Sunday, December 16, 2012

The Crossing - What do you think?

As you know, using two full days to watch a movie is not something that I take lightly. However, given our timing at the end of the nine-weeks and as we move into exams this week, I believe that The Crossing was a perfect fit.

The film provides an interesting portrayal of Washington's crossing of the Delaware River and the Battle of Trenton.

For this blogging session, I would like you to give your reaction to the movie.  Do you think that it was a realistic film?  Did it do an adequate job of teaching history? Or was it mostly just entertainment? Did you enjoy the film? Do you think that films like this are appropriate for an American history class?

I also want to know what you learned about the crossing of the Delaware and the Battle of Trenton. Do you feel like you understand the events better having seen the film? Why was this such an important event? What did the outcome of the battle mean to Washington's beleaguered army?

Please be thoughtful in your response. I really want to know what you think. I encourage you to read the comments of others, then add thoughts and ideas of your own.

This blogging session will remain open throughout this week. After commenting, come back later and see what has been added since you were here.


Wednesday, March 28, 2012

2 Million Minutes: Is there really a crisis?

“When I was growing up, my parents used to say to me: ‘Finish your dinner — people in China are starving.’ I, by contrast, find myself wanting to say to my daughters: ‘Finish your homework — people in China and India are starving for your job.’” -- from Thomas Friedman's The World is Flat

First, let me thank you all for your attention to the film this week. You probably know my answer to the question in the title of this post. I do think there is a crisis - a quiet crisis that is more dangerous than any crisis we face as a country. But this blogging session is not about what I think. It is your opportunity to give your opinion about 2 Million Minutes, about the so-called crisis in American education, and your feelings about your experience with American education.

The film 2 Million Minutes tells the story of how six students use their 2,000,000 minutes (4 yrs) of high school. It quickly becomes obvious that the two students from India and the two from China spend far more time in school and studying than the two students from the United States. While all six students went on to college, the Indian and Chinese students were disappointed that they did not get into their first choice of schools. What does this say about them? Are they weaker students than the film portrayed? Or did they just set their sights higher than the American students?

So, how does all of this relate to you?
Are you concerned or alarmed by what you saw? Do you think that American students like you should be doing something different? Should school officials and teachers being doing something different to help improve how American students are performing?

Is there really a crisis?
You may think that all this talk about a crisis in American education is just dead wrong. What do you think? Is there really a crisis? Do you think that you'll be prepared to compete for the really good jobs when you graduate from college?

Do you think American students spend enough time in school and studying? Do we spend too much time on other things - sports, TV, video games, etc.? Do you think that you should make changes in the amount of time that you study?

Regardless of how you feel about 2 Million Minutes, there is a lot to talk about and debate. I want this to be the most active blogging session so far. Read all of the comments that have been made, enter your own comment, then come back often throughout this week to continue the conversation. The only thing that I ask, is that you keep the conversation thoughtful and intelligent. Be sure to give reasons for the opinions you offer.



Before commenting, take a few minutes to watch the following video:



Helpful Links
USA Today article about 2 Million Minutes

Boston Globe - My lazy American students

This session will end at 12 am on Monday, April 2.


Student Sleeping image from Flickr





Monday, March 5, 2012

Debriefing "12 Angry Men"

I hope that you enjoyed our viewing of 12 Angry Men.  As you know, using two and a half class periods to watch a movie is not something that I take lightly.  However, I believe that there are many elements making up this film that make it a great investment of time.  Your only grade related to the movie will be comments that you make on this blog post.  Make your comments thoughtful and after commenting check back to continue the debate/conversation.  Here is a little background on the movie:

From http://plays.about.com/od/plays/a/twelveangry.htm

At the beginning of Twelve Angry Men by Reginald Rose, the jury has just finished listening to six days of trial proceedings. A nineteen-year old man is on trial for the murder of his father. The defendant has a criminal record (and a lot of circumstantial evidence piled against him). The defendant, if found guilty, would receive a mandatory death penalty.

The jury is sent to a hot, crowded room to deliberate. Before any formal discussion, they cast a vote. Eleven of the jurors vote “guilty.” Only one juror votes “not guilty.” That juror, who is known in the script as Juror #8 is the protagonist of the play. As the tempers flare and the arguments begin, the audience learns about each member of the jury. And slowly but surely, Juror #8 guides the others toward a verdict of “Not Guilty.”
 Click here for a list and description of the 12 jurors.

