No bellwrite today.
Students passed off their memorization of Jacob 5, part 5. Then they finished doing the comma practice in preparation for a quiz. Class B completed the quiz. Class A will do it after Thanksgiving.
Our own classmate Gabriel shared stories of his own family's experiences with the Chinese Cultural Revolution.
Then students reviewed the main ideas we have studied about Stalin. They gave the lecture to their neighbors for PowerPoint slides that were shown.
No homework. Enjoy the Thanksgiving holiday!
Friday, November 21, 2014
Thursday, November 20, 2014
Russian vs. Chinese Communism Nov. 20
Writing Portfolio
Students learned about the pyramid of abstraction, a tool for writing which helps writers show instead of tell. We practiced starting with an abstract teenage problem (like the ones students have thought of to start their stories), and then moving it towards a concrete scene. We discussed two threshholds that must be cross as a writer moves downward in the pyramid: the five senses and scene (includes a specific moment in time and a specific location).
Core
Bellwrite #36: Compare Stalin to Mao. You may use a t-chart or Venn diagram if you like.
We discussed the bellwrite. Then Caleb shared a presentation on Lenin and Stalin, including Stalin's rise to power and his Five Year Plans.
We reflected on true principles that are illustrated by the history of Lenin/Stalin.
Students passed off part 4 of their memorization and began work on some comma exercises.
No new homework. Prepare for the spelling/vocabulary checkup tomorrow.
Students learned about the pyramid of abstraction, a tool for writing which helps writers show instead of tell. We practiced starting with an abstract teenage problem (like the ones students have thought of to start their stories), and then moving it towards a concrete scene. We discussed two threshholds that must be cross as a writer moves downward in the pyramid: the five senses and scene (includes a specific moment in time and a specific location).
Core
Bellwrite #36: Compare Stalin to Mao. You may use a t-chart or Venn diagram if you like.
We discussed the bellwrite. Then Caleb shared a presentation on Lenin and Stalin, including Stalin's rise to power and his Five Year Plans.
We reflected on true principles that are illustrated by the history of Lenin/Stalin.
Students passed off part 4 of their memorization and began work on some comma exercises.
No new homework. Prepare for the spelling/vocabulary checkup tomorrow.
Wednesday, November 19, 2014
The Birth of the U.S.S.R. Nov. 19
Bellwrite #35: What questions do you have about the reading on communism in Russia? Summarize the main points of the reading.
Students finished studying the reading on commas from Eats, Shoots and Leaves. They also finished working on applying the comma rules to the handout with sample sentences.
We discussed students' questions from the reading on communism in Russia. I shared a presentation on Tsar Nicholas II and the rise of Lenin and the U.S.S.R.
Homework:
Students finished studying the reading on commas from Eats, Shoots and Leaves. They also finished working on applying the comma rules to the handout with sample sentences.
We discussed students' questions from the reading on communism in Russia. I shared a presentation on Tsar Nicholas II and the rise of Lenin and the U.S.S.R.
Homework:
- Finish doodle notes on the reading about communism in Russia.
- Memorization of Jacob 5, part 4 due tomorrow. Part 5 is due Friday.
Tuesday, November 18, 2014
Doodle Notes and Commas Nov. 18
Writing Portfolio
We worked on defining short story parameters. Students by Thursday need to commit to their answers to the following questions:
Core
Instead of a bellwrite, please write a letter of appreciation to our custodial staff. Please be specific about one or two things you appreciate. Have a classmate proofread your letter. Then write a final draft on the colored paper using your best cursive.
I introduced students to a method of notetaking we'll call "doodle notes." This method consists of capturing important ideas with a series of images and key words. A youtube video demonstrates this method. Of course, our focus in not on the artistic quality of the doodles, but on how well they enhance our understanding and memory. We practiced using this method with a reading packet on the rise of communism in Russia.
Students also read an excerpt from the book, Eats, Shoots and Leaves. This passage discusses 7 key rules of comma use. Students wrote down the 7 rules in their own words, noted exceptions or special cases for the rules, and wrote down sample sentences that demonstrate the rules. Some students started working on a handout that had sample sentences. They identified which commas were used correctly and which ones were used incorrectly (or needed to be added). For each instance, students identified which of the 7 comma rules was at work. We will continue work on this tomorrow.
Homework:
We worked on defining short story parameters. Students by Thursday need to commit to their answers to the following questions:
- What is the future technology that will be featured in the story?
- What is the "teenage problem" that will drive the story?
- How will you raise the emotional/social/spiritual stakes for the problem? (e.g., If the protagonist cannot resolve the problem, then how will it ruin their life?)
- What is the limit on the technology that will play a role in the story? (Remember, technologies are like super powers, interesting because of their limits/weaknesses. Consider, for example, Superman and kryptonite.)
Core
Instead of a bellwrite, please write a letter of appreciation to our custodial staff. Please be specific about one or two things you appreciate. Have a classmate proofread your letter. Then write a final draft on the colored paper using your best cursive.
I introduced students to a method of notetaking we'll call "doodle notes." This method consists of capturing important ideas with a series of images and key words. A youtube video demonstrates this method. Of course, our focus in not on the artistic quality of the doodles, but on how well they enhance our understanding and memory. We practiced using this method with a reading packet on the rise of communism in Russia.
