Harold Koh Is Too Dangerous for America

Harold Koh Is Too Dangerous for America

by Phyllis Schlafly

Does Barack Obama really want to make Americans subject to foreign law and courts? That is the question Senators should ask when they vote on his nomination of Harold Hongju Koh, former dean of the Yale Law School, to be the top lawyer at the State Department.
Koh is encumbered by a long paper trail that proves he is eager to use foreign and international law to interpret American law. He calls himself a transnationalist, which means wanting U.S. courts to "domesticate" foreign and international law, i.e., integrate it into U.S. domestic law binding on U.S. citizens.

Koh wants to put the United States under a global legal system that would diminish our "distinctive rights culture" such as our broad speech and religion rights, due process and trial by jury. Koh complains that our First Amendment gives "protections for speech and religion ... far greater emphasis and judicial protection in America than in Europe or Asia."

Yes, our Constitution does give individuals more rights and freedom than any other country, and we Americans like those rights and freedoms. But Koh thinks we should bow to foreign rules and court decisions, and to United Nations treaties whether or not we have ratified them.

The State Department's chief lawyer is not just any lawyer. He becomes the voice of the United States on international legal issues such as the negotiation and U.S. interpretation of treaties and UN pronouncements.

Importing treaties and foreign law into American law could impose lots of rulings that the American people don't want, such as approval of same-sex marriage, unlimited abortion, legalized prostitution, and abolition of the death penalty. This would be a broadside assault on American sovereignty.

Foreign law is fundamentally different from American law. Whereas our Constitution sets forth limited governmental powers and recognizes broad individual rights against government (such as freedom of religion and speech), European constitutions proclaim entitlements to government services such as education, health care, maternity leave, housing and environmental protection.

We certainly don't want to import law from foreign countries that recognize polygamy, arranged marriages between cousins, so-called honor killings of women who reject such arrangements, cutting off hands as punishment for theft, stoning women to death as punishment for adultery, and prohibiting the private ownership of guns.

As Judge Robert Bork has written, international law is really not law as Americans understand the term; it is just international politics. Not passed by any legislature, international law is often written ex post facto and administered by foreign or UN bureaucrats pretending to be judges.

Unfortunately, Harold Koh's views are not unique among leftwing lawyers or even among Supreme Court justices, and it's long past time for us to rise up and put an end to this un-American nonsense. The confirmation of Koh would give legal support to the Supreme Court justices who have already said they favor using foreign law.

Justice Stephen Breyer, who calls himself a "comparativist," suggested in a dissent in Knight v. Florida that it was "useful" to consider court decisions in India, Jamaica, and Zimbabwe on allowable delays of execution. Zimbabwe may have much experience with executions, but we don't need its guidance about due process.

Justice Ruth Bader Ginsburg has been making speeches advising lawyers that "your perspective on constitutional law should encompass the world. . . . Our island or lone ranger mentality is beginning to change."

While still on the High Court, Sandra Day O'Connor told a Georgetown University audience that international law "is vital if judges are to faithfully discharge their duties. . . . International law is a help in our search for a more peaceful world."

Even Justice Anthony Kennedy invoked foreign "authorities" when he couldn't find any language in the U.S. Constitution to justify overturning the Texas sodomy law in 2003. His decision cited non-American sources including a committee advising the British Parliament, decisions of the European Court of Human Rights, the European Convention on Human Rights, a brief filed by former UN High Commissioner for Human Rights Mary Robinson, and "other nations, too."

Kennedy emphasized the "values we share with a wider civilization." In fact, most other countries do not share American values, and we certainly do not want to share theirs.

During his confirmation hearings, Chief Justice John G. Roberts pointed out a particular danger of using foreign law. He said that reliance on foreign law wrongly "expands the discretion of the judge" and substitutes a judge's "personal preferences" for the U.S. Constitution.

Citing foreign law gives a veneer of respectability to liberals who espouse the "living Constitution" heresy and want to change it without obtaining the approval of the American people through the amendment or legislative processes.

The Senate should reject the nomination of Harold Koh. Then, the Senate should require all judicial nominees to proclaim their adherence to the U.S. Constitution as written, and their rejection of the use of foreign or international law to interpret American law.

U.S. National Debt in $100 Bills Illustrated Using SketchUp

This is a progressive view of a sobering visual aid in imagining how much debt we are in. The creator used Google SketchUp to illustrate visually one trillion dollars.

Patriot Act Imprisons Teen

Ashton Lundeby, of Granville, County North Carolina is being held under the USA Patriot Act on a criminal complaint that a bomb threat was made from his Oxford home the night of Feb. 15.

Lundeby has been incarcerated for two months in a juvenile facility in Southbend, Indiana; because he has been labeled a terrorist and arrested under the Patriot Act, due process has been suspended.

According to an article at wral.com:

The family was at a church function that night (March 5), his mother, Annette Lundeby, said.

"Undoubtedly, they were given false information, or they would not have had 12 agents in my house with a widow and two children and three cats," Lundeby said.

Around 10 p.m. on March 5, Lundeby said, armed FBI agents along with three local law enforcement officers stormed her home looking for her son. They handcuffed him and presented her with a search warrant.

"I was terrified," Lundeby's mother said. "There were guns, and I don't allow guns around my children. I don't believe in guns."

Lundeby told the officers that someone had hacked into her son's IP address and was using it to make crank calls connected through the Internet, making it look like the calls had originated from her home when they did not.