Here are a few questions to discuss and debate:

  • Which characters base their decisions on prejudice?
  • Does Juror #8, or any other character, exercise “reverse discrimination”?
  • Should this trial have been a hung jury? Why / why not?
  • What are the most persuasive pieces of evidence in favor of the defense? Or the prosecution?
  •  What does the movie teach about the art of persuasion?
Use these questions to stimulate thought and drive the discussion.  I look forward to reading what you have to say.

The commenting will end at the end of Friday, March 9.

Tuesday, January 17, 2012

What does King's 'Dream' mean today?

On Monday, we celebrated Martin Luther King, Jr. Day – remembering the contributions of the civil rights leader. In his most famous speech, delivered on the steps of the Lincoln Memorial in Washington, D.C., King spoke of his dream – a dream of racial equality. He spoke at a time when African Americans suffered indignities such as being refused service in restaurants, being forced to ride in the back of public buses, to drink from black only water fountains, and much more. While our country has made great strides in the areas of race relations and racial equality, few can deny that racism still exist – in some areas of the country more than others.

It’s fitting around this time of year to reflect on MLK’s life and work. One question that we often ask is whether or not his dream has been realized. Have we come far enough? Have the barriers to racial equality been torn down sufficiently enough? If King was alive today (he would be 83-years-old this year), would he be satisfied with the progress that has been made? Has King’s dream been realized?

Is it important that we set aside a day to remember the work of Dr. King? What is the best way to commemorate his life? As students, as a school, should we be doing something to remember King and educate the youth of today about his impact on our nation's history?

What do you think? Avoid simple answers. Give me real thought. Read the comments of those posting before you. Come back after you post, and continue to keep up with additional posts until the deadline. I want a real conversation. Invite your parents to read the blog, and they can even comment. Enjoy!

Note: I'm including King's "I Have a Dream" speech.




The Witness: From the Balcony of Room 306
(32-minute film that we watched in class)

The Witness: From the Balcony of Room 306 from Marc Altshuler - Human Music on Vimeo.

Important: Be sure to check back daily as I will be posing new questions and thoughts in the comments section.

Tuesday, November 15, 2011

Eminent Domain: What do you think?

I hope you all enjoyed the lesson on eminent domain. I think you all learned quite a bit, and hopefully you've already gone home and shared with your families what you've learned about this important issue. I hope that understand that anyone can be affected by this government "tool." Now I want you to sound off – I want to know what you think. Here's a little something to get you started:

"This is America. This is a country with free enterprise. You have all the rights to own your property, your own home, your own business. You have the right to build your American dream."

"The use of eminent domain is a delicate tool, but it is a tool and it helps keep a community clean; it helps keep a community vibrant. It's a good tool and, definitely, I don't think it should be taken away."

These are quotes by two of the people interviewed in the film Unintended Consequences: Eminent Domain. Use them to get your thoughts rolling. Does eminent domain have a role to play in our communities? What should government do to protect private property rights? What can we do as citizens to ensure that these rights are protected? I don't expect you to answer the questions directly (but you may as part of your thought process). These questions are intended to help you think about the issue.

This will be an open forum, which means your comments should post immediately. Do not copy the thoughts of those that post before you, but you can certainly work off of them. That means that you can comment on a comment – you can disagree, agree, or just comment on the thoughts of someone else – but give me your ideas.

Here are few links:
An interesting story from CBS News

http://www.reason.org/eminentdomain/

http://en.wikipedia.org/wiki/Eminent_domain


Your comments must be posted by the end of Saturday, November 19.

Wednesday, September 21, 2011

What do you think?

On Monday, you had the assignment of defending a position that was given to you. Rather then give your own opinion or come to your own decision, I told you what you believe. Now it's your turn. I want to know what you think.

Based on what you learned through the readings, as well as through the class presentations, what do you think should be the direction of U.S. policy toward the terrorist threat? Feel free to use some of the positions proposed in our four options, or come up with ideas of your own.

As with the presentations, remember that your argument will be more convincing if back up by evidence.

