Test Day - Wednesday, December 17

Today you wrote the first part of your blog test on the Revolutionary war and the period up to the Civil War.

On Thursday, you will write your Civil War test.

Testing and More Testing - Wednesday, December 10

There will be a blog test for the period covering the Revolutionary War to the beginning of the Civil War on Wednesday, December 17. Following that, there will be a Civil War test on Thursday, December 18.

As well, we agreed to Friday, January 9th as a due date for the Civil War essay.

Civil War Essays - Monday, December 8

As discussed in class, you are expected to write a 5 - 7 page research paper covering some aspect of the Civil War that will involve primary historical documents.



Browse the Valley of the Shadow Archive to help you decide the topic for your paper.



http://valley.vcdh.virginia.edu/choosepart.html



You may use the page below to help you decide on a topic if you like.



http://www.vcdh.virginia.edu/teaching/vclassroom/vclasscontents.html#topics
Here are some primary sources for you to use:

http://www.awod.com/gallery/probono/cwchas/firstper.html

Other possible essays:



Was the Civil War inevitable?



Shelby Foote has said the Civil War changed the United States from an "are" to an "is"; as in prior to the conflict, people would say, "The United States are..." and after the conflict they would say, "The United States is..." Agree or disagree with this assessment.



Explain how the South was able to win the war through to 1963. Were the Confederacy's generals so much superior to the Union's? How was the North unable to exploit it's numerical, financial, and technological superiority?


Compare a civil war personality with another historical figure of another era.


Who should get the blame or the credit for military victory at Gettysburg?


How would North America have been changed had the South won its independence?



Any other topic as approved by me. Please ensure that your topic has enough material to allow you to write a substantive paper. Also make sure your topic has a research question to it that allows you to justify a position rather than tell about something.

You may also write a researched short story, much like the novel, "Shiloh," by Shelby Foote.

Civil War - Monday, December 8

We have completed our study of the Civil War period. Continued below you will find the supplemental material that we covered in class:


First Manassas/Bull Run:

http://www.historyanimated.com/BullRunAnimation.html


Birth of the Rebel Yell:


One of the first accounts of the yell was given at the battle of First Battle of Manasses (Bull Run) during then Brig. General Thomas Jonathan Stonewall Jackson's assault at Henry House Hill where the order was given during a bayonet charge to "yell like furies", and was instrumental in routing the Federal forces under General Irvin McDowell back to Washington D.C.

“Then arose that do-or-die expression, that maniacal maelstrom of sound; that penetrating, rasping, shrieking, blood-curdling noise that could be heard for miles and whose volume reached the heavens–such an expression as never yet came from the throats of sane men, but from men whom the seething blast of an imaginary hell would not check while the sound lasted.” -Colonel Keller Anderson of Kentucky's Orphan Brigade

Zouaves

http://en.wikipedia.org/wiki/Zouave#Zouaves_of_the_United_States_of_America_and_of_the_Confederate_States

Joshua Lawrence Chamberlain

http://learn.bowdoin.edu/joshua-lawrence-chamberlain/overview/

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





Military Drill (Including moving from Column of Fours to Line of Battle)





http://www.public.asu.edu/~roblewis/ACW/hardee%20toc.htm





Fredericksburg





http://militaryhistory.about.com/od/civilwar/p/fredericksburg.htm





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





Irish Brigade





http://irishvolunteers.tripod.com/irish_brigade_history.htm





http://88ny.net/Battles.htm





http://www.28thmass.org/history.htm





A Civil War Christmas


http://www.awod.com/gallery/probono/cwchas/fredxmas.html

http://www.premiumchristmastree.com/a39/Christmas-During-the-Civil-War/article_info.html

William Pendleton --Artillery Chief of the Army of Northern Virginia

http://en.wikipedia.org/wiki/William_N._Pendleton

Civil War Music

http://www.civilwarmusic.net/

Origin of the Term "Dixie" to Describe the South

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



http://en.wikipedia.org/wiki/Dixie_(song)





The Emancipation Proclamation



http://www.archives.gov/exhibits/featured_documents/emancipation_proclamation/





Symbolism of the Pineapple



http://www.mindspring.com/~sixcatpack/pineappl.htm



Chancellorsville



http://www.civilwaranimated.com/index.php/chancellorsville-east-35



Gettysburg



http://www.civilwaranimated.com/index.php/gettysburg-east-50

http://www.usa-civil-war.com/Gettysburg/g_view_f.html

Iron Brigade

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


Artillery Drill

http://www.melfisher.org/cannonsurvey/firing.htm

http://www.nps.gov/archive/vick/interp/lhcannon.htm


1863-1865 Timeline

http://www.eagleton.rutgers.edu/e-gov/e-politicalarchive-CivilWar2.htm

Gods and Generals - Thursday, November 20

After a brief introduction, we have started watching Gods and Generals, the story of the Civil War up to Gettysburg.

We are using the film to go through a chronology of the war that will be supplemented in class with other material. Today we covered the following topics:

• Battle Flags

http://www.oldstatehouse.com/collections/flags/

• Robert E. Lee

http://en.wikipedia.org/wiki/Robert_E._Lee

• Thomas "Stonewall" Jackson

http://www.civilwarhome.com/jackbio.htm

• The Black Flag

The Black Flag was flown by certain irregular Confederate Army units to symbolize that they would neither give, nor accept quarter; symbolizing the opposite of the white flag of surrender.

• Dates of Secession

http://library.thinkquest.org/CR0215469/secession.htm

From Revolution to Civil War - Wednesday, November 19

The following is a recap of the presentations made regarding the eras leading up to the Civil War. Your essays for this section of the course are due on Friday, November 21.

1782-1788 - The formative years following the birth of a nation...

Key events:

• The Treaty of Paris http://www.state.gov/r/pa/ho/time/ar/14313.htm
• Drafting and Debate Concering the Constitution http://www.foundingfathers.info/federalistpapers/fedindex.htm (Federalist Papers)http://www.law.cornell.edu/constitution/constitution.overview.html (US Constitution)

http://www.usconstitution.net/consttop.html (Constitutional Topics)

• Creation of Washington, D.C. out of Maryland http://en.wikipedia.org/wiki/Washington,_D.C.