Her argument was ignored, she said. Agents seized a computer, a cell phone, gaming console, routers, bank statements and school records, according to federal search warrants.

"There were no bomb-making materials, not even a blasting cap, not even a wire," Lundeby said.

Lundeby said the USA Patriot Act stripped her son of his due process rights.

"We have no rights under the Patriot Act to even defend them, because the Patriot Act basically supersedes the Constitution," she said. "It wasn't intended to drag your barely 16-year-old, 120-pound son out in the middle of the night on a charge that we can't even defend."

Because a federal judge issued a gag order in the case, the U.S. attorney in Indiana cannot comment on the case, nor can the FBI. The North Carolina Highway Patrol did confirm that officers assisted with the FBI operation at the Lundeby home on March 5.

"Never in my worst nightmare did I ever think that it would be my own government that I would have to protect my children from," Lundeby said. "This is the United States, and I feel like I live in a third world country now."

What is the PATRIOT Act?

The voting of the current president, Barack Obama, traces his complete 2005, 2006, and 2007 voting on the PATRIOT Act (Cf. the information is publicly available from the standard source of U.S. legislation: the Thomas.loc.gov site).

2/2/06: Obama voted to extend the USA-PATRIOT's proposal for five weeks to allow Congress time to put together the support to adopt the renewal of USA-PATRIOT. Roll call 11

2/16/06: Obama voted for cloture on "USA PATRIOT Act Additional Reauthorizing Amendments Act of 2006," S2271. The act continued the most objectionable provisions from 2001 and had a new provision allowing the government to collect lists of people and kids suffering from colds and allergies. It could still obtain library records. This cloture vote guaranteed passage. Roll call 22

3/1/06: Obama voted to pass S2271, the USA PATRIOT Act Reauthorizing Amendments Act of 2006, which strengthened the provisions of the original USA-PATRIOT Act. Roll call 25

3/1/06: Obama voted for cloture on the USA-PATRIOT Act (HR 3199), Conference Report. This was the last real chance to stop the Act. It was known that there would not be enough votes to stop the act, so stopping cloture was the most important issue. Obama voted for this. Roll call 28

3/2/06: Obama voted for the conference report on USA-PATRIOT, itself, that gave more power to agencies depriving Americans of their Constitutional Rights and making almost all of the most intrusive provisions permanent. This was the last chance to stop USA-PATRIOT. Roll call 29.

After viewing the video, does the teen imprisoned appear to fit your understanding of a "terrorist?"

Do you agree with the teen's mother who states that the Patriot Act seems to override protections guaranteed in the Constitution?

Write your reaction to this case. Does the Patriot Act, and those who advocate it, seem "American" to you?

The Great Pandemic: 1918-1919

The Great Pandemic: 1918-1919 relates the background of one of this nation's biggest pandemics.

Obama Says No to Vouchers

Dr. Condoleeza Rice at Stanford University

In this recent informal interview at Stanford University, former Secretary of State, Dr. Condoleezza Rice is queried by a student on enhanced interrogations and Abu Ghraib: how are we supposed to "win hearts and minds" in the world as long as we continue with these actions?"

Budget Cuts Visualized

The Deadly Flu Pandemic of 1918

1 of 5

2 of 5

3 of 5

4 of 5

5 of 5

Air Force Veteran Interviewed at Philadelphia Tea Party

Russian Times Reports on American Tea Partys

New York City Tea Party

Thomas Paine (Bob Basso) on the Tea Party's

Thomas Paine Tea Party Revolution April 15

Dr. Alan Keyes: Keynote Speech at the Pittsburgh Tea Party

Dr. Alan Keyes' keynote speech at the Pittsburgh Tea Party:

Part 1

Part 2

Part 3

Part 4

Tea Bags! Thomas Paine Speaks to Contemporary Americans

The videos are from a man who created two phenomenally successful "We The People" YouTube videos urging Americans to stand up against Congress and reclaim their republic now – or perhaps lose it forever.

Bob Basso, who posts videos under the name funbobbasso on YouTube, has created videos in which he portrays Thomas Paine, author of the "Common Sense" pamphlet that made the case for independence during the American Revolution.

A former award winning news director for NBC TV and visiting professor at UCLA, Basso has a PhD in communications.

Doyle's distinctive repertoire includes former Wall Street insider, TV star and jet pilot. He has starred in many made-for-TV movies, but is best known as the character Michael Garibaldi on the Emmy winning Sci-fi television series "Babylon 5," which ran for five years.

Bowing Before King and Keeper of the Holy Sites at G20

Tea Party 4 April 2009

Graphic source: A natural born citizen of the United States of America

Video source: filmed with a Flip Mino HD

"American Tea Party Song" by Lloyd Marcus

The Founders on Liberty

Happy Nowruz Greeting to Iran

Nowrūz (Persian: نوروز /noʊruz/ ↔ [noʊɾuːz]; with various local pronunciations and spellings, meaning 'New Day') is the traditional Iranian new year holiday celebrated by Iranian peoples, having its roots in Ancient Iran. Since the Achaemenid era the official year has begun with the New Day when the Sun leaves the zodiac of Pisces and enters the zodiacal sign of Aries, signifying the Spring Equinox. Apart from the Iranian cultural continent (Greater Iran), the celebration has spread in many other parts of the world, including parts of Central Asia, South Asia, Northwestern China, the Crimea, and some ethnic groups in Albania, Bosnia, Kosovo and the Republic of Macedonia.