I encourage everyone to engage in dialogue with your classmates. Please keep the exchanges respectful.


- Posted using BlogPress from my iPad

Monday, August 29, 2011

Why study civics?

As promised, this post will mostly serve as a way to learn the blogging process. Read your way through this post, then click on the comment link below and leave your comment. For this first blogging session, I'll only expect you to leave one comment.

So, here goes.

In your opinion, is it important that we study civics in middle school? Why or why not?

Monday, January 17, 2011

Remembering Dr. King: How? Why?

On Monday, we celebrated Martin Luther King, Jr. Day – remembering the contributions of the civil rights leader. In his most famous speech, delivered on the steps of the Lincoln Memorial in Washington, D.C., King spoke of his dream – a dream of racial equality. He spoke at a time when African Americans suffered indignities such as being refused service in restaurants, being forced to ride in the back of public buses, to drink from black only water fountains, and much more. While our country has made great strides in the areas of race relations and racial equality, few can deny that racism still exist – in some areas of the country more than others.

It’s fitting around this time of year to reflect on MLK’s life and work. One question that we often ask is whether or not his dream has been realized. Have we come far enough? Have the barriers to racial equality been torn down sufficiently enough? If King was alive today (he would be 82-years-old this year), would he be satisfied with the progress that has been made? Has King’s dream been realized?

Is it important that we set aside a day to remember the work of Dr. King? What is the best way to commemorate his life? As students, as a school, should we be doing something to remember King and educate the youth of today about his impact on our nation's history?

What do you think? Avoid simple answers. Give me real thought. Read the comments of those posting before you. Come back after you post, and continue to keep up with additional posts until the deadline. I want a real conversation. Invite your parents to read the blog, and they can even comment. Enjoy!

Note: I'm including King's "I Have a Dream" speech.






The Witness: From the Balcony of Room 306
(32-minute film that we watched in class)

The Witness: From the Balcony of Room 306 from Marc Altshuler - Human Music on Vimeo.


Important: Be sure to check back daily as I will be posing new questions and thoughts in the comments section.

Wednesday, September 8, 2010

Slavery: Old News or Relevant History?

I hope that you all found today's activity on slavery informative and eye-opening. But does it really matter that we study stuff like this? Some would question whether or not it is wise to dig up this awful part on our nation's history. Why not put it out of our minds and just move forward? I suppose we can ask that question about all of history. That would not be good news for a history teacher!

We've discussed how Southern plantation owners may have justified their involvement in the institution of slavery. A good case can be made that without slavery the economy of the Southern colonies - and later the Southern United States - would have crumbled. Howard Dodson, writing about the importance of slavery to the cotton trade in 1800s America, says "the slavery system in the United States was a national system that touched the very core of its economic and political life." He goes on to describe how the institution of slavery was interwoven into virtually every part of the U.S. economy at the time:

Each plantation economy was part of a larger national and international political economy. The cotton plantation economy, for instance, is generally seen as part of the regional economy of the American South. By the 1830s, "cotton was king" indeed in the South. It was also king in the United States, which was competing for economic leadership in the global political economy. Plantation-grown cotton was the foundation of the antebellum southern economy.

But the American financial and shipping industries were also dependent on slave-produced cotton. So was the British textile industry. Cotton was not shipped directly to Europe from the South. Rather, it was shipped to New York and then transshipped to England and other centers of cotton manufacturing in the United States and Europe.

As the cotton plantation economy expanded throughout the southern region, banks and financial houses in New York supplied the loan capital and/or investment capital to purchase land and slaves.

Recruited as an inexpensive source of labor, enslaved Africans in the United States also became important economic and political capital in the American political economy. Enslaved Africans were legally a form of property—a commodity. Individually and collectively, they were frequently used as collateral in all kinds of business transactions. They were also traded for other kinds of goods and services.

The value of the investments slaveholders held in their slaves was often used to secure loans to purchase additional land or slaves. Slaves were also used to pay off outstanding debts. When calculating the value of estates, the estimated value of each slave was included. This became the source of tax revenue for local and state governments. Taxes were also levied on slave transactions.