Students also read an excerpt from the book, Eats, Shoots and Leaves. This passage discusses 7 key rules of comma use. Students wrote down the 7 rules in their own words, noted exceptions or special cases for the rules, and wrote down sample sentences that demonstrate the rules. Some students started working on a handout that had sample sentences. They identified which commas were used correctly and which ones were used incorrectly (or needed to be added). For each instance, students identified which of the 7 comma rules was at work. We will continue work on this tomorrow.
Homework:
- Continue creating doodle notes on the reading packet. Go up through the sixth page to the white space. Stop when you reach the paragraph that begins, "For many millions of Russians..."
- Memorization of Jacob 5, part 4 (due Thursday) part 5 (due Friday)
Monday, November 17, 2014
United Nations's Social Agenda Nov. 17
Bellwrite #34: Should the United States continue to support the United Nations?
During class, students took a quiz on the United Nations:
We discussed why federalism would be celebrated within the United States (sharing sovereignty between state and the national governments) but feared when it comes to the United Nations (sharing sovereignty between national and the international/supranational governments).
I explained why some people fear the UN might create a world currency. If I had $100 in my bank account and the United States printed double the currency that had been in circulation, then the value of my $100 would drop to nearly half. The government has then taken the value of my money and redistributed it by spending it on social programs. Some say this is a form of socialism. Consider what might happen if this type of power were given to the UN, critics point out.
Next, we looked at a case study in the social agenda of the United Nations: the Convention on the Rights of the Child (CRC) which is the guiding philosophy of UNICEF (the UN's sub-organization that works to care for children). We considered several of the rights declared by the CRC, both their merits and their potential dangers.
Students suggested that there are alternatives to the UN. Private organizations, some argued, could fulfill most of the social agenda of the UN without the danger of turning sovereign power over to a supranational government. Other students said that individual nations could and should do the things the UN undertakes. (However, some students pointed out that when individual nations negotiate for themselves, it tends to result in war.) Other students argued that the UN should exist, but only as a forum for leaders of nations to come together; it should not have any binding power at all. Other students argued the UN should exist to sanction international police actions but not to promote a social agenda. Clearly, there are a range of possible responses to the UN.
Homework:
Write 2-3 paragraphs responding to this prompt. Please type your response.
Should the United Nations exist? If so, what roles should it and should it NOT fulfill? If not, propose an alternative that will fulfill the stated purposes of the United Nations:
1) Preventing world war
2) Ensuring human rights
3) Upholding international treaties
4) Promoting social progress
During class, students took a quiz on the United Nations:
- Where is the United Nations' headquarters located and why is that significant?
- When was the UN created?
- What is the General Assembly?
- What is the purpose of the Security Council?
- What nations are the five permanent members of the Security Council (and why them?)?
- What is the purpose of the International Court of Justice?
- How is the UN funded? (Why does that matter?)
- What are the four stated purposes of the United Nations in the Preamble to the UN Charter?
- Explain three of the reasons opponents of the UN feel it creates a threat of a one world government?
- Define sovereignty.
- What does the Michael Brown case demonstrate about how the UN might be considered a threat to national sovereignty.
- Rate your reading/annotating of the UN articles on a scale of 1-5.
We discussed why federalism would be celebrated within the United States (sharing sovereignty between state and the national governments) but feared when it comes to the United Nations (sharing sovereignty between national and the international/supranational governments).
I explained why some people fear the UN might create a world currency. If I had $100 in my bank account and the United States printed double the currency that had been in circulation, then the value of my $100 would drop to nearly half. The government has then taken the value of my money and redistributed it by spending it on social programs. Some say this is a form of socialism. Consider what might happen if this type of power were given to the UN, critics point out.
Next, we looked at a case study in the social agenda of the United Nations: the Convention on the Rights of the Child (CRC) which is the guiding philosophy of UNICEF (the UN's sub-organization that works to care for children). We considered several of the rights declared by the CRC, both their merits and their potential dangers.
Students suggested that there are alternatives to the UN. Private organizations, some argued, could fulfill most of the social agenda of the UN without the danger of turning sovereign power over to a supranational government. Other students said that individual nations could and should do the things the UN undertakes. (However, some students pointed out that when individual nations negotiate for themselves, it tends to result in war.) Other students argued that the UN should exist, but only as a forum for leaders of nations to come together; it should not have any binding power at all. Other students argued the UN should exist to sanction international police actions but not to promote a social agenda. Clearly, there are a range of possible responses to the UN.
Homework:
Write 2-3 paragraphs responding to this prompt. Please type your response.
Should the United Nations exist? If so, what roles should it and should it NOT fulfill? If not, propose an alternative that will fulfill the stated purposes of the United Nations:
1) Preventing world war
2) Ensuring human rights
3) Upholding international treaties
4) Promoting social progress
Friday, November 14, 2014
United Nations and Sovereignty Nov. 14
Bellwrite #33: Why does the United States have both national and state governments? What kinds of decisions/laws are made at each level? Should there also be an international government like the United Nations? Why or why not?
In class we created a chart like the following. The students placed in each column the kinds of decisions/laws that they felt SHOULD be controlled at each level of government.