Nowruz marks the first day of spring and the beginning of the year in Iranian calendar. It is celebrated on the day of the astronomical vernal equinox, which usually occurs on March 21 or the previous/following day depending on where it is observed. As well as being a Zoroastrian holiday and having significance amongst the Zoroastrian ancestors of modern Iranians. The moment the Sun crosses the equator and equalizes night and day is calculated exactly every year and Persian families gather together to observe the rituals.

Kent State and "Ohio"

On 4 May 1970 the National Guard was called to the Kent State University campus. Troops squared off against a gathering crowd of protesters. When the students ignored orders to disperse, the guardsmen opened fire. Nine students were injured and four were killed; people who were there reminisce about their experiences and students have researched these events.

"Ohio," Neil Young

Tin soldiers and Nixon coming,
We're finally on our own.
This summer I hear the drumming,
Four dead in Ohio.

Gotta get down to it
Soldiers are cutting us down
Should have been done long ago.
What if you knew her
And found her dead on the ground
How can you run when you know?

Gotta get down to it
Soldiers are cutting us down
Should have been done long ago.
What if you knew her
And found her dead on the ground
How can you run when you know?

Tin soldiers and Nixon coming,
We're finally on our own.
This summer I hear the drumming,
Four dead in Ohio.

The lyrics are quoted here for educational purposes alone; the original copyright remains with the artist.

House Bill Indicating Young People Will Engage in Mandatory National Service

The House passed H.R. 1388: Generations Invigorating Volunteerism and Education Act yesterday which includes language indicating young people will engage in mandatory national service programs as a fulfillment of Obama’s promised “civilian national security force.”

Candidate Obama addressed youth service on 2 July 2008 when he suggested national security could be entrusted to a civilian force.

"We cannot continue to rely on our military in order to achieve the national security objectives we've set. We've got to have a civilian national security force that is just as powerful, just as strong, just as well funded," Obama stated during a Colorado Springs rally.

H.R. 1388, known as the GIVE Act, was passed by a 321-105 margin and now goes to the Senate. The Senate has been considering a similar piece of legislation.

Under section 6104 of the bill, entitled “Duties,” in subsection B6, the legislation states that a commission will be set up to investigate:

“Whether a workable, fair, and reasonable mandatory service requirement for all able young people could be developed, and how such a requirement could be implemented in a manner that would strengthen the social fabric of the Nation and overcome civic challenges by bringing together people from diverse economic, ethnic, and educational backgrounds.”

Section 120 of the bill also discusses the “Youth Engagement Zone Program” and states that “service learning” will be “a mandatory part of the curriculum in all of the secondary schools served by the local educational agency.”

The White House is Watching You

A White House decision permitted the use of persistent Internet cookies in YouTube video files embedded on the redesigned WhiteHouse.gov Web site. Letting third-party cookies be placed on the site is a deviation from established executive-branch policy that leaves site visitors open to being tracked and profiled without their knowledge.

There are two types of cookies: persistent cookies and session cookies. Session cookies are temporary and can be easily deleted. Another type of cookie are persistent cookies.

"Persistent cookies can exist for many years in a user's browser cache, repeatedly identifying the user to the issuing web site across many visits. . . Usability aside, however, persistent cookies are specifically designed to uniquely identify users on return visits to web sites, often over the course of years. In terms of anonymity, this is bad. Advertisers have found innovative ways to exploit cookies to track users as they visit web sites that contain their ads or other content. The larger the advertising network, the greater the risk (p. 73)," states Greg Conti, security researcher and Assistant Professor of Computer Science at the U.S. Military Academy in West Point.

The Electronic Frontier Foundation (EFF) questioned a waiver that was issued by White House counsel concerning the use of cookies on the WhiteHouse.gov site. The waiver, which is now part of the site's modified privacy policy allows the use of persistent cookies by "some third-party providers to help maintain the integrity of video statistics."

Privacy advocates said visitors to federal Web sites should be able to view official information without fear of being tracked either by the government or by third parties such as YouTube, which is owned by Google Inc. That expectation is consistent with the government's own stance on the use of cookies, according to a memorandum issued in June 2000 by the White House Office of Management and Budget.

Google and the new administration are intertwined. With no experience in government, Google product manager Katie Jacobs Stanton will be the new President’s “director of citizen participation.” Google has been actively involved in the Obama White House, starting with Google CEO Eric Schmidt’s endorsement of Obama during the campaign and Google’s role in powering the Obama Weekly Video Address. Google Inc. donated $701,099 to the Obama campaign (Cf. http://www.opensecrets.org/index.php).

Jeffrey Chester, executive director of the Washington-based Center for Digital Democracy, is concerned. He said that the decision to allow the use of persistent cookies in embedded videos is worrisome.

Tools such as YouTube's Insight software could be used to conduct in-depth analysis of the data collected from WhiteHouse.gov visitors, Chester said. And it isn't just third parties that could potentially use the tracking data, according to Chester.

Such information could "give the Obama White House a tremendous amount of insight into public behaviors," he said. "Do we really want the government to sanction the use of a consumer-profiling application that links our commercial behaviors with our civic behavior?"

How the White House responds to the concerns bears watching, Chester added. "This will be a litmus test on how to balance the interest in using new-media tools with privacy concerns," he said.

"Google is not just a benign corporate entity. It has a variety of special interests," said Chester, who has sparred with Google over data-privacy issues. "They're in a great position to push their agenda through with the support of the president and the Democrats in Congress."