Politically, the U.S. Constitution incorporated a feature that made enslaved Africans political capital—to the benefit of southern states. The so-called three-fifths compromise allowed the southern states to count their slaves as three-fifths of a person for purposes of calculating states' representation in the U.S. Congress. Thus the balance of power between slaveholding and non-slaveholding states turned, in part, on the three-fifths presence of enslaved Africans in the census.

(from National Geographic News)

So were Southern plantation owners right? Was the future of the United States - and the survival of the colonies before that - critical enough to justify slavery? Obviously, we have decided as a nation - as late as it was - that slavery was an evil institution and a regrettable part of our past. So should slavery be remembered as a necessary evil? If so, then how can it we get past the fact that African slaves were forced against their will to be at the center of this horrible history.

Today you heard the horrors that Africans had to endure from the moment they were captured. Hopefully, for a few minutes you tried to put yourself in Kunte's shoes - as impossible as that is.

So after reading above about how important slavery was to the economy of our country's early years and after considering what we heard and felt in class, how do you think the United States would be different today if the slavery in North America never existed? Would there have ever been a United States? Would the United States have been better off without slavery? If we decide that slavery was important enough to forgive early Americans for, then we should consider what Lincoln said:
Whenever I hear anyone arguing for slavery, I feel a strong impulse to see it tried on him personally.
That's probably a good test to apply to ourselves whenever we argue for anything!!

Remember, keep your comments and debate respectful. Be thoughtful!!

Tuesday, January 19, 2010

Remembering Dr. King - Why? How?

During this third week of January 2009, we both celebrate history and witness history in the making. On Monday, we celebrated Martin Luther King, Jr. Day – remembering the contributions of the civil rights leader. In his most famous speech, delivered on the steps of the Lincoln Memorial in Washington, D.C., King spoke of his dream – a dream of racial equality. He spoke at a time when African Americans suffered indignities such as being refused service in restaurants, being forced to ride in the back of public buses, to drink from black only water fountains, and much more. While our country has made great strides in the areas of race relations and racial equality, few can deny that racism still exist – in some areas of the country more than others.

It’s fitting around this time of year to reflect on MLK’s life and work. One question that we often ask is whether or not his dream has been realized. Have we come far enough? Have the barriers to racial equality been torn down sufficiently enough? If King was alive today (he would be 81-years-old this year), would he be satisfied with the progress that has been made? Has King’s dream been realized?

Is it important that we set aside a day to remember the work of Dr. King? What is the best way to commemorate his life? As students, as a school, should we be doing something to remember King and educate the youth of today about his impact on our nation's history?

What do you think? Avoid simple answers. Give me real thought. Read the comments of those posting before you. Come back after you post, and continue to keep up with additional posts until the deadline. I want a real conversation. Invite your parents to read the blog, and they can even comment. Enjoy!

Note: I'm including King's "I Have a Dream" speech.

Sunday, January 10, 2010

2 Million Minutes - Is there really a crisis?

“When I was growing up, my parents used to say to me: ‘Finish your dinner — people in China are starving.’ I, by contrast, find myself wanting to say to my daughters: ‘Finish your homework — people in China and India are starving for your job.’” -- from Thomas Friedman's The World is Flat

First, let me thank you all for your attention to the film last Friday. You probably know my answer to the question in the title of this post. I do think there is a crisis - a quiet crisis that is more dangerous than any crisis we face as a country. But this blogging session is not about what I think. It is your opportunity to give your opinion about 2 Million Minutes, about the so-called crisis in American education, and your feelings about your experience with American education.

The film 2 Million Minutes tells the story of how six students use their 2,000,000 minutes (4 yrs) of high school. It quickly becomes obvious that the two students from India and the two from China spend far more time in school and studying than the two students from the United States. While all six students went on to college, the Indian and Chinese students were disappointed that they did not get into their first choice of schools. What does this say about them? Are they weaker students than the film portrayed? Or did they just set their sights higher than the American students?

So, how does all of this relate to you?
Are you concerned or alarmed by what you saw? Do you think that American students like you should be doing something different? Should school officials and teachers being doing something different to help improve how American students are performing?

Is there really a crisis?
You may think that all this talk about a crisis in American education is just dead wrong. What do you think? Is there really a crisis? Do you think that you'll be prepared to compete for the really good jobs when you graduate from college?