1789-1800 - Federalists vs. Jeffersonian Republicans

http://www.pbs.org/wgbh/amex/duel/peopleevents/pande05.html (overview of differences between the two parties)

http://www.slashdoc.com/documents/86951 (interesting yet unsourced article illustrating the influence of each party's ideas on the other)

1801-1811 - Expansion and Isolation

http://www.monticello.org/jefferson/lewisandclark/louisiana.html (the art of the deal - the Louisiana Purchase)

http://www.monticello.org/library/pdfs/Elon1999Cieslak.pdf (analysis of the effects of the Louisiana Purchase)

http://en.wikipedia.org/wiki/Chesapeake-Leopard_Affair (summary of the Chesapeake Affair)

1812-1823 - Foreign War and Domestic Compromise

http://www.historycentral.com/1812/ (War of 1812)

http://encarta.msn.com/encyclopedia_761567179/embargo_act.html (Embargo Act)

http://law.jrank.org/pages/11710/Missouri-Compromise.html (Missouri Compromise)

1824-1837 - The "Corrupt Bargain" and the Rise of Strong Political Parties

http://history1800s.about.com/od/leaders/a/electionof1824.htm (the election of 1824 and its effects)

1838-1849 - Manifest Destiny, Manifest Disunity

http://www.sonofthesouth.net/texas/annexation-texas.htm (annexation of Texas)

http://www.sonofthesouth.net/mexican-war/war.htm (Mexican-American War)

http://everything2.com/e2node/Rise%2520Of%2520Sectionalism (Rise of Sectionalism after Mexican-American War)

1850-1860 - Compromises Compromised

http://americanhistory.about.com/od/beforethewar/g/compromise1850.htm (Compromise of 1850)

http://americancivilwar.com/colored/dred_scott.html (Dred Scott decision)

http://www.pbs.org/wgbh/amex/iron/ (the transcontinental railroad)

http://www.tulane.edu/~latner/Background/BackgroundElection.html (the election of 1860)

Key Events in the Revolutionary War - Wednesday, November 19

The next few blog entries will serve to update the records regarding the work we have been engaged in.

To begin, we discussed key events of the Revolutionary War....Here is a collection of student responses:

1. Americans and French signed the Treaty of Alliance and the Treaty of Amity and Commerce on February 6 1778. This helped even the military might of the U.S to evenly match Britain’s.
2. The Battle of Freeman's Farm on September 19 and the Battle of Bemis Heights on October 7 were also important, as the former saw the British suffer higher than expected casualties, showing Americans would fight hard and the latter was a demoralizing rout which raised the confidence and spirits of Americans. .
3. The Battle of Saratoga which took place in September and October of 1777, was a major victory for the Americans, they surrounded 9000 British troops and captured them; this was a major loss for Britain.This was called the turning point of the revolution, as France and Spain supported America thereafter. The European powers wanted to weaken Britain and to get revenge for former losses. They supplied the Colonists with troops, money, observers, naval support, uniforms, arms and ammunition and supplies. Spain opened up a different war front against England to distract them from the Colonies
4. The Battle of Quebec was mainly a diversionary battle, but caused Benedict Arnold to betray America. Benedict Arnold was expecting to be promoted and receive excess recognition but was not as he expected and betrayed the Americans to join the British.
5. On the first day of 1776 George Washington flew the first colonial flag, sewn by Betsy Ross. It had thirteen red and whites stripes which to represent the thirteen colonies.
6. Fort Ticonderoga: In 1775 Ethan Allan led an assault on the Fort Ticonderoga with about 170 of his Green Mountain Boys. It was significant because it helped the Americans later on in the Battle of Saratoga.
7. The Second Continental Congress: They wrote the Declaration of Independence which was their way of saying that they were separating from England.
8. Lexington and Concord:PAUL REVERE’S RIDE April 18th 1775
-warned the Colonists of the British’s planned ‘sneak attack’
-town was evacuated, militia was able to move out and meet the British
-if there had been no warning, many more people would have killed; it could have drastically changed the outcome of the revolution
--First shot of the American Revolution an "accident"
-Official start of the war
9. Battle of Bunker Hill:
-Americans captured hill and killed many British soldiers before they were chased down the hill
-First official battle of the war
-Proved that the Americans were going to put a fight to the British and that this was not going to be short war
10. Battle at Kings Mountain:
-British had control of the south before this battle
-The Americans won this battle and it turned the tide to their favor in the south
-This battle eventually led to the Patriots winning the war
11. Battle of Yorktown:
-British were in Yorktown and the Americans put a siege on the town
-Cornwallis eventually surrendered and the Americans won the war
-It was the final battle of the American Revolution
12. WINTER AT VALLEY FORGE Winter of 1777-1778
-horrible conditions – lack of supplies, freezing and wet weather, disease rampant
-surviving it together gave the soldiers a sense of unity; also raised moral in future: “We survived Valley Forge, we can live through this.”
-there was really nothing to do but drill, so they became far more skilled and organized
13. Articles of Confederation
Completed in 1781, suggested in 1777, and was the governing constitution of alliance of 13 colonies
established the new government that united colonies officially, forced them to take full responsibility
14. WASHINGTON CROSSES DELAWARE December 25th 1776
-British troops were coming close to eliminating resistance in the North (attacking Boston and New York)
-Colonists took advantage of this chance to surprise the British (no-one fought during winter)
-they took 900 prisoners and turned the war in their favour in that one rush
15. Siege of Boston (1775)- While trying to take over Boston, Americans stood in Dorchester Heights were they were able to hit any British ship in the harbor forcing the British to retreat.
16. Battle of Brooklyn Heights: Started what seemed the end of the war. Washington divided his soldiers between Manhattan and Long Island (20,000). The newly release Declaration of Independence read to soldiers. British drive Americans back to Brooklyn Heights. The Americans lose New York in a massive retreat. Routed to the Delaware River by Lord Cornwallis.

Work Period for Essay - Friday, November 7

You have this period to work on your essay. Please have a first draft completed for my review on Monday.

The Body and Conclusion for the Essay and Quotations In and Out of Context - Thursday, November 6

Today I showed you part of a video used with science and geography students called, "the Story of Stuff with Annie Leonard". My point in showing you parts of this was to illustrate how quotation or paraphrase of someone can be taken out of context and used to make the case for something totally unrelated.

In this case, Ms. Leonard's thesis is critical of the consumer, materialistic society we live in. She explains that we use too much (especially Americans), shop too much and dispose of everything, leading to incredible waste and a polluted planet which exploits the world and its poorest people.

To read a critical review of the video, see the link below...

http://www.andybrain.com/qna/2007/12/07/annie-leonards-the-story-of-stuff-review-and-analysis/

My point was not to argue about the content as done in the review above. My point in class was to focus in on one political comment she made in which she suggested that after 911, President Bush's solution was not to ask people to pray or grieve, but to shop. She used this to show that the government is "in the pocket" of "big business"; that even in our darkest hours of national peril, the evil conspirators who rule the world just want us to buy things and be consumers for nothing more than our own greed and for those who profit from our greed.

On the surface, this quote seems pretty callous on the part of the President, but after some searching I found the comments that Ms. Leonard was referring to. They are posted verbatim as President Bush delivered them at a Washington mosque.

http://archives.cnn.com/2001/US/09/17/gen.bush.muslim.trans/

It would seem that the President, in the aftermath of 911, was concerned about how some Americans might treat other Americans of Muslim faith.

Here is some of what he said from the transcript above:

"In our anger and emotion, our fellow Americans must treat each other
with respect. Women who cover their heads in this country must feel
comfortable going outside their homes. Moms who wear covering must not be
intimidated in America. That's not the America I know; that's not the America I value.

I've been told that some fear to leave; some don't want to go shopping for
their families; some don't want to go about their ordinary daily routines
because, by wearing cover, they're afraid they'll be intimidated. That should
not and that will not stand in America.

Those who feel like they can intimidate our fellow citizens to take out
their anger don't represent the best of America. They represent the worst of
humankind. And they should be ashamed of that kind of behavior.