We considered in-depth the placement of two areas: education and war crimes. We defined sovereignty as the power to make and execute laws (or the final say) in a particular jurisdiction.
Some students suggested sovereignty for education should be shared between family, city, and state levels. We considered some of the problems with local sovereignty (For example, what if the city wanted to educate all students solely from the Qu'ran? Or what if the city was too poor to provide a good education?). We also considered some of the problems with centralized sovereignty (For example, what if the national government wanted to secularize education? or use education to promote a particular political perspective?).
We even considered the possible merits and failures of having some educational decisions made at a supranational level (For example, richer countries could help provide education to those nations too poor to provide it for themselves. Or a supranational government could help stop the brainwashing education of terrorists. At the same time, consider the danger of consolidating that much power into the hands of the few.)
Next, we considered the prosecution of war crimes. Sometimes a nation might be weakened by factions or civil war so that justice cannot be served within the nation itself. In these cases, would a supranational court be appropriate? (We discussed the prosecution of war criminals from WWII/Holocaust and from the Rawandan Genocide.) Students pointed out that war crimes are carried out by individuals from a country, not usually by the entire populace of a country. Perhaps after stability and democracy have been restored, the governments themselves can prosecute their own war criminals (e.g., Germany prosecuting former Nazis). This would eliminate the need for a supranational government.
However, other students pointed out that in the case of intervening to stop war crimes which are currently occurring, it may not be wise to wait for the nation to autocorrect: too many lives would be lost. Perhaps then a supranational government should intervene. Of course, it wasn't a supranational government that stopped Hitler; rather it was individual nations who took upon themselves the burden of war against evil. We asked if war crimes could be stopped at the state level (say, by a state militia). Students pointed out that states may not have the means to do so. There is also a concern that state militias might create internal conflict, confusion, and duplication of effort within a nation like the U.S.
In addition to this discussion, we also had a guest speaker, Mrs. Arien Adams, share her family's stories from their first-hand experience with the Korean War. A few stories that stood out:
We read in class a case study in United Nations sovereignty: the Michael Brown family's appeal to the United Nations. We discussed why this family would appeal to the United Nations in a matter that seems to be related to national or even state concerns. In the hypothetical scenario that the United Nations voted for the United States to change its domestic law (laws governing its own concerns), would the United States be bound?
Homework:
In class we created a chart like the following. The students placed in each column the kinds of decisions/laws that they felt SHOULD be controlled at each level of government.
|
Family
|
City
|
State
|
National
|
International (Supranational)
|
|
|
|
|
|
|
We considered in-depth the placement of two areas: education and war crimes. We defined sovereignty as the power to make and execute laws (or the final say) in a particular jurisdiction.
Some students suggested sovereignty for education should be shared between family, city, and state levels. We considered some of the problems with local sovereignty (For example, what if the city wanted to educate all students solely from the Qu'ran? Or what if the city was too poor to provide a good education?). We also considered some of the problems with centralized sovereignty (For example, what if the national government wanted to secularize education? or use education to promote a particular political perspective?).
We even considered the possible merits and failures of having some educational decisions made at a supranational level (For example, richer countries could help provide education to those nations too poor to provide it for themselves. Or a supranational government could help stop the brainwashing education of terrorists. At the same time, consider the danger of consolidating that much power into the hands of the few.)
Next, we considered the prosecution of war crimes. Sometimes a nation might be weakened by factions or civil war so that justice cannot be served within the nation itself. In these cases, would a supranational court be appropriate? (We discussed the prosecution of war criminals from WWII/Holocaust and from the Rawandan Genocide.) Students pointed out that war crimes are carried out by individuals from a country, not usually by the entire populace of a country. Perhaps after stability and democracy have been restored, the governments themselves can prosecute their own war criminals (e.g., Germany prosecuting former Nazis). This would eliminate the need for a supranational government.
However, other students pointed out that in the case of intervening to stop war crimes which are currently occurring, it may not be wise to wait for the nation to autocorrect: too many lives would be lost. Perhaps then a supranational government should intervene. Of course, it wasn't a supranational government that stopped Hitler; rather it was individual nations who took upon themselves the burden of war against evil. We asked if war crimes could be stopped at the state level (say, by a state militia). Students pointed out that states may not have the means to do so. There is also a concern that state militias might create internal conflict, confusion, and duplication of effort within a nation like the U.S.
In addition to this discussion, we also had a guest speaker, Mrs. Arien Adams, share her family's stories from their first-hand experience with the Korean War. A few stories that stood out:
- The North Korean army was retreating through her mother's hometown as they were pushed out of South Korea by U.S. forces. The North Koreans tended to execute South Korean men or conscript them for labor. Her mother's father was saved on one occasion by hiding under a pile of blankets. On another occasion, her mother's brother left to go the market and never returned. The family does not know if he was taken by North Koreans or executed.
- Mrs. Adams returned to Korea as a university student. At the time many Korean students were protesting in the streets of Seoul, demanding the withdrawal of American forces from the bases there. They were saying the Americans had been there long enough, the war was long over, and they needed to leave. At first Mrs. Adams found their argument reasonable. After all, Seoul was a crowded city while the American base was located on prime real estate with lots of space for trees and lawns. But when she phoned her mother in America, who had experienced the Korean War, her mother told her that those students didn't know where their right to protest came from. Her mother did not understand why American mothers would have sent their sons to fight for the freedom of Koreans, but she was ever grateful for the freedom she'd been granted.