Do you think that American students spend enough time in school and studying? Do we spend too much time on other things - sports, TV, video games, or other things? Do you think that you should make changes in the amount of time that you study?

Regardless of how you feel about 2 Million Minutes, there is a lot to talk about and debate. I want this to be the most active blogging session so far. Read all of the comments that have been made, enter your own comment, then come back often throughout this week to continue the conversation. The only thing that I ask, is that you keep the conversation thoughtful and intelligent. Be sure to give reasons for the opinions you offer.



Before commenting, take a few minutes to watch the following video:



Helpful Links
USA Today article about 2 Million Minutes

Boston Globe - My lazy American students

This session will end at 12 am on Saturday, January 16.


Student Sleeping image from Flickr


Thursday, September 10, 2009

The President's Address to American Students: Your chance to talk back!

While the president's speech lacked any of the controversy that many had expected, it did raise some important questions that I think deserve a closer look.

In the days leading up to President Obama's speech, there was a lot of talk about schools or classes boycotting the speech, about parents refusing to allow their children to view the speech, and even of kid's themselves choosing to "opt-out." As a history teacher I began to worry, "Is this kind of reaction good for our democracy?" I, of course, believe that dissent is healthy in our kind of system. People should speak up when they disagree with our political leaders. Not only is this a fundamental right, but our civic duty to do so. What do you think about this? Should students be exposed to views from all sides? Why?

Having now watched the speech, and given its straight forward message, what do you think about it? Do you think that the president was right to avoid discussing any of the big political issues of the day?

I talked with a few 8th grade students after they viewed the speech in class, and they thought that it was the same kind of message that they hear from their teachers and parents all of the time - stay in school, work hard , and so on. If that is true, then does that kind of message have a bigger impact on students when they hear it from someone like the president? If so, why?

Finally, I think it is worth comparing the president's speech to those of some of his predecessors. Watch the speeches of Presidents Reagan and Bush (the 1st President Bush) provided below. How are they different or similar to President Obama's in style and substance? Who's is most powerful? Which do you think had a bigger impact on students when they were delivered? Do you think that speeches like this are worth a president time to prepare or deliver?

I look forward to your comments.

President Obama's Speech

President Obama’s Message for America’s Students from White House on Vimeo.



Click here for President Bush's Speech.

President Reagan's Speech



As always, I encourage you to share your work with your parents. I also welcome parent comments on our blog.

Wednesday, March 11, 2009

Eminent Domain: What do you think?

I hope you all enjoyed the lesson on eminent domain. I think you all learned quite a bit, and hopefully you've already gone home and shared with your families what you've learned about this important issue. I hope that understand that anyone can be affected by this government "tool." Now I want you to sound off – I want to know what you think. Here's a little something to get you started:

"This is America. This is a country with free enterprise. You have all the rights to own your property, your own home, your own business. You have the right to build your American dream."

"The use of eminent domain is a delicate tool, but it is a tool and it helps keep a community clean; it helps keep a community vibrant. It's a good tool and, definitely, I don't think it should be taken away."

These are quotes by two of the people interviewed in the film Unintended Consequences: Eminent Domain. Use them to get your thoughts rolling. Does eminent domain have a role to play in our communities? What should government do to protect private property rights? What can we do as citizens to ensure that these rights are protected? I don't expect you to answer the questions directly (but you may as part of your thought process). These questions are intended to help you think about the issue.

This will be an open forum, which means your comments should post immediately. Do not copy the thoughts of those that post before you, but you can certainly work off of them. That means that you can comment on a comment – you can disagree, agree, or just comment on the thoughts of someone else – but give me your ideas.

Here are few links:
An interesting story from CBS News

http://www.reason.org/eminentdomain/

http://en.wikipedia.org/wiki/Eminent_domain


Your comments must be posted by the of Sunday, March 15.

Wednesday, January 28, 2009

What does the cost of freedom? Who should pay?

After watching the film A Volunteer Army or the Draft?, you are hopefully thinking a little deeper about the issue. I tried to make the connection in class between military service and sacrifice. Certainly most would agree that those that volunteer to serve in our armed forces are making significant sacrifices. So to are their families.