And it's a great country; it's a great country because (we) share the same
values of respect and dignity and human worth. And it is my honor to be
meeting with leaders who feel just the same way I do. They are outraged;
they're sad. They love America just as much as I do. "

Further research revealed only one other instance in the initial days following 911 that shopping was discussed as an issue. The President was commenting that people should go about their business and not be afraid to shop, travel, or do as they pleased because to do so would mean the terrorists would win.

In either case, the President clearly was not encouraging people to shop for the sake of shopping. And there is considerable evidence that he not only encouraged but engaged in prayer and grieving after 911. Ms. Leonard's interpretation is without question a manipulation of the President's words and motives.

This example illustrates the reasons why I encourage you on a daily basis to challenge everything you read and hear, as bias is everywhere and sometimes it is subtle. As well, while this example uncovers a clear leftist bias and manipulation of the facts, politicians of all political stripes, their operatives, and the media engage in these kinds of activities all the time. A good historian and indeed an active citizen questions motives, checks and cross references facts, and is suspicious of all. Stay vigilant.

The Essay

In the second half of the class, we examined the body and the conclusion of the essay.

Below is a summary of my instruction...

The purposes of the body paragraph are (in order of appearance):

1. State a topic sentence (The topic sentence isolates one supporting argument and connects it to the thesis.)
2. Provide supporting details (These are the sentences which form the substance of your position. They are logical and defensible explanations of the topic at hand.)
3. Make a transition between topics (This sentence bridges the gap from the present topic to the next topic.)

Finally, we discussed the conclusion.

The purpose of the conclusion is to communicate a clearer, more in-depth version of the thesis. Remember, the writing process involves thinking. When you are writing your conclusion, you have taken the time to get your point of view into one clear, simple, yet comprehensive thought (the thesis). You have organized your thoughts and explained why you believe what you believe. So, at this point you can focus back on that thesis and explore it more fully for the benefit of the reader.

My apologies...without a doubt, this is the least clear of the descriptions that I have given you. My main point is for you to understand that the conclusion is not merely a clip and paste of the introduction -- it is the most original and profound part of your writing. As you practice it and I get a chance to give you feedback on it, you will come to understand what I mean on a practical level.

Reviewing the Introductory Paragraph - Wednesday, November 5

Today we reviewed the introductory paragraphs for your papers. Please remember to make sure that the people or events that you use as supporting evidence for your thesis logically and clearly support the position you are taking.

On Thursday, we will look at the goals of the body paragraphs and the conclusion.

Fine Tuning Your Research - Tuesday, November 4

Yesterday, we discussed the purposes of the research paper's introductory paragraph:

1. Provide a general opening/introductory statement
2. Clearly and succinctly state a thesis.
3. Provide a clear list of supporting arguments for the thesis.

An essay assignment can come to you in two ways:

• A question (Ex. What was the key cause of the American Revolution?)
• A directive (Ex. Identify the key cause of the American Revolution.)

In either case, you want your thesis to provide a clear and direct answer to the question posed (or the directive given).

So... go back to your question:

If the colonial period represented the "incubation period" and the War of Independence represented the "birth" of the United States, then what role did your specific time period have in its development? And in support of your analysis, what specific events and people led the way in that development?

... and lets see if you have enough research and reading done to develop a introductory paragraph with three pieces of supporting evidence.

The introductory paragraph is due on Wednesday. I will read them over at that time and we will go on.

Research and Planning - Friday, October 31

Today you worked on your research as assigned. On Monday, I will discuss with you some aspects of essay writing and also talk to you about the specific requirements for your presidential election studies.

A Little Interruption... Wednesday, October 29

Today we were supposed to be working on the research for our papers as assigned. However, as on occasion happens, we get a bit sidetracked.

We discussed some of the latest happenings as we near the November 4 election day. In particular, we talked about biases and fairness...

If Sara Palin is being criticized for the cost of her wardrobe, why are the men of the campaign not questioned about their costs?

We discussed whether or not there is a different standard for women than for men in the media and the latest issue which has received so much attention -- the hanging in effigy of Sara Palin and whether or not the reaction to having Barack Obama pictured the same way would be also protected as free speech or not.

Below are a couple of links addressing this matter:


http://www.reuters.com/article/sarahPalin/idUSTRE49Q79N20081027

http://www.sundriesshack.com/2008/10/27/sarah-palin-hung-in-effigy-and-the-ap-has-no-opinion/

If we can assume that there will be people who will vote against John McCain because he is older or against Sara Palin because she is a woman or against Barack Obama because of his race, or if we can assume hanging one candidate in effigy is somehow more acceptable than hanging another in effigy, it is clear that (at least sometimes) fairness and impartiality has little to do with election results or the choices people make.

Much the same way as historical neutrality is a sham, so is an unbiased electorate. It is human nature to be subjective. Perhaps that helps to explain why many of the "news" stories of the campaign have less to do with public policy matters and issues and more to do with personality and choices made in private lives. The general populace claims to be opposed to such coverage, yet they consistently pay attention to these things. Voters generally criticize politicians for not talking about the issues... The fact of the matter is politicians want to get elected -- and it may be that to do so, they are simply giving the public what they demonstrate they respond to.

Consider this an issue that may be part of the next blog test.

After the Revolution and Before the Civil War - Tuesday, October 28

Today, you were given your readings which will serve as a point of departure in your study of the time period for which you are responsible after the American Revolution and prior to the Civil War.

In the next days, I will lay out specifically the parameters of this assignment. For now, know that you are going to write a three page essay which looks at the significance of the time period for which you are responsible.

This assignment serves as the culmination of our work to date. You will be practicing your skills in historical criticism and analysis. That is to say that you will be examining, with a critical historical eye, the specified time period for the purposes of determining the following:

If the colonial period represented the "incubation period" and the War of Independence represented the "birth" of the United States, then what role did your specific time period have in its development? And in support of your analysis, what specific events and people led the way in that development?

Also, just a reminder about the presidential election study... it will be due November 18, two weeks after the election is over. Remember, you can find the required structure for the study on the Thursday, September 16th edition of the blog.

Revolution and Dinner Speeches Friday, October 24

Today you finished researching the five most significant occurrences of the Revolutionary War.

You also got to see John McCain and Barack Obama's speeches at the Al Smith fundraiser in New York.

The Revolutionary War - Thursday, October 23

Today you reviewed the chapter on The War for Independence (1775-1783) in the Davidson & Lytle text. In the same manner that a historian considers sources and cross references accounts of the past, you were asked to look at the Revolutionary war and consider:

What were the five most significant occurrences in the war?

We will continue with this activity for part of Friday's class.

From the Declaration to Constitution... You've Come a Long Way, Baby - Wednesday, October 22

Today we discussed the Constitution and how America's republican system of government reflects the values enunciated through the Declaration of Independence.

Recognize that the Constitution is a working, living document. As any nation's constitution does, it influences the life of its citizens daily, as the Supreme Court applies and interprets the meaning of this document.

America's constitution is actually a remarkably brief document and despite the Declaration of Independence's exhortations that Americans have a right to change the form of their government as they see fit and to suit their purposes, the Constitution has undergone only sixteen amendments since the Bill of Rights (the first ten amendments) was added in 1791.

Here is a general overview of the Bill of Rights:

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

Here is a general overview of the Second Amendment right to bear arms, which we have discussed at some length.

