indeed, will dictate that Governments long established should not be changed for light and transient causes; and accordingly all experience hath shewn that mankind are more disposed to suffer, while evils are sufferable than to right themselves by abolishing the forms to which they are accustomed. But when a long train of abuses and usurpations, pursuing invariably the same Object evinces a design to reduce them under absolute Despotism, it is their right, it is their duty, to throw off such Government, and to provide new Guards for their future security..."

Declaration of the Rights of Man and Citizen, Marquis de Lafayette, 1789:
"1. Men are born and remain free and equal in rights. Social distinctions may be founded only upon the general good.

2 The aim of all political association is the preservation of the natural and imprescriptible rights of man. These rights are liberty, property, security, and resistance to oppression.

3. The principle of all sovereignty resides essentially in the nation. No body nor individual may exercise any authority which does not proceed directly from the nation.

4. Liberty consists in the freedom to do everything which injures no one else; hence the exercise of the natural rights of each man has no limits except those which assure to the other members of the society the enjoyment of the same rights. These limits can only be determined by law.

5. Law can only prohibit such actions as are hurtful to society. Nothing may be prevented which is not forbidden by law, and no one may be forced to do anything not provided for by law.

6. Law is the expression of the general will. Every citizen has a right to participate personally, or through his representative, in its foundation. It must be the same for all, whether it protects or punishes. All citizens, being equal in the eyes of the law, are equally eligible to all dignities and to all public positions and occupations, according to their abilities, and without distinction except that of their virtues and talents."

Reflection Guidelines:
Discuss how the fundamental principles laid out in each declaration have shaped the national identity of the nation where you live. Then explain wether or not you believe these principles are truly reflected in modern-day France and the United States: has society met the demands of your nation's revolutionary pioneers or have paridigms and priorities shifted since the 18th Century? Do you think people around the world would agree with your position on what it means to be a citizen of the United States or France? Provide evidence (anecdotal or academic) to support your answer.

CSIHS students are reminded to comment on at least one other post and write at least 200 words. This blog is due no later than 7 p.m. Sunday, 10/28/07. The deadline has been extended due to techincal delays.

You are all encouraged to include a brief bio or hello to our new online learning community.

Friday, October 12, 2007

Blog #4: Does popular culture promote a nationalistic view of U.S. History? (American Revolution case study)


Inspiration:
"Ms. Francis, this class has challenged everything I know about US History!" - Sam Goon

Context:
Many of you have noted, as Sam did, that a lot of what is taught about US history in grammar and middle school is lacking historical context and accuracy. In fact, many historians argue that the conventional approach to teaching US History in public schools often " perpetuates popular myths (e.g., the first Thanksgiving)...lies by omission... leaves false impressions.... avoids negative images even from primary sources... fails to portray whole people, distort events and attitudes ... avoid conflict and controversy at all costs ...and fundamentally shun anything that would put history, people, and movements into context... Instead, students memorize the archetypes and the myths built around them without thinking about their likelihood—or improbability." (Scriff, Diane, 2004. http://www.slywy.com/bookreviews/liestold.html)
With that critical lens in mind, I'd like to devote this week's blog to reconsidering some popular culture potrayls of the American Revolution and the foundational principles of American Democracy.

Directions:
"Schoolhouse Rock" was a saturday morning cartoon show that aired in the late 1970's- 1989. It covered everything from algebra to zoology. Predictably, my favortie episodes were those that focused on US History and Government. These resources are basic in their teachings but directly reflect the general public's understanding of critical events from US history.

1. Watch "No More Kings" http://www.youtube.com/watch?v=ofYmhlclqr4
lyrics available at: http://www.postdiluvian.org/~gilly/Schoolhouse_Rock/HTML/history/nomorekings.html


and

"The Shot Heard Around the World":http://www.youtube.com/watch?v=7VQA5NDNkUM

2. Assess the historical accuracy of these cartoons by comparing and contrasting them to our current class materials on the American Revolution. Then share your thoughts on the following questions:

Does popular culture promote a nationalistic view of US History? What cultural, political or economic purpose does this serve in modern US society?

Expectations:
I remind you to draw on direct facts from our current unit of study in your response. Also, remember to reflect on at least one other blog. 200 word minimum is required for a grade higher than N on this assignment.

Extra Credit:
Create your own creative representation of the american Revolution through images, music or video. It can be posted on the blog or emailed to me at bridgettefrancis@aol.com

Monday, October 8, 2007

Blog#3 : Would you support the American Revolution?

This week's essential question asks you to balance various perspectives on the issue of American independence. Consider all the economic, political and cultural factors that led to the American Revolution. Then factor in the risks associated with taking on the British Empire and loosing the security of the food and munitions reserves that could be provided to you as colonists if a crisis should incur. Would the benefits of independence (liberty, representation and tax releif) outweigh the comforts of British rule?

You may respond to this essential question from a purely analytical standpoint OR reflect on it creatively by adopting one of the following characters and creatively presenting his/her perspective:
-a young man or woman who would be aiding in the war effort
-a wealthy merchant benefitting from colonial trade
-an indentured servant or slave

So, would you support the American Revolution? (Please leave baseball and Michael Vick out of this week's discussion.)

Be prepared to discuss your response in a seminar format on Friday 10/12.