- Mrs. Adams talked about a photo of Korea at night which shows how capitalism and American influence has blessed South Korea, in contrast to North Korea. It is filled with light. Even an LDS temple is within an hour's drive of the border. She noted a pattern in history: the rebirth of democracy opens the way for the preaching of the gospel. We added that economic forces, such as capitalism, can often open the way for political liberty, which can then create conditions for religious liberty.
We read in class a case study in United Nations sovereignty: the Michael Brown family's appeal to the United Nations. We discussed why this family would appeal to the United Nations in a matter that seems to be related to national or even state concerns. In the hypothetical scenario that the United Nations voted for the United States to change its domestic law (laws governing its own concerns), would the United States be bound?
Homework:
- Review the United Nations Preamble handout in case there is a quiz Monday.
- Read the opinion article on the concerns that the UN will establish one world government. Be alert that this article expresses one side of a debate. We will discuss the other side on Monday.
Thursday, November 13, 2014
Truman Doctrine continued Nov. 13
Writing Portfolio
We are taking a little break from the academic essay writing and doing some creative writing. In connection with our study of the Cold War during which nuclear technology played such a tremendous role in shaping the world, we will be writing short stories based in futuristic projections of current technologies. Today we generated ideas of how some of our current technologies might be 50 or 100 years in the future. We then considered ways in which teenage problems might be intertwined with some of those technologies. A story is simply characters trying to work their way out of a problem. By Tuesday, students should have a solid idea of the problem their characters will face (as it relates to the future technology).
Core
Bellwrite #32: Why would countries like Greece be attracted to communism?
We discussed the Truman Doctrine. We noted that it establishes a U.S. foreign policy to give aid in support of freedom and stop the spread of communism (containment). This aid, at the time, took the form of financial aid and military training, to address the two reasons the people embrace communism (according to Truman): poverty and strife (war).
We also discussed the following:
How does Truman define free nations?
In what ways does the U.S. today actually fall under the second way of life Truman opposes?
Students passed off their memorization today and turned in their Red Scarf Girl essays.
Homework:
Read and annotate the United Nations handout (see below).
Spelling/vocab check tomorrow.
Answer the questions about the Truman Doctrine with 1-2 paragraphs each:
Accordingly, our respective Governments, through representatives assembled in the city of San Francisco, who have exhibited their full powers found to be in good and due form, have agreed to the present Charter of the United Nations and do hereby establish an international organization to be known as the United Nations.
We are taking a little break from the academic essay writing and doing some creative writing. In connection with our study of the Cold War during which nuclear technology played such a tremendous role in shaping the world, we will be writing short stories based in futuristic projections of current technologies. Today we generated ideas of how some of our current technologies might be 50 or 100 years in the future. We then considered ways in which teenage problems might be intertwined with some of those technologies. A story is simply characters trying to work their way out of a problem. By Tuesday, students should have a solid idea of the problem their characters will face (as it relates to the future technology).
Core
Bellwrite #32: Why would countries like Greece be attracted to communism?
We discussed the Truman Doctrine. We noted that it establishes a U.S. foreign policy to give aid in support of freedom and stop the spread of communism (containment). This aid, at the time, took the form of financial aid and military training, to address the two reasons the people embrace communism (according to Truman): poverty and strife (war).
We also discussed the following:
How does Truman define free nations?
In what ways does the U.S. today actually fall under the second way of life Truman opposes?
Students passed off their memorization today and turned in their Red Scarf Girl essays.
Homework:
Read and annotate the United Nations handout (see below).
Spelling/vocab check tomorrow.
Answer the questions about the Truman Doctrine with 1-2 paragraphs each:
- What is the Truman Doctrine?
- How has the Truman Doctrine affected U.S. foreign policy in the past 67 years?
The
United Nations
The United Nations is an organization
that focuses on developing and enforcing international laws and policies. The
main goals of the UN are to achieve peace, social progress and economic
development. The organization was founded after the end of World War II in 1945
as a way of replacing the failing League of Nations. There are currently 192
nations that are a member of the United Nations, and this includes all
sovereign nations in the world except the Vatican. The Headquarters of the
United Nations is located in New York City in the United States; the current
President is Li Baodong of China.
The UN has several assemblies. The General Assembly is the main body of the UN and meets yearly. Each
session lasts several weeks. During the first two weeks, all members are given
the opportunity to address the assembly and bring items to the attention of the
board. The General Assembly also votes on important issues. A two-thirds
majority is needed in order to approve a law, an election or expulsion of a
member.
The Security Council
is a division of the United Nations whose goal is to maintain peace between
nations. This is the only council with the power to make binding decisions
which the members must carry out. All other councils can only make
recommendations. Fifteen nations have members on the Security Council. Five of
these are permanent and ten are temporary. China, Russia, France, the United
Kingdom and the United States are the only permanent members.
The International
Court of Justice is a division of the United Nations that is responsible
for international trials and legal decisions. Its headquarters are located in
the Netherlands. This court has heard cases of war crimes, ethnic cleansing and
the like. The International Criminal Court is a division that began operation
in 2002. This court judges those who have tried to commit war crimes and
genocide across several nations and have violated international law in doing
so.