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

Much of the rest of the Constitution dealing with checks and balances and the roles of the executive, legislative, and judicial branches has been covered in class previously through our study of the political system.

Please read the remaining three short Articles (5, 6, and 7) as found at the site below:

http://www.usconstitution.net/xconst.html

The Essence of Jefferson's Declaration - Tuesday, October 21

Today we looked at the first two paragraphs and the last three paragraphs of the Declaration of Independence.

A few things to remember:

• It serves as a formal and honorable notice to the British and a letter of explanation to the world for why the colonies were parting ways with the Mother country.

"When in the course of human events, it becomes necessary for one people to dissolve the political bands which have connected them with another,... a decent respect to the opinions of mankind requires that they should declare the causes which impel them to the separation."

• It lays out the fundamental values that the American nation will be based on...

Equality -

"...all men are created equal..."

The Natural Rights of Man -

This was the idea that fundamental freedoms flowed from God to the people as individuals and not "rule by Divine right", where freedoms and rights were at the discretion of the monarch who was "chosen by God".

"...that they (the people) are endowed by their Creator with certain unalienable rights; that among these are life, liberty, and the pursuit of happiness..."

• This simple belief in individual liberty is the fundamental principle that lies at the foundation of the republican system of government.

"...to secure these rights, governments are instituted among men, deriving their just powers from the consent of the governed..."

• The belief in individual freedom was stronger than anything. It even surpassed the founding fathers' faith in the republican system of government that they would create, as Jefferson acknowledges the "right" and later what he refers to as the "duty" of the people to change not only their political leaders, but their entire political system.

"...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."

"...when a long train of abuses and usurpations, pursuing invariably the same object, evinces a design to reduce them (the people) 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. "

• After laying out the greivances the colonists had with Britain, the Declaration closes with three paragraphs. The final portion of the work explains how the colonists sought to settle their differences amicably with Britain...

"In every stage of these oppressions we have petitioned for redress in the most humble terms..."

"...We have warned them, from time to time, of attempts by their legislature to extend an unwarrantable jurisdiction over us. We have reminded them of the circumstances of our emigration and settlement here. We have appealed to their native justice and magnanimity; and we have conjured them, by the ties of our common kindred, to disavow these usurpations which would inevitably interrupt our connections and correspondence."

However, Britain did not listen...

"...our repeated petitions have been answered only by repeated injury."

...Resulting in the decision to form their own country...

"We must, therefore, acquiesce in the necessity which denounces our separation, and hold them as we hold the rest of mankind, enemies in war, in peace friends."

"We, therefore, the representatives of the United States of America, in General Congress assembled, appealing to the Supreme Judge of the world for the rectitude of our intentions, do, in the name and by the authority of the good people of these colonies solemnly publish and declare, That these United Colonies are, and of right ought to be, FREE AND INDEPENDENT STATES; that they are absolved from all allegiance to the British crown and that all political connection between them and the state of Great Britain is, and ought to be, totally dissolved; and that, as free and independent states, they have full power to levy war, conclude peace, contract alliances, establish commerce, and do all other acts and things which independent states may of right do. ..."

• Finally, the Declaration is a blood oath between the signers and, on a larger level, among the states.

"And for the support of this declaration, with a firm reliance on the protection of Divine Providence, we mutually pledge to each other our lives, our fortunes, and our sacred honor."

Note: See the link at the bottom of the page to additional information on the Declaration of Independence. There is some good material to be found concerning Locke's influence on Jefferson (something we discussed in class).

Personalities of the American Revolution - Monday, October 21

Today we listened to the presentations that people prepared regarding some of the more notable personalities of the American Revolution. If you have not already done so, email me your file so I can put it in the drop box for the course.

Work Period on End of Colonial Era and Declaration of Independence - Friday, October 17

On Monday we will go over your work translating Jefferson's Declaration of Independence and your personalities from the American Revolution. Be ready to present.

On Towards the Revolution - Thursday, October 16

Today, I read to you excerpts from a speech called, "The Americans Who Risked Everything".

http://www.baxtercountyrepublicans.com/founding_fathers.html

Here is one set of findings regarding "The Americans who Risked Everything" speech. This is a good exercise in dealing with historical research and bias.

http://home.nycap.rr.com/elbrecht/signers/LIMBAUGH.htm#rdtop

We continued with work on the Declaration and leading personalities of the Revolutionary War. The personalities covered are:

• George Washington
• Ben Franklin
• Thomas Jefferson
• John Adams
• John Hancock
• Ethan Allen
• Thomas Paine
• Nathan Hale

Translation of the Declaration of Independence has been assigned. We will work on that aspect at the beginning of Friday's class.

Will He or Won't He? and The Republic of Canada?? - Wednesday, October 15

Remember, the final debate in the US Presidential goes tonight. The only question remaining seems to be whether or not John McCain will confront Barack Obama on the issue of his association with known domestic terrorist Bill Ayers.

Obama has quite directly called McCain out on the matter, suggesting that McCain does not want to "...say it to my face".

See the brief article below:

http://politicalwire.com/archives/2008/10/08/obama_to_mccain_say_it_to_my_face.html

Some suggest McCain has resisted pressure to confront Obama on this issue heretofore because it could be interpreted as a "desperate" tactic and more negative politics. McCain himself responded that the previous debates simply did not have a question that allowed for Ayers to be discussed. However, after Obama's latest comment, McCain indicated that he would be ready to bring the issue up at the last debate.

See below:

http://blogs.abcnews.com/politicalradar/2008/10/mccain-obama-pr.html

How Obama might respond...

http://www.freerepublic.com/focus/news/2098387/posts?page=102

It remains to be seen how this matter will play out strategically and politically... Stay tuned.


The Republic of Canada, Eh?

After last night's election, I asked you to consider, given the fractured nature of Canadian politics and the regional differences that seem to have grown in the past number of years, whether or not Canada would be any better off moving to either a hybrid of the British parliamentary system and American republicanism or a fully republican model.

Here is some background on republicanism in Canada...

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

Check out this site from the Citizens for a Canadian Republic...

http://www.canadian-republic.ca/home.html

Our discussion asked you to consider the advantages and disadvantages of such a change. Consider this issue a potential blog test question down the line.

Next day, we will continue our look at the Declaration of Independence and the circumstances that led to the Revolutionary War.

Let Freedom Ring, Baby: Jefferson's Declaration of Independence - Friday, October 10

After viewing the DVD on the American Revolution, consider the Declaration of Independence.

Use your research skills to search for background information concerning the Declaration and its history.

Use the site below and its links as a place to start.

http://www.ushistory.org/Declaration/

What was the impact of this document? What do we learn about the leaders of this new country from their past and their experiences? What events led to the revolution in the first place?

Be prepared to discuss these on Tuesday.

Also... if time permits, read the Declaration itself and split it up amongst the class. Translate the first two paragraphs and the last three paragraphs of the document into modern language. What do you think the Declaration was really about? What was it meant to achieve?

http://www.ushistory.org/Declaration/document/index.htm

Colonial Presentations - Thursday, October 9

Today we had students present their research on the American colonies. All were very good presentations. We will complete these when I return and I will also provide some notes for the blog and hence any content test that we might have down the road.

But for now, I have Badgers on the brain, so I will hold off until later.