John C. Calhoun

Term in Office: April 1st, 1844 - March 10th, 1845

Succeeded by: James Buchanan

* Born at “the Long Canes settlement”, in what became Abbeville County, South Carolina, March 18, 1782;
* Graduated from Yale College in 1804 and from Litchfield Law School in 1806;
* Admitted to the bar in 1807 and practiced law in Abbeville, South Carolina;
* Married Floride Bonneau Colhoun in 1811;
* Gave up the practice of law and established himself as a planter;
* Member of the State House of Representatives, 1808-1809;
* Representative from South Carolina, 1811-1817;
* Secretary of War in President Monroe’s Cabinet, 1817-1825;
* Vice President of the United States 1825-1832, when he resigned; was a Senator from South Carolina 1832-1843;
* Secretary of State in President Tyler’s Cabinet from April 1, 1844 until March 10, 1845;
* As Secretary of State, signed an abortive treaty for the annexation of Texas and aided in accomplishing annexation by joint resolution of Congress;
* Delegate of South Carolina to, and presiding officer of, a railroad-and-waterway convention held in Memphis, Tennessee, in 1845;
* Again a Senator from South Carolina 1845-1850;
* Author of voluminous writings and speeches;
* Died in Washington, DC, March 31, 1850.

"The Federal Government Is Bankrupt"

"The Federal Government Is Bankrupt"
With the passing of the Economic Stimulus bill, the cost estimate is $800 billion. The true deficit of the federal government should be grasped. The $65.5 trillion in total obligations exceeds the gross domestic product of the world.
The total U.S. obligations, including Social Security and Medicare benefits to be paid in the future, effectively have placed the U.S. government in bankruptcy, even before new continuing social welfare obligation, embedded in the Stimulus spending, is taken into account.

"As bad as 2008 was, the $455 billion budget deficit on a cash basis and the $5.1 trillion federal budget deficit on a GAAP accounting basis does not reflect any significant money [from] the financial bailout or Troubled Asset Relief Program, or TARP, which was approved after the close of the fiscal year," stated economist John Williams, who publishes the Internet website Shadow Government Statistics.
"The federal government's deficit is hemorrhaging at a pace which threatens the viability of the financial system," Williams added. "The popularly reported 2009 [deficit] will clearly exceed $2 trillion on a cash basis and that full amount has to be funded by Treasury borrowing.”

The Treasury has been largely dependent upon foreign buyers, principally China and Japan and other major holders of U.S. dollar foreign exchange reserves, including OPEC buyers purchasing U.S. debt through London.

"Truthfully," Williams pointed out, "there is no Social Security 'lock-box.' There are no funds held in reserve today for Social Security and Medicare obligations that are earned each year. It's only a matter of time until the public realizes that the government is truly bankrupt and no taxes are being held in reserve to pay in the future the Social Security and Medicare benefits taxpayers are earning today."

"Social Security and Medicare must be shown as liabilities on the federal balance sheet in the year they accrue according to GAAP accounting," Williams argues. "To do otherwise is irresponsible, nothing more than an attempt to hide the painful truth from the American public. The public has a right to know just how bad off the federal government budget deficit situation really is, especially since the situation is rapidly spinning out of control.

"The federal government is bankrupt," Williams stated. "In a post-Enron world, if the federal government were a corporation such as General Motors, the president and senior Treasury officers would be in federal penitentiary."
How does this information impact young people today? Feel free to discuss career goals, college, and your prospects for the future.

Go to:
http://gmicksmithsocialstudies.blogspot.com/
On the right hand side of the blog, answer: how much is the “Debt Per Citizen?” Each citizen of the United States owes how much to pay the U.S. National Debt?

Print out the answer to the questions and hand in the “In-box” as HW for EC.

Iraqis Believe in Democracy: Inspire Americans to Vote?

The results of participation in local elections all over Iraq is 51% according to the IHEC, Iraq’s Independent High Electoral Commission.

The number of Iraqis who cast their votes 7.5 million.

Voting centers in Baghdad and other 13 provinces started at 07:00 a.m. Baghdad local time on Saturday (Jan. 31) to receive 15 million eligible voters who are electing their candidates to occupy all 440 seats in local councils.
On the other hand, the closet equivalent, American off-year elections, run around
37%, the "normal" modern midterm voter participation rate. In pointed contrast, the lowest rate--40%--was in Anbar, the Sunni heartland west of Baghdad. The sprawling desert area was dominated in 2005 by al Qaeda in Iraq. Thus, in four years, the Americans succeeded in pushing out AQ in Iraq and Iraqis responded by voting with more confidence and a higher percentage of them voted than the average American.

In December 2006 the Iraq Study Group, concluded: "The situation in Iraq is grave and deteriorating (p. xiii)." And again they concluded that the situation in Anbar, one of worst four provinces cited, was "highly insecure (p. 6)."

Lobbyists In Washington

Mark Patterson, a former lobbyist with the financial firm Goldman Sachs, will be chief of staff for newly appointed Treasury Secretary Timothy Geithner.

The news comes a week after the nomination of William J. Lynn III, a former Raytheon Company lobbyist, to be deputy secretary at the Department of Defense.

Also, William Corr, a former anti-tobacco lobbyist, was named as deputy secretary of Health and Human Services. Corr reportedly pledged not to take part in tobacco matters.

Goldman Sachs, as a recipient of some of the Troubled Assets Relief Program (TARP) money, could have a vested interest in decisions made by the Treasury Department. Likewise, Raytheon, a major defense contractor, would have an interest in decisions made at the Pentagon.