The United Nations also includes several specialized
agencies that work on particular issues. For example, the World Health
Organization is dedicated to improving the health status of those in
impoverished nations and ensuring that nations provide adequate health care for
their citizens.
Funding for the United Nations comes from voluntary donations
by member nations. The General Assembly is responsible for overseeing the
budget and determining the capacity of each nation to pay based on their gross
domestic product, or GDP. Less developed nations are asked to contribute less
and instead advised to use their resources to improve the status of their
nations.
Debating the
Effectiveness of the United Nations
In recent years, participants in the United Nations debate
have questioned the organization’s effectiveness. Those who criticize the
organization often feel that the small administrative structure undermines the
UN's peace keeping mission. Also, there are few repercussions in place for
nations that do not follow mandates. Permanent members of the Security Council
have been known to avoid mandates themselves because they cannot lose their
status as members as easily. Still, many people believe that the United Nations
provides a great basis for international relationships. Though the organization
was founded over 50 years ago, it is still able to oversee the international
court system and bring justice to many dangerous criminals. Without the United
Nations, the world would be a very different place.
Preamble to the Charter of the United
Nations
Background
The
Charter of the United Nations is the foundational treaty of the international
organization called the United Nations. It was signed at the San Francisco War
Memorial and Performing Arts Center in San Francisco, United States, on 26 June
1945, by 50 of the 51 original member countries. (Poland, the other original
member, which was not represented at the conference, signed it two months
later.) It entered into force on 24 October 1945, after being ratified by the
five permanent members of the Security Council—the Republic of China under
Chapter II of the United Nations Charter (and currently by the People's
Republic of China), France, the Union of Soviet Socialist Republics (later
replaced by the Russian Federation), the United Kingdom, and the United
States—and a majority of the other signatories.
Preamble
We the peoples
of the United Nations determined
·
to
save succeeding generations from the scourge of war, which twice in our
lifetime has brought untold sorrow to mankind, and
·
to
reaffirm faith in fundamental human rights, in the dignity and worth of the
human person, in the equal rights of men and women and of nations large and
small, and
·
to
establish conditions under which justice and respect for the obligations
arising from treaties and other sources of international law can be maintained,
and
·
to
promote social progress and better standards of life in larger freedom,
And for these
ends
·
to
practice tolerance and live together in peace with one another as good
neighbours, and
·
to
unite our strength to maintain international peace and security, and
·
to
ensure, by the acceptance of principles and the institution of methods, that
armed force shall not be used, save in the common interest, and
·
to
employ international machinery for the promotion of the economic and social
advancement of all peoples,
Have resolved
to combine our efforts to accomplish these aims
Accordingly, our respective Governments, through representatives assembled in the city of San Francisco, who have exhibited their full powers found to be in good and due form, have agreed to the present Charter of the United Nations and do hereby establish an international organization to be known as the United Nations.
Wednesday, November 12, 2014
The Truman Doctrine Nov. 12
Bellwrite #31: Was it right for the U.S. to use military actions in Korea (1950-53) to try to contain communism?
We finished working on our exercise for using semicolons and colons. Students took an open-neighbor quiz.
Next, we held an in-class seminar on the Truman Doctrine speech. We considered how the speech would have affected international relations during the Cold War, how Soviets would have reacted to the speech, and how the speech affected (and may continue to affect) U.S. foreign policy.
Homework:
For years Britain had supported Greece, but was now near bankruptcy and was forced to radically reduce its involvement. In February 1947, Britain formally requested the United States take over its role in supporting the Greek government.
The policy won the support of Republicans who controlled Congress and involved sending $400 million in American money, but no military forces, to the region. The effect was to end the Communist threat in those nations (Greece and Turkey), and in 1952 both countries joined NATO, a military alliance that guaranteed their protection.
One of the primary objectives of the foreign policy of the United States is the creation of conditions in which we and other nations will be able to work out a way of life free from coercion.
Should we fail to aid Greece and Turkey in this fateful hour, the effect will be far reaching to the West as well as to the East.
The seeds of totalitarian regimes are nurtured by misery and want. They spread and grow in the evil soil of poverty and strife. They reach their full growth when the hope of a people for a better life has died.
We finished working on our exercise for using semicolons and colons. Students took an open-neighbor quiz.
Next, we held an in-class seminar on the Truman Doctrine speech. We considered how the speech would have affected international relations during the Cold War, how Soviets would have reacted to the speech, and how the speech affected (and may continue to affect) U.S. foreign policy.
Homework:
- Memorization of Jacob 5 part 3 due tomorrow.
- Red Scarf Girl essay due tomorrow.
- Vocab/spelling check on Friday.
Background
The Truman Doctrine is a set of principles of U.S.
foreign policy declared by President Harry S. Truman in an address to Congress
to request $400 million in aid to Greece and Turkey, as well as authorization
to send American economic and military advisers to the two countries. Truman
argued that the U.S. should support Greece and Turkey economically and
militarily to prevent their falling under Soviet control.