:)

Yet More Work Time! Boy, am I Generous or What? - Wednesday, October 8

Today was your final day to work on your projects. We present on Thursday!

Colonial Presentation Work Period Tuesday, October 7

Today we worked on our colonial presentations.

Be ready to present Thursday!

Test Discussion, Debate Discussion and Colonial Era Presentation - Monday, October 6

Today we went over the Blog test, had a brief discussion concerning the vice presidential debate and set the timetable for beginning the colonial presentations.

You will have two work periods (Tuesday and Wednesday) before we begin presenting.

Work Period - Friday, October 3

Today we worked on the PowerPoint presentations. We will likely need to have them completed by the middle of the week. I will set the deadline on Monday.

I would also like to go over your tests on Monday and discuss the Vice Presidential debate.

Use the Monday, September 29 blog entry as a guide for what we will discuss concerning the debate.


Also, remember your research studies should be in full swing now.

Have a good weekend.

From Colonies to United States; The Bailout; The Campaign Ads; And America Asks Biden and Palin to "Show Me" Some Substance - Thursday, October 2

Part 1:

Today we reviewed the summary of the introductory section of yesterday's colonial reading.

In your presentations, focus on how the background to the colony tells part of the emerging American story; a nation born out of faith, freedom and the pursuit of happiness.

As well, the article suggests that America developed its own identity because of three factors:

• The adventurous mood of the colonists and their discontent with the ways of the past
• The frontier and the need to overcome its challenges and harness its opportunities
• The diversity of culture

To what extent do you find this in your research concerning your colony?

Part 2:

Next, we discussed the US financial crisis and the Senate's proposed solution.

The following article brings you up to speed on the latest developments.

http://news.yahoo.com/s/ap/20081002/ap_on_bi_ge/financial_meltdown;_ylt=Ai7RqAnjoz6IMByQB.zH0H.s0NUE

Part 3:

See the link at the bottom of the page from Stanford's Political Communication Lab. We used this site to watch a series of campaign ads from the election. The ads include special interest groups and political action committees (PAC's) that are free to spend money and express their views. Such spending is not counted against the campaign coffers of the official candidates, and as such they can have a harder edge and be more aggressive because although they support a particular candidate, the candidate himself does not bear any direct responsibility for the ad.

Can you identify some trends or general strategies used in these ads? Be ready to discuss this on Friday.

Part 4:

If possible, watch the Vice Presidential debate tonight. It's Biden v. Palin under the lights in St. Louis, Missouri - The "Show Me" state.

How Englishmen Became Americans - Wednesday, October 1

Today you started to work on the PowerPoint presentation for your respective sections from the first chapter of the Current, Williams, and Friedel (1972) reading.

The presentation should be between 5 and 7 minutes in length. A scoring guide will follow in the next days.

Please be sure to make use of the introductory reading, "Englishmen Become Americans and Gain Their Independence," in the development of your presentation. What follows is a summary of that reading:

• The colonies were largely made up of "transplanted" Englishmen who identified with England largely except for a few specific matters
• As such, these individuals saw themselves as creating a "better" England with "greater opportunities for personal happiness"

As time went on, America developed more of its own character distinct from England. The three reasons for this "divergence between the culture of the colonies and that of the homeland," was:

• Colonists were generally more "discontented" and/or more "adventurous" people than their English counterparts back home. They saw negative aspects of their native home and were prepared to do something about it to change their own lives.
• They were frontiersmen. The new environment they chose to live in brought new "challenges and opportunities" that were not necessarily best met by the old ways of England.
• Although the English dominated, there was enough diversity in the colonies to cause the development of a new culture.

There was also diversity on another level -- Americans became and largely remain provincial people. The colonies developed their own distinctive characters and regions. There were the New England colonies, the middle colonies of Pennsylvania, New Jersey and New York, and the Southern colonies (which themselves could be divided between the tobacco colonies and the others).

These unique circumstances created "Americans" -- a people who thought of their "country" as being their colony first, their region second, and their place as British subjects third. This mindset put the colonists directly at odds with Britain after New France fell, as the Empire attempted to govern more directly over all of British North America. Their opposition to England gave them a strong common bond that led to political allegiance and finally morphed into a full blown revolution designed to secure their liberty from the greatest political and military force the world had ever known.

While the battles, weaponry, and casualties were small when compared to warfare today, the consequences of the Revolutionary War were significant and far reaching. It was the first backlash to colonialism. It gave birth to a new nation bound together not by a sense of tribalism but instead rooted in faith, freedom, and the "pursuit of happiness". Most importantly, this great experiment in a government of the people, by the people, and for the people served as a beacon to the world.

An Introduction to the Colonial Era and Discussing The Debate - Tuesday, September 30

Today you were introduced to some readings from Current, R.N., Williams, T.H., & Freidel, F. (1972). The Essentials of American History. New York:Alfred A. Knopf Inc.





Below you will find pdf documents of the readings for your reference.

These documents will be available shortly.











Your assignment is to prepare a PowerPoint presentation to the class which summarizes your section of Chapter 1 and shares some of your additional research findings.





More on the parameters for the presentation to come soon.

The presidential debate was discussed in the second half of the class. The discussion of our four basic questions (see Monday, September 29th blog entry) is summarized below:

• Most felt that depite the fact that the topic of foreign policy favored John McCain's experience, Barack Obama performed well enough to be considered the winner of the debate.
• Most did not make their judgement regarding who won the debate based on differences in policy between the candidates. Almost exclusively, the determination was based on Obama's ability to communicate his positions more favorably and smoothly.
• McCain "scored" more points in terms of demonstrating his more extensive knowledge of the issues discussed and his experience in terms of his public service record, where he clearly has an advantage
• Obama demonstrated enough competence on matters of substance to satisfy the general viewing audience that he is up to the job of president.
• Both candidates met or exceeded most people's expectations -- a good sign for Obama, based on the fact that he is presently leading in the polls.
• See the article below on post debate polling.

http://elections.foxnews.com/2008/10/01/race-tightens-nationally-battleground-polls-obama-wide-lead/

Presidential Debate - Monday, September 29

Today, we took some time to look over the debate material online and we watched the last 35 minutes of the debate together. On Tuesday, we will take the first half of the class to begin some readings on the colonial period.

The second half of class will feature a discussion regarding the presidential debate. Please consider the following questions for discussion:

• Did either candidate perform better than the other? Why or why not?
• How much of the comparison between candidates is influenced by the substance of what they say versus the manner in which they say it?
• What were the expectations for both candidates? What personal issues did they have to answer (i.e. Experience, too partisan, etc.)
• What does the post debate polling data suggest?

Test Day - Wednesday, September 24

Today you wrote your test. If possible, start collecting your data for your study beginning today. I will be touching base with you Monday to make sure we are ready to go...

Enjoy your long weekend.

From Research to Question to Model - Monday, September 22

Today I reviewed and gave feedback on most people's research page. It looks like we will have some interesting studies to look at after the November elections.

Tuesday's class will be used to finish constructing your research model. This will be the last class dedicated to the long term study.

It is expected that Thursday, September 25 will be the official start date to your study. We will touch base weekly in order to check how people are proceeding.

Also, remember that your test is on Wednesday.

Shortly, I will be giving you some readings to get us started on the colonial period.