If the coast of freedom must be paid by those willing to sacrifice - to pay the ultimate price - than what obligation does the rest of society have to pitch in and contribute to the cause of securing that freedom? Does citizenship in our country require - if not legally, than morally - some measure of sacrifice?

We talked about society's that have required military service as a condition of citizenship. Should the United States hold its citizens to a similar standard? What would be the advantages and disadvantages of compulsory military service? Think beyond personal advantages and disadvantages. Consider the impact on society as a whole - positive or negative.

Finally, what level of sacrifice would you be willing to endure? What price are you willing to pay to secure the standard of living enjoyed by most Americans?

Remember, keep comments relevant. Keep the debate civil. And, most importantly, have fun!!

Tuesday, January 20, 2009

Has the "Dream" been realized?

During this third week of January 2009, we both celebrate history and witness history in the making. On Monday, we celebrated Martin Luther King, Jr. Day – remembering the contributions of the civil rights leader. In his most famous speech, delivered on the steps of the Lincoln Memorial in Washington, D.C., King spoke of his dream – a dream of racial equality. He spoke at a time when African Americans suffered indignities such as being refused service in restaurants, being forced to ride in the back of public buses, to drink from black only water fountains, and much more. While our country has made great strides in the areas of race relations and racial equality, few can deny that racism still exist – in some areas of the country more than others.

It’s fitting around this time of year to reflect on MLK’s life and work. One question that we often ask is whether or not his dream has been realized. Have we come far enough? Have the barriers to racial equality been torn down sufficiently enough? If King was alive today (he would be 80-years-old this year), would he be satisfied with the progress that has been made? Has King’s dream been realized?

It is, perhaps, especially fitting to ask these questions this year. On Tuesday, one day after MLK Day, our nation’s first African American president was sworn into office. It was not very long ago that it would have been difficult to find someone who believed that this historic event would happen anytime soon. For many it must seem like a huge leap forward for African Americans. Is it? Does the election of Barack Obama signal the achievement of King’s dream? Regardless of who you supported in our last election, you cannot ignore that history has been made. Is the election of Barack Obama an achievement for all African Americans? Does he represent the “Dream” for all Americans of color – black, Hispanic, etc.?

Some have argued that there is no real connection between the election of Obama and the struggles of the average African American. Who’s right, those that see the election of President Obama as a realization of Martin Luther King’s dream, or those that feel we still have a long way to go?

What do you think? Avoid simple answers. Give me real thought. Read the comments of those posting before you. Come back after you post, and continue to keep up with additional posts until the deadline. I want a real conversation. Invite your parents to read the blog, and they can even comment. Enjoy!

Note: I'm including both King's "I Have a Dream" speech and Obama's inaguaral address.



Wednesday, December 17, 2008

What is the 2nd best option?

Thank you all for your work on your group presentations to wrap-up the first semester. Most of you demonstrated an understanding of the history that we’ve been covering, and of the various options given for this assignment.

By looking at alternative outcomes (the options that did not actually happen) we are practicing what is called counterfactual history. In the case of our activity, it helps us understand what the founders may have been considering before they settled on independence. We do have to be careful when working with counterfactuals that our understanding of what actually happened is not confused. You all are intelligent enough to avoid this problem.

So let’s work a little more with our alternative outcomes. We all know that it was Option 4 that was chosen by our founding fathers, but what if they had made a different choice. What do you believe would have been their best choice out of the three alternatives (Options 1-3)? Why would have it have been the best alternative? Do you think the outcome would have lasted, or would have independence eventually come?

Give serious thought to your answers, and think carefully about the “Why” question. I’m looking for serious and thoughtful responses. As always, I encourage you to respond not only to my post, but to the comments of your classmates.

When you finish this blogging assignment I hope you focus on having a great Christmas holiday and an unbelievable New Year!!

Tuesday, October 21, 2008

Slavery: Old News or Relevant History?

I hope that you all found today's activity on slavery informative and eye-opening. But does it really matter that we study stuff like this? Some would question whether or not it is wise to dig up this awful part on our nation's history. Why not put it out of our minds and just move forward? I suppose we can ask that question about all of history. That would not be good news for a history teacher!