Objections came from government watchdog groups: Project on Government Oversight, Citizens for Responsibility and Ethics in Washington, and the Government Accountability Office and Public Citizen.

Despite the appointments, the Obama administration is defending its commitment to strict ethical policies even after appointing lobbyists to key posts. The administration defends hiring lobbyists due to their exceptional qualifications.

Intro to Civilization IV: Colonization

Civilization IV: Colonization is a standalone title in the Civilization series, released in September 2008 for the PC, approximately one year after Beyond the Sword, the next most recent Civ4 expansion. Despite the fact that Civ4 is not needed to run the game, many elements have stayed the same, making Colonization both an old and new game. On the one hand, it is very similar to the 1994 classic, Sid Meier's Colonization, keeping intact the founding fathers system, economic model, and overall goals (see below). However, this game utilizes the Civ4 engine, interface, and graphics, enhancing it for sure, but relying on the quality of Civ4 to provide a foundation.

In short, this game is unique: instead of spanning a few thousand years, like in Civilization, Colonization zooms in on just a few centuries. The focus is the Age of Discovery, exploration, empire-building, and, later, indepedence. Players must found and grow their colonies while simultaneously balancing the requests and demands of natives and European kings, all with the intention of one day, if successful, creating a new nation through war. Though many common elements (war and peace, diplomacy, expansion, etc.) are present, Colonization combines them in a way that provides for an unparalled experience.

Below are key features of the game. Be sure to check out the other pages on this site for even more detailed info!

Economics
The colonial, supply-and-demand economy plays a key role in the growth of your empire. The primary goal of the game is simple: acquire raw resources from the neighboring land, bring them to cities via boat or wagon, and manufacture them into finished goods for sale in Europe, generating a profit and allowing the cycle to repeat. Although the process may sound one-dimensional, the methods certainly are not, and there are various ways to generate cash: finding treasure, parttaking in the Columbian Exchange with the natives, trading with other colonies, or sailing all the way to Europe. Unlike in Civ4, resources are in specific amounts: for example, creating a soldier requires 50 guns, not simply access to some resource. Thus, Colonization contains a much more realistic and in-depth economic model than Civilization 4.

Europe
Trade with Europe is the cornerstone of the game and vital to your colonies' success. Goods can be bought and sold, and individuals can be recruited to join your empire. In particular, Europe supplies experienced workers who are much more efficient than typical, unspecialized colonists. However, they also cost more, making your decisions regarding the workforce important. Your European King will also request money and tax increases from you, providing for potential conflict and affecting his stance towards your revolution.

Natives
In addition to other European countries, you must handle the natives who already inhabit the lands. They come into play in a variety of ways: offering the occasional gift of resources if relations are strong, demanding that you compensate them for their territory if you found a colony near them, or even declaring war on you if they deem you too invasive. Conversely, they might help you out in your fight versus the European king. Native burial grounds, like Civ4 goody huts, also cover the land, offering bonuses of gold, experience, treasure, or more to the first to discover.

Founding Fathers
Founding Fathers essentially are to Colonization what Great People are to Civilization 4: historical figures that provide a significant boost to your empire. By acquiring Political, Religious, Exploration, Trade, and Military points, you increase your chances of getting an offer from a Founding Father to join your empire and take a place in your Continental Congress. These individuals might provide an economic boost (increased production of a resource, for example) or military bonus (free promotions, etc.). Keep in mind that only one colonial empire can receive each Founding Father.

Revolution
Finally, once a player's colonies have become sufficiently developed and contain enough "rebel sentiment", a revolution can be declared and war with the motherland will ensue. As you scramble to defend your colonies, equipping colonists with guns and horses, the king will send over a Royal Expeditionary Force to squash the rebellion. In order to win the game, you must defeat all the king's land forces.

Multiplayer
Multiplayer is fully supported for Colonization, and players have the option of squaring off in a variety of ways: traditional Internet lobby or LAN games, Play by Email, Direct IP, or Hotseat. Games can have a maximum of 8 players, meaning that two players can work cooperatively to control one colony. Visit the Multiplayer forum for more info.

Customization
Like Civ4, Colonization is extremely moddable: Python, XML, and even the SDK (Software Development Kit) can be used to create simple mods or total conversions. The in-game WorldBuilder allows map editing, resource and unit placement, and the creation of scenarios on historical maps. For more discussion about modding, check out the Creation & Customization forum!

Ch. 4 Sections 1-4

Ch. 4 The Monarchs of Europe

The Homework for each Section is to answer the “Assessment” at the end of each section, Sections 1-4.

The Test for this chapter is scheduled for next Friday. We will finish the chapter by next Friday.

World History 2
Dr. Smith

Final Seed Wiki EC Point Totals (and student)

37, 42 #42
8 #14
32 #23
33 #33

Upcoming Attraction

Upcoming Attraction is a cumulative Test.

In particular, the Final Assessment material will consist of:

Chapter 4 Ancient Greece: 1750 B.C.–133 B.C.;

Chapter 5 Ancient Rome and the Rise of Christianity: 509 B.C.–A.D. 476;

Chapter 10 Muslim Civilizations: 622–1629.

Be sure to study these chapters.

Good luck.

On Applying to Upper Tier Schools

Ethan Nguyen
"On Applying to Upper Tier Schools"
12 May 2008

Nguyen's background at Vassar is in British Literature, in particular Milton. He was a Thomas J. Watson Fellow. He is at Penn working on a double degree of Public Health and an MBA at Wharton.