Finishing the Research Page -- Friday, September 19

Today we continued to work on the research page. For Monday, please make sure that you have finished this page. Refer to yesterday's blog entry bullets regarding the specific items that should be addressed in this page.

Looking for Trouble? Uh.... No, Just Looking for a Problem - Thursday, September, 18

Today you took time to research the background to your problem or question that will form the basis of your historical study concerning the presidential election. Regardless of which question you are considering, please ensure that in the research section of your study you are addressing the following issues:

• define bias clearly and as fully as possible -- put it in the context of media bias in presidential elections
• in as many ways as you can, identify measurable ways in which bias can be identified

Doing a comprehensive job on the above items will help to build a solid foundation from which you can generate a good model for your study.

Going Ballistic with Testing, Researching Background to Your Study, and a Summary of the Candidates - Wednesday, September 17

Today we discussed some details regarding the Wednesday, September 24 test. I mentioned to you that it would take the form of a long answer test. These test questions would attempt to make use of some of the issues we have dealt with heretofore in a broad context, allowing you to make use of specific historical material the you have been exposed to advance a particular position or argument.

We will discuss this more on Thursday, but for now I thought I would include a few examples of the type of questions you could see on the test.

1.Would you say that the article about historical bias at the Alamo site was written with a conservative or liberal bias? Justify your position.

2.Use three historical events that we have covered so far as evidence of what constitutes the essence of the American character. Specifically explain why you picked the examples you did.

3.Does the American system of elections and terms of service benefit the nation? Explain with specific examples.

Hopefully, this will help you to understand what the test will be like. What you know is important, but how you are able to use and apply what you know is most critical. Feel free to ask any questions that you might have about the test on Thursday.

Otherwise, we will be using the class as an opportunity for you to read and learn more about the background to the problem or question that you are going to be building a study around. I will be looking to help you fine tune your model, but for right now the focus is on learning about your research problem.

Now that we have heard all the presentations regarding the candidates, I thought I would provide a brief overview for your convenience.

Democratic Presidential Nominee Barack Obama

Political Background:

• Illinois Senator since 2004
• also served in the state senate
• worked as a community organizer and civil rights lawyer

Positives:

• exceptional and charismatic public speaker
• has positioned himself as different from other politicians and "business as usual"
• survived a tough primary fight with the formidable and favored Hillary Clinton
• is seen as being in tune with the economic woes which the US is presently experiencing

Negatives:

• can be viewed as arrogant and presumptuous (trip to Europe, speech at Mile High)
• lacks any executive or foreign policy experience
• brief senate career largely undistinguished

Democratic Vice Presidential Nominee Joe Biden

Political Background:

• Delaware Senator for 35 years
• Chair of Senate Foreign Relations Committee
• Past Chair of Senate Judiciary Committee

Positives:

• balances Obama's lack of foreign policy experience
• has several documented legislative achievements, particularly on crime legislation

Negatives:

• also lacks executive experience
• was force to withdraw from presidential race in 1988 due to allegedly plagiarizing a speech
• can be seen as a "politics as usual" candidate

Republican Presidential Nominee John McCain

Political Background:

• member of House of Representatives for Arizona 83-87
• Arizona Senator since 1987

Positives:

• has a history of being a political maverick (seen as not being ruled by party ideology)
• his military record and sacrifice gives Americans confidence that he is qualified to make the tough decisions as president
• in a wartime atmosphere, his political and military background give him an edge over Obama

Negatives:

• can be viewed as a "loose cannon" rather than independent minded
• may be considered "too old" or "out of touch"
• traditional Republican voters are not excited about him and may choose not to vote

Republican Vice Presidential Nominee Sara Palin

Political Background:

• Governor of Alaska (2006)
• past mayor and councillor of Wasilla, Alaska

Positives:

• reinforces McCain's reputation as a change agent and maverick, as she herself has faced down the establishment of her own party
• the only candidate with executive experience
• a fiery public speaker who is seen as largely responsible for energizing the McCain campaign
• brings traditional Republicans back into the fold because she is seen as championing many of their causes

Negatives:

• may be seen as a hypocrite for advocating socially conservative ideals while she pursues a time consuming and powerful career with five children at home and other family issues
• can be viewed as too strident -- Do Americans want a "pit bull with lipstick" a heartbeat away from the Oval Office?
• while she has executive experience, it is limited and otherwise she may be considered too young and unprepared

Testing for Bias and Just Plain Ol' Testing - Tuesday, September 16

Research Study:

You are about to undertake a study of media bias during the presidential election campaign. Your task will be to answer one of the following questions:

Is there a bias evident in the coverage of the presidential election?
(longitudinal)

Does media bias influence people's perceptions with respect to the presidential election?

Which media outlet offers the fairest, most balanced coverage of the presidential election?

You are to develop your study using the scientific method.

Your experimental model must include the following components:

• research
• hypothesis
• variables
• procedure
• results
• observation
• conclusions

Before class on Wednesday, consider which question you are interested in and think about the issues you need to learn about to study that question.

Starting next class, I will work with you to help you through the process of developing your model.

Another matter that we have to address is the need for us to have our first test. The test will be include all blog content up to Friday, September 19. The date of the test will be Wednesday, September 24.

How Long Does it Take to Pick a President Anyways? Monday, September 15

Today we listened to the presentation covering how the parties select their presidential nominees. The following is a summary of the material discussed:

• The race for president is time consuming and costly. Candidates generally plan for years prior to the actual election date, which comes on a regular 4 year cycle.
• A full 2 years prior to the election, exploratory committees are formed to test the candidate's popularity, assemble a campaign team, and raise the money to build the campaign war chest.
• The parties choose their candidates by holding elections called primaries and caucuses across the country. The first ones are the Iowa Causus and the New Hampshire primary, which take place in January of the election year, long before the November election.
• A primary is a secret ballot election. A caucus is a meeting where people publicly declare their support of a candidate by appearing at a meeting location and standing in a particular part of the room which denotes support of the candidate of their choice.
• In early February, Super Tuesday takes place. This is the most important date in the primary calendar, as multiple states hold their primary on this day. In 2008, 24 states were included on Super Tuesday representing 52% of Democratic party delegates and 41% of Republican delegates.
• As the primaries continue towards the national conventions usually held in late August or early September, the delegate counts add up for each candidate with the hope that one candidate has enough delegates to win the nomination outright. This is then confirmed at the convention where the ticket is completed by formally nominating both the presidential candidate and the vice-presidential candidate. Speeches are made in front of a national audience with the hope that they will be viewed favorably in the country and get a "bump" in the polls, energizing their base of loyal supporters to hit the campaign trail from September up to the election in November.
• The Democratic and Republican parties use different methods for determining how many delegates are awarded to, or "pledged" to vote for the various candidates at their national conventions.
• Democrats use a proportional method. Each candidate is awarded a number of delegates in proportion to their support in the state caucuses or the number of primary votes they won. For example, consider a state with 20 delegates at a democratic convention with three candidates. If candidate "A" received 70% of all caucus and primary votes, candidate "B" 20% and candidate "C" 10%, candidate "A" would get 14 delegates, candidate "B" would get 4 delegates and candidate "C" would get 2 delegates.
• In the Republican Party, each state chooses either the proportional method or a "winner-take-all" method of awarding delegates. Under the winner-take-all method, the candidate getting the most votes from a state's caucus or primary, gets all of that state's delegates at the national convention.
• The primaries are good "practice" for the party "teams" where they get to test their ability to organize, get out their voters, put out their campaign message, and react to the attacks of other candidates. Strong primary races can help a candidate who wins prepare themselves for the rough and tumble of a national campaign in the fall. However, overly bitter contests between two competitive candidates can fracture the party and lead to disunity and a failed election run.