We've discussed how Southern plantation owners may have justified their involvement in the institution of slavery. A good case can be made that without slavery the economy of the Southern colonies - and later the Southern United States - would have crumbled. Howard Dodson, writing about the importance of slavery to the cotton trade in 1800s America, says "the slavery system in the United States was a national system that touched the very core of its economic and political life." He goes on to describe how the institution of slavery was interwoven into virtually every part of the U.S. economy at the time:

Each plantation economy was part of a larger national and international political economy. The cotton plantation economy, for instance, is generally seen as part of the regional economy of the American South. By the 1830s, "cotton was king" indeed in the South. It was also king in the United States, which was competing for economic leadership in the global political economy. Plantation-grown cotton was the foundation of the antebellum southern economy.

But the American financial and shipping industries were also dependent on slave-produced cotton. So was the British textile industry. Cotton was not shipped directly to Europe from the South. Rather, it was shipped to New York and then transshipped to England and other centers of cotton manufacturing in the United States and Europe.

As the cotton plantation economy expanded throughout the southern region, banks and financial houses in New York supplied the loan capital and/or investment capital to purchase land and slaves.

Recruited as an inexpensive source of labor, enslaved Africans in the United States also became important economic and political capital in the American political economy. Enslaved Africans were legally a form of property—a commodity. Individually and collectively, they were frequently used as collateral in all kinds of business transactions. They were also traded for other kinds of goods and services.

The value of the investments slaveholders held in their slaves was often used to secure loans to purchase additional land or slaves. Slaves were also used to pay off outstanding debts. When calculating the value of estates, the estimated value of each slave was included. This became the source of tax revenue for local and state governments. Taxes were also levied on slave transactions.

Politically, the U.S. Constitution incorporated a feature that made enslaved Africans political capital—to the benefit of southern states. The so-called three-fifths compromise allowed the southern states to count their slaves as three-fifths of a person for purposes of calculating states' representation in the U.S. Congress. Thus the balance of power between slaveholding and non-slaveholding states turned, in part, on the three-fifths presence of enslaved Africans in the census.

(from National Geographic News)

So were Southern plantation owners right? Was the future of the United States - and the survival of the colonies before that - critical enough to justify slavery? Obviously, we have decided as a nation - as late as it was - that slavery was an evil institution and a regrettable part of our past. So should slavery be remembered as a necessary evil? If so, then how can it we get past the fact that African slaves were forced against their will to be at the center of this horrible history.

Today you heard the horrors that Africans had to endure from the moment they were captured. Hopefully, for a few minutes you tried to put yourself inKunte's shoes - as impossible as that is.

So after reading above about how important slavery was to the economy of our country's early years and after considering what we heard and felt in class, how do you think the United States would be different today if the slavery in North America never existed? Would there have ever been a United States? Would the United States have been better off without slavery? If we decide that slavery was important enough to forgive early Americans for, then we should consider what Lincoln said:
Whenever I hear anyone arguing for slavery, I feel a strong impulse to see it tried on him personally.
That probably a good test to apply to ourselves whenever we argue for anything!!

Remember, keep your comments and debate respectful. Be thoughtful!!

Saturday, September 6, 2008

Are you a good citizen?

We talked quite a bit over the last few days about what citizenship is, and about how we can be good citizens. While we learned that there are certain steps to becoming a U.S. citizen, we hopefully realize by now that being a citizen of the U.S., or any other country for that matter, does not necessarily mean we active citizens of our community or our country.

So what does it take to be a good citizen? As citizens of the United States, should anything be expected of us when it comes to citizenship? How about required? Should citizens of this country be required to serve their communities and/or nation? Or should it be left up to the individual?

Some countries around the world have laws requiring citizens to serve in the military for a few years. Would this be a good idea in our country? How about requirements for community service? How do we balance the precious right to choose what we want to do with our time with the need for citizens to take an active role in protecting those freedoms?

Finally, how important is it that we as citizens take the initiative to learn all of that information on the citizenship test that we took on Thursday? If so few natural born citizens know that material, should we still require immigrants to know it in order to become citizens?

There is a lot to think about here, so take your time and give thoughtful responses. Teach me and your fellow students something.

I've provided a few links throughout the above text. They may help you think about the topic.

Your comments must be posted by 11:59 pm, on Wednesday, September 10. Good luck and have fun!!