The Ivy Scholar Initiative will assist low-income students when applying to the top tier colleges.

The question is, with so many applicants offering perfect scores, and not getting in, what can applicants from poor, urban schools do?

You have to "sell" yourself. The posture, speech, and way that you present yourself is critical.

You do not want a laundry list of many student activities but concentrate on three crucial elements: community service, leadership, and academics. You should tie these three together. Package yourself correctly and you are a stellar buy.

In the Asian Health Initiative, Nguyen has hired two students. 5-10 students were selected to be in the program, their essays were reviewed, they wrote hundreds of essays.

Students need to compete with applicants who have 25K in cash for college guidance and a coach.

How do you compete with that?

They have the name game going for them. They know high-powered people and get recommendations from them.

You have to develop the charm and charisma in order to negotiate as an applicant with fewer funds.

If your family makes less than 100K annually and you are accepted, you can attend Penn for free.

Read a great deal. Read the daily newspaper and stay abreast of current events. Be involved, don't follow a path. You have to be high achieving, motivated, have a sense of preparation. Take college summer classes. Connect to your community, and the globe.

Rhodes/Gates/Fulbright are all grants that pay for foreign travel and experience.

You need recommendations that work for you from leaders in the community.

Election Day Questions

Election Day Questions, 22 April 2008, Dr. Smith

Name: _________________________________________________________

Period: _____________

Questions to ask the voters:

What, in your opinion, is the biggest political issue or issues in American politics today?


Do other questions, such as the views of Obama's pastor, or Hillary's role in Bosnia, play a role in determining your vote?


Do the negatives about a candidate, lack of experience, lack of credibility, or associated with the Iraq war, play a role in determining who you will vote for?



In the general election, will you vote your political party, or would you consider voting for someone outside your political party?


What is your political party?

Who do you think you will vote for in the 2008 Presidential election?


Other than the three leading candidates for the Presidency, Ralph Nader and Ron Paul are also running, would you consider voting for them? Why or why not? Do you know much about them or their positions?


Where do you get most of your political information? Media? Books? Family/friends? Somewhere else?

Why is voting important to you?



Thank you very much for your time.

Chapters 6 & 7 Completed

Following the Mid-Term, and now having completed Chapters 6 and 7, students can answer and finish Chapter 8 material on seedwiki: per the directions provided in class.

Research on Bridge Collapse/Repair

Friday, August 03, 2007
Bridge collapse points to national problem
By Eric Kelderman, Stateline.org Staff Writer, and Chris Hamby, Special to Stateline.org

(Updated at 10:05 a.m. Friday, Aug. 3, EDT)

The Minnesota bridge that collapsed this week is just one of 73,518 "structurally deficient" bridges across the country that state and federal inspectors have deemed in need of significant repairs. While the total failure of a busy bridge is shocking, the problem of deteriorating bridges and not enough money to fix them all is well-documented.

At the time of the collapse Aug. 1, some lanes of the 40-year-old span of Interstate 35 over the Mississippi River in Minneapolis were closed while construction workers made surface repairs. But there were several flaws that in 1990 landed the 458-foot bridge over the Mississippi River on a list of "structurally deficient" structures compiled by the Federal Highway Administration (FHWA).

That rating means "significant load-carrying elements of the bridge are found to be in poor or worse condition" and "typically require significant maintenance and repair to remain in service." The designation does not mean a bridge is necessarily unsafe, according to the FHWA.

The cause of the collapse, which killed at least five motorists and injured nearly 80, is not yet known. At least 8 people still were reported missing. Minnesota Gov. Tim Pawlenty (R) was quoted as saying the bridge had been inspected in both 2005 and 2006 and was not slated to be replaced until 2020. Pawlenty now has ordered a statewide inspection of all bridges with a similar design, although it is not known how many other similar bridges there are, according to the Minneapolis Star-Tribune.

U.S. Transportation Secretary Mary E. Peters also called on states to immediately inspect any steel deck truss bridges similar to the I-35 structure.

Former Pennsylvania Gov. Tom Ridge (R), in an interview on MSNBC's Hardball Thursday (Aug. 2), predicted that every governor now would order similar inspections for all major infrastructure.

The tragedy highlights a nationwide problem of deteriorating bridges -- as well as roads -- that states and the federal government are struggling to maintain in the face of fast-rising costs of construction and the shrinking value of gasoline taxes.

More than 26 percent of the nation's bridges were rated either structurally deficient, meaning the Minnesota bridge and more than 73,000 others were in need of major repairs, or "functionally obsolete," a group of 79,427 bridges deemed no longer adequate for the amount of traffic they carry. It would cost an estimated $9.4 billion a year for 20 years to bring all of the existing bridges up to date, according to the American Society of Civil Engineers.

In fact, Minnesota's bridges fare well when compared with the rest of the states: 12 percent of the state's bridges were rated deficient or obsolete, according to 2006 FHWA data. Only Arizona has a smaller percentage of bridges needing major repairs.

Oklahoma has the highest percentage of bridges rated structurally deficient -- 27 percent. More than half of the bridges in Rhode Island and Massachusetts were rated either deficient or obsolete, according to the federal figures.

Bridges are just one piece of the transportation network strained by long-term neglect, a steady increase in the number of drivers, a stagnant source of funding and rampant inflation of road-building costs, according to a March 2007 study by the American Association of State Highway and Transportation Officials (AASHTO).