We briefly looked at John McCain as a candidate and will continue with the other candidates next class.

As well, we looked at the electoral college system and how it works.

Read the following link for a review of the electoral college system.

http://usgovinfo.about.com/od/thepoliticalsystem/a/electcollege.htm

What's the Difference Between a Donkey and an Elephant?

Today we finished learning from the group that looked at the differences between the Prime Minister and the President. They concluded that when it comes to passing a bill in the British parliamentary model, everything begins with the Prime Minister and in the American Republican model, everything ends with the President. Other conclusions included:

• There is more flexibility for individual parliamentarians in the American system to "go their own way" -- Cabinet solidarity vs. bipartisanship
• Passing legislation is less complicated in Canada and easier to do.
• Government can be held more directly responsible in the Canadian system. The president needs the help of the House and the Senate to get things done.

The next group discussed the differences between the two major parties in the US -- Democrats and Republicans

Democrats in general see the government as a force for good and look suspiciously towards entrepreneurs and business in general. They see government as a redistributer of wealth that from time to time makes thing fairer and helps out the less fortunate members of society. Democrats favor higher taxes on those who earn higher incomes as part of their "social responsibility" to help society because they can. The term "liberal" or "left wing" is sometimes used. Many Democrats are pro-choice and oppose what they consider the government legislating on "morality" issues. In the Iraq War, most Democrats want American troops to leave as soon as possible and think it was a mistake to go to Iraq in the first place.

Republicans in general see government as a necessary evil and believe that the less government the better. They favor entrepreneurs and business as the real creators of wealth and seek to have government stay out of the way. Republicans favor lower taxes, as they believe that taxation (especially raising rates on higher incomes) punishes achievement and discourages people from looking after themselves and being productive, responsible individuals. The term "conservative" or "right wing" is sometimes used. Many Republicans are pro-life and support government legislation on "morality" issues. In the Iraq War, Republicans want American troops home as soon as possible, but they see Iraq as a legitimate battleground in the War on Terror and are unprepared to leave until the country is more stable.

Remember, candidates create their own brand of the party that they belong to. John McCain has broken ranks with his party in the past on "morality" issues. Part of Sara Palin's nomination can be tied to the fact that some Republicans thought McCain too "liberal" and not a true "conservative", as Palin herself has strong backing from the more conservative wing of the party.

Bill Clinton sometimes broke ranks with the Democratic party when he signed a Republican bill into law that reduced welfare. Again, the American system allows the individual politician more flexibility than is found in Canada.

On Monday, we will conclude with the two groups and move on with the course.

Give Me Liberty or Give Me Death and The System of Checks and Balances --Thursday, September 11

We began class today reviewing the Mayflower Compact activity from Tuesday of this week. I asked you to consider the implications of arriving at a negotiated system of government. We determined that there were two competing factors at work; rights and responsibilities.

While the government may be charged with protecting certain individual rights, there is no escaping the fact that an individual who agrees to any democratic majoritarian system is to some extent giving up their individual freedoms. In other words, they accept the reality that they might not always be on the majority side of an argument and therefore have to abide by a law that restricts their individual liberty.

The examples I used included the restrictions on the use of property in a residential area and the restrictions on access to medical service in a universal health care system. In the former, an individual would not be allowed to use the property for industrial purposes. In the latter, an individual could be prohibited from "jumping the queue" because of their ability to pay for a particular medical procedure. In both cases, freedom of choice is restricted because a larger social good or responsibility has been deemed to take precedence over the individual right.


Here's another example from American headlines... it's the case of "It's My Lawnmower and I Can Shoot it If I Want To"...


http://www.foxnews.com/story/0,2933,391522,00.html

The classic struggle between rights and responsibilities is not limited to the labor that gives birth to a new government. Rather, it endures in an unremitting set of challenges fermenting the public discourse that ultimately shapes the character of the nation. And in that discourse, Lady Liberty has been sculpted in an image which consistently gives shelter to individual rights.

Read the Mayflower Compact. Note how the Pilgrims specifically recognize their need to "promise all due Submission and Obedience..." in abiding by the laws created for the good of the colony. The November 11, 1620 document cements America's preference for a government based on the consent of the governed.

http://www.yale.edu/lawweb/avalon/amerdoc/mayflower.htm

We also started listening to presentations today from the Presidential Primer exercise. The first question discussed was:

How is the presidency of the United States different in responsibility and jurisdiction than the job of prime minister?

In the discussion of this answer, we considered the way a bill becomes a law in Canada vs. the United States.

The following is a chart that helps describe how a bill becomes a law in the U.S.

http://www.cybertelecom.org/images/howlaw.gif

The following is a chart that describes how a bill becomes law in Canada.

http://www.filibustercartoons.com/law.gif

Friday will see us carry on with presentations....

Check out the new link to the Smithsonian web site about the Star Spangled Banner. Go to the hyperlink on the left hand side of the page entitled,"You Solve the Mystery". Choose a question and, using the primary sources provided, try to explain some of the mysteries surrounding the flag. After you decide what you think, take a look at what Smithsonian historians discovered after examining the same primary sources.

Remember the Alamo, Bias, and the Mayflower -- Wednesday, September 10

Today we discussed the article dealing with bias in the presentation at the Alamo memorial site. Although the article highlights the biases in favor of the Texians who fought there, we found that the article itself was laden with its own brand of bias diminishing the work of the Daughters of the Republic and the bravery of the men who gave their lives in what was unquestionably a no win situation.

This example highlights the importance of critical evaluation on the part of you as a student of history. In each and every case, regardless of the source, it is your responsibility to consider and analyse the bias evident. As demonstrated by the article, bias can be subtle.

"The Battle of the Alamo was a pivotal moment in the Texas Revolution. Fewer than 200 soldiers, including knife fighter extraordinaire James Bowie and former Tennessee Congressman David Crockett, made their stand against a much larger army led by Mexican dictator Antonio López de Santa Anna. A 13-day siege ended badly for the Texians."

Many accounts place the number of Texas soldiers at 140 and the "much larger" Mexican army was said to be roughly 4000. By excluding these details the writer diminishes the enormity of the challenge these men faced and ultimately the voracity of the fight they put up, to say nothing of the incredible understatement found in the final line.

And such is the nature of bias -- sometimes what is not said is more important that what is said.

The natural question that comes out of this is, "What is the truth?"

And the answer is that certainty in history is as elusive as Barry Sanders -- when you think you have it, it escapes you. This is a constant in a discipline which is based on the documented recollections of others and their analysis over time. Subjectivity can be relied on to be a certainty. Ultimately, this is what makes the real study of history more interesting and engaging-- everything is measured and tested against new evidence ... and as such, everything is still subject to reevaluation and reinterpretation.