Truman made the plea amid the crisis of the Greek
Civil War (1946–1949). He argued that if Greece and Turkey did not receive the
aid that they urgently needed, they would inevitably fall to communism with
grave consequences throughout the region. Because Turkey and Greece were
historic rivals, it was necessary to help both equally, even though the threat to Greece was more immediate
(Turkey = oil-rich Middle East; Greece = warm water ports on the
Mediterranean).
For years Britain had supported Greece, but was now near bankruptcy and was forced to radically reduce its involvement. In February 1947, Britain formally requested the United States take over its role in supporting the Greek government.
The policy won the support of Republicans who controlled Congress and involved sending $400 million in American money, but no military forces, to the region. The effect was to end the Communist threat in those nations (Greece and Turkey), and in 1952 both countries joined NATO, a military alliance that guaranteed their protection.
Truman Doctrine Speech
The United States has received from the Greek
Government an urgent appeal for financial and economic assistance. Preliminary
reports from the American Economic Mission now in Greece and reports from the
American Ambassador in Greece corroborate the statement of the Greek Government
that assistance is imperative if Greece is to survive as a free nation.
The very existence of the Greek state is today
threatened by the terrorist activities of several thousand armed men, led by
Communists, who defy the government's authority at a number of points,
particularly along the northern boundaries.
Greece must have assistance if it is to become a
self-supporting and self-respecting democracy. The United States must supply
this assistance.
One of the primary objectives of the foreign policy of the United States is the creation of conditions in which we and other nations will be able to work out a way of life free from coercion.
We shall not realize our objectives, however,
unless we are willing to help free peoples to maintain their free institutions
and their national integrity against aggressive movements that seek to impose
upon them totalitarian regimes. This is no more than a frank recognition that
totalitarian regimes imposed upon free peoples, by direct or indirect
aggression, undermine the foundations of international peace, and hence the
security of the United States.
At the present moment in world history nearly
every nation must choose between alternative ways of life. The choice is too
often not a free one. One way of life is based upon the will of the majority,
and is distinguished by free institutions, representative government, free
elections, guarantees of individual liberty, freedom of speech and religion,
and freedom from political oppression. The second way of life is based upon the
will of a minority forcibly imposed upon the majority. It relies upon terror
and oppression, a controlled press and radio, fixed elections, and the
suppression of personal freedoms.
I believe that it must be the policy of the United
States to support free peoples who are resisting attempted subjugation by armed
minorities or by outside pressures.
The disappearance of Greece as an independent
state would have a profound effect upon those countries in Europe whose peoples
are struggling against great difficulties to maintain their freedoms and their
independence while they repair the damages of war.
It would be an unspeakable tragedy if these
countries, which have struggled so long against overwhelming odds, should lose
that victory for which they sacrificed so much. Collapse of free institutions
and loss of independence would be disastrous not only for them but for the
world.
Should we fail to aid Greece and Turkey in this fateful hour, the effect will be far reaching to the West as well as to the East.
The seeds of totalitarian regimes are nurtured by misery and want. They spread and grow in the evil soil of poverty and strife. They reach their full growth when the hope of a people for a better life has died.
We must keep that hope alive.
The free peoples of the world look to us for
support in maintaining their freedoms. If we falter in our leadership, we may
endanger the peace of the world. And we shall surely endanger the welfare of
this nation.
Tuesday, November 11, 2014
Four R-ing the Korean War Nov. 11
Writing Portfolio
Today students worked on their Red Scarf Girl essays.
The audience for the essays has read the Red Scarf Girl and the "Communist Manifesto." They are educated, American adults, not necessarily LDS. It may have been a while since they studied the "Communist Manifesto," so you will want to give some brief background in your introduction.
This essay will certainly require more than 5 paragraphs.
Core
No Bellwrite
Students worked with their partners to 4 R the Korean War using questions from yesterday's class. By the end of class, they turned in a paper with the following:
1) 2 Questions and Answers (each answer should be 1-2 paragraphs)
2) 1 Principle reasoned from their studies (with 1 paragraph exploring how the principle applies personally to students)
We also did a review of semicolon and colon conventions (rules). We had a handout with sample sentences. Students are working to identify which semicolons and colons are used appropriately.
Semicolons: independent clause; independent clause.
Colons: independent clause: _____________________. (word, phrase, clause, or list)
Homework:
Today students worked on their Red Scarf Girl essays.
The audience for the essays has read the Red Scarf Girl and the "Communist Manifesto." They are educated, American adults, not necessarily LDS. It may have been a while since they studied the "Communist Manifesto," so you will want to give some brief background in your introduction.
This essay will certainly require more than 5 paragraphs.
Core
No Bellwrite
Students worked with their partners to 4 R the Korean War using questions from yesterday's class. By the end of class, they turned in a paper with the following:
1) 2 Questions and Answers (each answer should be 1-2 paragraphs)
2) 1 Principle reasoned from their studies (with 1 paragraph exploring how the principle applies personally to students)
We also did a review of semicolon and colon conventions (rules). We had a handout with sample sentences. Students are working to identify which semicolons and colons are used appropriately.
Semicolons: independent clause; independent clause.
Colons: independent clause: _____________________. (word, phrase, clause, or list)
Homework:
- Red Scarf Girl essays due Thursday
- Memorization (Jacob 5, part 3) due Thursday
Monday, November 10, 2014
Asking Questions about the Korean War Nov. 10
Bellwrite #30: What do you already know about the Korean War? Brainstorm a list of questions about the Korean War.