The biggest hurdle to improving roads is that federal gasoline taxes, which pay for more than 45 percent of the nation’s transportation infrastructure, have not been raised since 1993 and are not even sufficient to cover the spending in the 2005 federal transportation law. While gasoline prices have skyrocketed to more than $3 a gallon, federal taxes to support road work have not because the 18.4-cent federal tax is added on each gallon -- not each dollar -- of gas sold. Federal gas taxes will fall $11 billion short of planned road projects by 2009, but the gap could be as big as $19 billion the following year, AASHTO found.

A longer-term problem is that the cost of building and fixing roads has grown rapidly in recent years. Between the last gas-tax hike in 1993 and 2015, construction costs will have increased by more than 70 percent, according to AASHTO. Federal gas taxes would have to go up at least 3 cents by 2009 and 7 cents more by 2015 just to maintain the current highway system and keep pace with the fast-rising cost of roads, the association estimates.

Instead of raising the federal gasoline tax, U.S. Sens. Chris Dodd (D-Conn.) and Chuck Hagel (R-Neb.) introduced a bill, just hours before the Minnesota bridge catastrophe, to create an independent national bank to provide government financing for major infrastructure projects.

Some states have been willing to raise taxes for road construction. Fifteen states have hiked fees at the pump since 1997, according to the American Road and Transportation Builders Association.

But in the face of high gasoline prices, Minnesota's Pawlenty vetoed a $5 billion transportation package this year that would have been financed in part with a 5-cent hike in the state's 22-cent gas tax, last raised in 1988. In 2006 voters passed a ballot initiative to dedicate increased vehicle registration fees for transportation projects.

Pennsylvania, with one of the highest percentages of structurally deficient bridges, increased money for bridge repairs from $250 million to $600 million last year, Gov. Ed Rendell (D) told Stateline.org Aug. 2 at the opening of the annual Capitolbeat conference for statehouse reporters and editors. "Despite that, we can barely make a dent in bridge repair. To repair all 5,900 bridges would cost $8 billion," he said.

Noting that economic competitors such as Japan and Germany have undertaken massive infrastructure repairs, Rendell said the U.S. government also should invest in a massive repair program that states would have to help support to fix bridges and roads but also water and sewage infrastructure.

This year, Nebraska Gov. Dave Heineman (R) vetoed a $19 million increase in transportation funding that would have been paid for with a 1.8-cent increase in that state's 28-cent gas tax. Maine Gov. John Baldacci (D) and Nevada Gov. Jim Gibbons (R) both worked to scuttle bills to increase gas taxes for road construction.

Ridge told Hardball: "There's not a governor and state legislature on an annual basis that doesn't go through the political torment and anguish every year about how to pay for these things. Everybody knows there's a need and everybody is kind of reluctant to raise taxes."

Government Security Graded

Feds get C- security grade but Defense fails, DHS gets a D by ZDNet's Richard Koman -- The conventional wisdom is that the federal government deserves failing grades for computer security. After all, the big VA breach of a year ago has been followed by many more stories of agencies losing computers, suffering data breaches and failing to encrypt sensitive data. Today a House committee handed out security report cards for all [...]

Will America Be a Second Rate Power?

Universities Pressure Presidential Candidates for Science Debate

3/13/2008

By Dian Schaffhauser

Drexel University, Carnegie Mellon University, Temple University, Lehigh University, Lafayette College, and a number of other institutions of higher education, as well as museums and private companies, have called on the presidential candidates to participate in a science-focused debate on technology, climate change, health policy, and education.

"What we need is a debate focusing on how we're going to move this nation ahead in terms of the global economy and high quality jobs, tackling clean energy and climate change, reinvigorating science and math education, and solving our health care system," said debate organizer Shawn Lawrence Otto, CEO of Science Debate 2008. The grass roots debate has been scheduled for April 18 at The Franklin Institute Science Museum in Philadelphia.

Among business leaders calling for the forward-thinking debate is Intel Chairman Craig Barrett. "This is not a niche debate," said Barrett. "The future economic success of the United States depends on out-performing the competition with smart people and smart ideas. Without the best education system and aggressive investments in basic research and development, we will become a second-rate economic power. With its outstanding universities and transforming economy, Pennsylvania is a perfect place for this discussion, and we hope the candidates for president take this very seriously."

At the time of this writing, no candidates had announced their participation.

Organized by a couple of out of work screenwriters, ScienceDebate2008.com signers represent 140 American universities.

Dian Schaffhauser is a writer who covers technology and business. Send your higher education technology news to her at dian@dischaffhauser.com.

Cf. Dian Schaffhauser, "Universities Pressure Presidential Candidates for Science Debate," Campus Technology, 3/13/2008, http://www.campustechnology.com/article.aspx?aid=59863

Chapter 5 Ancient Rome and the Rise of Christianity

Chapter 5 Ancient Rome and the Rise of Christianity: 509 B.C.–A.D. 476

Chapter Preview

Learn

Chapter Focus Question

How did Rome grow from a single city to a huge, diverse

empire?

The Roman World Takes Shape

From Republic to Empire

The Roman Achievement

The Rise of Christianity

The Long Decline

Section 1 The Roman World Takes Shape
Objectives

*

Describe the physical and cultural settings in which Roman civilization arose.
*

Outline how the Roman republic was structured and governed.
*

Understand the rights and religious practices that characterized Roman society.
*

Explain how the Roman republic grew and maintained its conquests.