That said, it is also important to remember that we must consider the different realities and circumstances of the times which we are studying as opposed to simply applying the realities and circumstances of the post-modern times in which we live to the past.


We will soon begin taking a closer look at bias and its various forms in a longitudinal study that you will be working on with respect to the upcoming presidential election in November.

The last quarter of the class was spent considering the background the Mayflower Compact (1620) and the circumstances of the Pilgrims who came to America to settle the Plymouth Colony. Tuesday's class activity was aimed at putting you in a similar situation and getting you to consider some of the questions that would have faced the Pilgrims at the time. It was both a sobering experience in that they had to get along to survive, but it was also a great opportunity to shape a new world of their making through a majoritarian model. Actually, the Mayflower Compact represents the opening act in the American tradition of a government based on the consent of the governed. In a speech in 1802, John Quincy Adams, a descendant of Mayflower passenger John Alden, referred to the Mayflower Compact as the foundation of the U.S. Constitution.

Read the short article on the compact.

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

On Thursday, September 11 we will briefly discuss the basic questions that are confronted when one considers the creation of government.

As scheduled, we will also begin presentations for the Presidential Primer of last Thursday/Friday.

Of Kings and Presidents and Cruisin' for Democracy ("May" you need a "Flower"?) --Tuesday, September 9

Today we spent half of the class working on our presentations for the material from "I'm Here for the Party - Presidential Primer" post. We agreed to begin these presentations on Thursday of this week.

For the remainder of the class, you were split into 3 groups and given one of the following activities:

1. You are on the cruise ship Conquest going to a great vacation spot. You have been informed that due to massive terrorist attacks, you will have to divert to a nearby uninhabited set of islands. The ship does not have enough fuel to return you safely anywhere and all means of communication has been disabled. In other words, you are stuck with each other on the islands for the foreseeable future. The task before you is to write a pact or contract of sorts that sets out an agreement that you will all live by as to how you will get along and govern yourselves. There are 3400 passengers.
2. You are on the cruise ship Black Prince going to a great vacation spot. You have been informed that due to massive terrorist attacks, you will have to divert to a nearby uninhabited set of islands. The ship does not have enough fuel to return you safely anywhere and all means of communication has been disabled. In other words, you are stuck with each other on the islands for the foreseeable future. The task before you is to write a pact or contract of sorts that sets out an agreement that you will all live by as to how you will get along and govern yourselves. There are 480 passengers.
3. You are sick and tired of life in Canada the way it is. You want a different form of government more than just a different government. You have joined with a group of people who have invested significantly to move away to a small un-owned island for the purposes of starting over again. You are meeting to set the rules for how the new place will function. The task before you is to write a pact or contract of sorts that sets out an agreement that you will all live by as to how you will get along and govern yourselves. There are 5000 residents.

We will discuss this activity on Wednesday after we discuss the Alamo article from the "Bias? What Bias?" post.

The Blog and How to Swing It...Monday, September 8

Today we looked at the class blog and discussed how it will be used. You are expected to keep up with the readings and to make sure you have all assignments up to date. I will keep all assignments on the blog and I will also expect that you use the material here as notes for the course. All blog material is fair game for the final exam!!!!!

***Reminder -- Wednesday we will be discussing the article about the Alamo that is found in the "Bias? What Bias?" post.

We also took time to plan for presentations which will continue on Tuesday. You will get about half the class to plan. Then we will set a date for presentations and move on.

Be sure to check the new sites and articles posted as they arise....

I'm Here for the Party... Presidential Primer -- Thursday, September 4 and Friday, September 5

On Thursday we also got started looking at the very topical Republican and Democratic conventions and the way in which American presidential politics works... I asked you to research the following:

• How is the presidency of the United States different in responsibility and jurisdiction than the job of prime minister
  



• What are the two major parties in the United States and what do they generally stand for
  



• How do the parties select their presidential nominees?




• Who are the nominees of the two major parties and what do we know about their political backgrounds and their positives and negatives?

On Friday, we began that discussion and will continue on Monday, September 8.

Bias? What Bias? We Report, You Decide... Wednesday, September 3 and Thursday, Sept 4

On Wednesday's class we also discussed the topic of historical bias. Ideally, the historian and the journalist have much the same code; only the journalist deals with the here and now and the historian deals with the past. This professional code requires that the writer must do their best to keep their personal attitudes and feelings separate from the matter they are covering. This is a wonderful ideal, but in practicality, no one can completely separate themselves and what they believe to be true and real from the way in which they account for, discuss, and analyse historical subjects.



So as such, I will be asking you to be careful when reading material and always assume a bias exists. Conversely, when I ask you to do the work of the historian, I expect that you will attempt to minimize your own bias as much as you can. More on this as we go on in the course...



Our discussion on this topic was advanced using the American Civil War as the backdrop.



I began by asking you to draw a general conclusion about the war. The class came to a consensus that the Civil War brought about the end of slavery. Based on this statement I asked if it followed logically then that the original aim of the war was to end slavery. The class agreed. However, we discovered that originally Abraham Lincoln campaigned on a policy where slavery could be maintained in the South -- only no new states could come in as slave states. We were able to conclude that there were other factors that caused slavery to become the central issue of the war.



Of course, one man's truth can be another man's bias...



Read the following blog and decide for yourself. The writer is trying to highlight bias of a sort in some historical writing he has found. Does he however, reveal another bias?



http://libertycorner.blogspot.com/2008/06/historical-bias-101.html



Here is another example. Read the story of claimed historical bias at the site of the Alamo. Did the writer succeed in minimizing their bias as well? What are some of the ways we can check this? Be prepared to discuss these issues briefly in class on Wednesday, September 10.



http://www.statesman.com/specialreports/content/specialreports/forgottenplaces/15alamo_rs.html

What is History? Wednesday, September 3

The first class featured an introduction to the classic question, "What is history?"



Through some discussion, we determined that history is the study of the past and how it affects the future. So what are the implications of this statement? It suggests that those people and happenings that affect the future or have a significant impact on the nation are historically worthy of study while others are not worthy of such study.



Does that mean that, for example, the diary of an "ordinary" person is not worthy of historical study?



This depends on your perspective. Perhaps it is the diary of a young woman whose son has gone off to fight in the Civil War and the diary includes entries that discuss the events of that war which include his account of the third day Confederate assault on Gettysburg. There could be much to learn about the attitudes of everyday people towards the war. There could also be things that help us to better understand how the world was different for these people and the reality they lived in.



Therefore, evaluating what is historically significant is not always as easy as it sounds.



Knowing the purpose of your study is also critical. In this case, we are studying a nation and this has implications for the requisite parts that we divide our study into... Conventionally we divide a nation's history into two main components -- political history and social history. As well, we also have other categories -- military history and economic history, but these usually are dealt with under the framework of the political or social history. For example, a particular military action has its own story, but it is most often discussed in concert with what precipitated the military response in the first place. Or economic history might be intertwined with the social impact of a particular event, like the 1929 stock market crash.



For a more detailed analysis, read the following link --



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



Our study of the United States will be divided up into the aforementioned historical categories. My purpose will be to not only familiarize you with America's history, but also have you participate in the process of historical analysis and writing... More on that later.