Today in class we worked on shifting responsibility for learning history to students. One of the best ways for students to learn is by asking questions, searching for answers, reasoning about what they learn, and relating what they learn to themselves (in other words, 4 R-ing). Students were paired to work on developing questions and answers about the Korean War. Tomorrow in class, they will work with their pair to four-R the Korean War.
I suggested that there are two types of questions: convergent (factual) and divergent (opinion). Students should be asking both types of questions, though the latter will require deeper levels of reasoning.
We also discussed the types of sources students can use in their research:
a brief overview (to get the big picture of the War--we are using the first four minutes of a video for this purpose)
a detailed narrative (for example, a full-length documentary, a chapter from a history textbook, or an article from an online encyclopedia)
primary sources (from people who actually experienced first-hand the War; I will provide a primary source from President Truman tomorrow)
secondary sources that examine the long-term significance of the war (for example, an opinion article from the Internet)
a source that helps us understand non-Western perspectives (in class we read a portion of an article by a former North Korean who says North Koreans are taught the war was started by an invasion led by the U.S. and South Korea).
We spent some time practicing evaluating sources by considering the aforementioned article. We reasoned that because North Korea does not allow its citizens to publish information on the Internet, any source we have must come from a North Korean defector. Although this information is likely to be biased against North Korea, this article does provide reliable information on how many North Koreans are taught to understand the War. The author herself admits that she had a hard time accepting a different version of the story of the War than the one she had been taught in North Korea. Her open discussion of her skepticism increases her reliability. Furthermore, she has first-hand experience living in the country for nearly 20 years. Thus, we accept her account tentatively, alert to possible fallacies in her thinking, but willing to accept her account as a reasonable reflection on North Korean beliefs.
In class we also used a demonstration to help us understand the general movements of the War. We played tug-a-war across our own "38th Parallel" in the classroom. We reenacted three phases of the war:
1) The initial invasion by North Korea of South Korea.
2) The counteroffensive by U.S. troops acting in the name of a "United Nations" police action which pushed the North Koreans back past the 28th parallel and nearly into China.
3) The counteroffensive by China-backed North Korean troops which ended in a virtual stalemate around the 38th parallel.
We also revisited the overview video, with student pairs developing questions they will research tomorrow in class to extend their understanding of the War.
Homework: NOTE!!! The Red Scarf Girl essay due date has been moved to Thursday to accommodate choir rehearsals tonight and tomorrow night.
Each partnership should bring an electronic device with Internet access to class tomorrow.
Homework: Find and print sources on Vietnam War, bring electronic devices for research in class
Today in class we worked on shifting responsibility for learning history to students. One of the best ways for students to learn is by asking questions, searching for answers, reasoning about what they learn, and relating what they learn to themselves (in other words, 4 R-ing). Students were paired to work on developing questions and answers about the Korean War. Tomorrow in class, they will work with their pair to four-R the Korean War.
I suggested that there are two types of questions: convergent (factual) and divergent (opinion). Students should be asking both types of questions, though the latter will require deeper levels of reasoning.
We also discussed the types of sources students can use in their research:
a brief overview (to get the big picture of the War--we are using the first four minutes of a video for this purpose)
a detailed narrative (for example, a full-length documentary, a chapter from a history textbook, or an article from an online encyclopedia)
primary sources (from people who actually experienced first-hand the War; I will provide a primary source from President Truman tomorrow)
secondary sources that examine the long-term significance of the war (for example, an opinion article from the Internet)
a source that helps us understand non-Western perspectives (in class we read a portion of an article by a former North Korean who says North Koreans are taught the war was started by an invasion led by the U.S. and South Korea).
We spent some time practicing evaluating sources by considering the aforementioned article. We reasoned that because North Korea does not allow its citizens to publish information on the Internet, any source we have must come from a North Korean defector. Although this information is likely to be biased against North Korea, this article does provide reliable information on how many North Koreans are taught to understand the War. The author herself admits that she had a hard time accepting a different version of the story of the War than the one she had been taught in North Korea. Her open discussion of her skepticism increases her reliability. Furthermore, she has first-hand experience living in the country for nearly 20 years. Thus, we accept her account tentatively, alert to possible fallacies in her thinking, but willing to accept her account as a reasonable reflection on North Korean beliefs.
In class we also used a demonstration to help us understand the general movements of the War. We played tug-a-war across our own "38th Parallel" in the classroom. We reenacted three phases of the war:
1) The initial invasion by North Korea of South Korea.
2) The counteroffensive by U.S. troops acting in the name of a "United Nations" police action which pushed the North Koreans back past the 28th parallel and nearly into China.
3) The counteroffensive by China-backed North Korean troops which ended in a virtual stalemate around the 38th parallel.
We also revisited the overview video, with student pairs developing questions they will research tomorrow in class to extend their understanding of the War.
Homework: NOTE!!! The Red Scarf Girl essay due date has been moved to Thursday to accommodate choir rehearsals tonight and tomorrow night.
Each partnership should bring an electronic device with Internet access to class tomorrow.
Homework: Find and print sources on Vietnam War, bring electronic devices for research in class
Thursday, November 6, 2014
Punctuation Nov. 6
Writing Portfolio
We worked on fine-tuning the four-part quotation analysis by focusing on the following:
"Well, I guess the old man came out to greet his public again."
"I stared at him in astonishment. Xiao-cheng's eyes were still following the departing trucks. His lips were set in a mocking smile" (151).
"She lied to me! She told me Xinjiang was like a flower garden. She said we would live comfortably and eat well. And then what did we find when we got there? Nothing! Not a damned thing! Not even a building to live in. Not even lumber or bricks. We had to build a lousy hut out of dirt. I fell off the roof when we were building it, and now I'm a cripple" (145).
"Wasn't home a private place? A place where the family could feel secure? How could strangers come and search through our secrets? If Grandpa was a landlord, they could confiscate all his things. But I was not a landlord. Why did they have to search through all my things?" (138).
"The flames licked around the edges of the picture. The corners curled up, then turned brown. The brown spread quickly toward the center, swallowing Grandma, then the camel, and finally Dad's woolen hat" (124-125).
Core
Bellwrite #29: Complete the following diagram
We read the picture book, "Eats, Shoots and Leaves," which deals with misunderstandings that come from comma blunders.
Students also completed a reading check on Red Scarf Girl, reported on their spelling/vocabulary for the week, and passed off their memorizations.
For History, we watched the first four minutes of a video on the Korean War.
Homework: Please work on your Red Scarf Girl essay.
We worked on fine-tuning the four-part quotation analysis by focusing on the following:
- Using dialogue tags or colons to introduce quotations
- Including MLA in-text citations
- Highlighting important words or phrases from the quotation (Looking not just at WHAT is said, but also HOW it's said.)\
"Well, I guess the old man came out to greet his public again."
"I stared at him in astonishment. Xiao-cheng's eyes were still following the departing trucks. His lips were set in a mocking smile" (151).
"She lied to me! She told me Xinjiang was like a flower garden. She said we would live comfortably and eat well. And then what did we find when we got there? Nothing! Not a damned thing! Not even a building to live in. Not even lumber or bricks. We had to build a lousy hut out of dirt. I fell off the roof when we were building it, and now I'm a cripple" (145).
"Wasn't home a private place? A place where the family could feel secure? How could strangers come and search through our secrets? If Grandpa was a landlord, they could confiscate all his things. But I was not a landlord. Why did they have to search through all my things?" (138).
"The flames licked around the edges of the picture. The corners curled up, then turned brown. The brown spread quickly toward the center, swallowing Grandma, then the camel, and finally Dad's woolen hat" (124-125).
Core
Bellwrite #29: Complete the following diagram
Punctuation Mark
|
Name
|
Length (or type) of pause
|
Analogy
|
Conventions for use (Rules)
|
Example of use
|
.
|
period
|
full stop
|
stop sign
|
||
!
|
|||||
?
|
|||||
,
|
comma
|
sheep dog
|
|||
;
|
|||||
:
|
|||||
—
|
dash
|
||||
-
|
|||||
( )
|
We read the picture book, "Eats, Shoots and Leaves," which deals with misunderstandings that come from comma blunders.
Students also completed a reading check on Red Scarf Girl, reported on their spelling/vocabulary for the week, and passed off their memorizations.
For History, we watched the first four minutes of a video on the Korean War.
Homework: Please work on your Red Scarf Girl essay.
Wednesday, November 5, 2014
Capitalism in China Nov. 5
Bellwrite #28: What "despotic inroads on the rights of property" do you see more clearly in Red Scarf Girl than by simply reading the "Communist Manifesto"? Does communism only affect the "rights of property"? What other rights are affected?
Students completed an exercise in identifying comma splices and fused sentences.
We also finished reading "China's Gilded Age." While reading, we discussed this question: Was capitalism a good thing for China? With the introduction of capitalism into China in the 80s and 90s, the nation saw the rise of the Bourgeoisie again. Yet 80% of the nation still lives in rural poverty. Marx seems to have rightly pointed out that capitalism creates economic inequality in a big way. We noted that the U.S. is among the "upper class" of nations while the majority of the world's population endures poverty. We considered that this economic disparity helps us see that those who are blessed with prosperity have a moral obligation to the poor. Capitalism allows free agents the opportunity to use wealth for good or otherwise.
Key history questions from "China's Gilded Age":
Homework:
Students completed an exercise in identifying comma splices and fused sentences.
We also finished reading "China's Gilded Age." While reading, we discussed this question: Was capitalism a good thing for China? With the introduction of capitalism into China in the 80s and 90s, the nation saw the rise of the Bourgeoisie again. Yet 80% of the nation still lives in rural poverty. Marx seems to have rightly pointed out that capitalism creates economic inequality in a big way. We noted that the U.S. is among the "upper class" of nations while the majority of the world's population endures poverty. We considered that this economic disparity helps us see that those who are blessed with prosperity have a moral obligation to the poor. Capitalism allows free agents the opportunity to use wealth for good or otherwise.
Key history questions from "China's Gilded Age":
- Is capitalism good for China?
- Which causes greater corruption--capitalism or a communist economy?
Homework:
- Memorization of Jacob 5, parts 1&2 due tomorrow.
- Finish Red Scarf Girl by tomorrow.
- First vocab/spelling check tomorrow.
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