Terms, People, and Places

Etruscans

republic

patrician

consul

dictator

plebeian

tribune

veto

legion

Note Taking

Chapter 5, Section 1
Roman Civilization Arises in Italy

Map
Ancient Italy About 500 B.C.
Map Skills

At the time the state of Rome was founded, the Romans’ many neighbors on the Italian peninsula included other speakers of Italic languages such as Latin.

1. Locate
(a) Rome (b) Apennine Mountains (c) Mediterranean Sea (d) Carthage (e) Tiber River

2. Region
Based on this map, which group would you think most influenced the Romans? Explain.

3. Make Generalizations
What do you think are some advantages and disadvantages of living near a variety of different peoples?

Checkpoint (s)

How did geography influence the origins and expansion of Rome?

How did the membership of the senate change over time?

What social rights did Roman women have?

Infographic
The Roman Cursus Honorum

HW
SECTION 1 Assessment

Note Taking
Reading Skill: Identify Causes and Effects
2. Use your completed cause-and-effect chart to answer the Focus Question: What values formed the basis of Roman society and government?

Comprehension and Critical Thinking
Summarize
3. Describe the cultural setting in which Rome developed.
Identify Central Issues
4. In both Roman politics and Roman society, equality was prized. Describe an example of Romans achieving political or social equality.
Recognize Cause and Effect
5. What were two reasons for Rome’s success in expanding its power across Italy?

EC
Writing About History

Section 2 From Republic to Empire
Objectives

*

Understand how the Roman republic grew through a series of conquests.
*

Identify the events leading to the decline of the Roman republic.
*

Describe the nature of the new age that dawned with the Roman empire.

Terms, People, and Places

imperialism

latifundia

Tiberius Gracchus

Gaius Gracchus

Julius Caesar

Augustus

census

Hadrian

Note Taking

Map

Growth of Roman Power to 44 B.C.

Map Skills

Although Hannibal (below) posed a challenge, the Roman republic gradually gained control of lands around the Mediterranean Sea through conquest and diplomacy.

1. Locate
(a) Spain (b) Gaul (c) Asia Minor (d) Macedonia (e) Pyrenees Mountains

2. Region

During what period did Asia Minor come under Roman control?

3. Synthesize Information

What does this map tell you about the outcome of the Punic Wars with Carthage, which lasted from 264 B.C. to 146 B.C.?

Checkpoint (s)

What challenges did Rome face while building an empire around the Mediterranean Sea?

What central issue sparked the warfare that eventually led to the decline of Rome?

How did Augustus lay the foundation for stable government in the Roman empire?

Biography

Julius Caesar

The bold rise to power of Julius Caesar (100 B.C. [?]–44 B.C.) echoed his boldness on the battlefield (at left). His brilliant conquest of Gaul made him enormously popular. Romans were thrilled by reports of his many victories, which added great riches and huge territories to the empire. In nine years of campaigning, Caesar lost only two battles. His tactics in Gaul are still studied at military academies today.

When Caesar, in defiance of Pompey’s orders, crossed the Rubicon River from Gaul back into Italy, he said, “iacta alea est,” or “the die is cast,” meaning there was no turning back. Today, people use the phrase “crossing the Rubicon” to mean making a decision from which there is no turning back. Painters and writers such as William Shakespeare have also immortalized Caesar in their works.

In what different ways did Caesar leave a lasting impact on the world?

HW
SECTION 2 Assessment

Note Taking
Reading Skill: Recognize Multiple Causes
2. Use your completed chart to answer the Focus Question: What factors led to the decline of the Roman republic and the rise of the Roman empire?

Comprehension and Critical Thinking
Make Comparisons
3. Compare the positive and negative results of conquest for Rome. Which do you think had the most impact?

Predict Consequences
4. Do you think the reforms Caesar enacted would have been enough to maintain the Roman republic, had he not been killed?

Analyze Information
5. How do you think the founders of the Roman republic would have viewed the government of the Roman empire?

EC
Writing About History

Section 3 The Roman Achievement
Objectives

*

Summarize the works of Roman literary figures, historians, and philosophers.
*

Describe the art and architecture developed by the Romans.
*

Understand how the Romans applied science and mathematics for practical use.
*

Explain how Rome’s legal codes protected everyone in the empire.

Terms, People, and Places

Virgil

satirize

mosaic

engineering

aqueduct

Ptolemy

Note Taking

Primary Source

In this passage, Livy (shown below) comments on the importance of studying history. In what ways does he say we can learn from history?

“. . . in history you have a record of the infinite variety of human experience plainly set out for all to see; and in that record you can find for yourself and your country both examples and warnings: fine things to take as models, base things, rotten through and through, to avoid.”

—Livy, The History of Rome

Checkpoint

How did Roman writers promote patriotism?

How did Roman architecture differ from Greek architecture?

Who in the Roman empire engaged in scientific research? Who put science to practical use?

What were the basic principles of Roman law?

Infographic
Remnants of Roman Daily Life

HW
SECTION 3 Assessment

Note Taking
Reading Skill: Understand Effects
2. Use your completed concept web to answer the Focus Question: How did advances in arts, learning, and the law show the Romans’ high regard for cultural and political achievements?

Comprehension and Critical Thinking
Make Generalizations
3. How did Greek culture influence the development of Roman civilization?

Synthesize Information
4. How did Romans use science and mathematics to improve life in the empire?

Determine Relevance
5. Give two examples of how Roman principles of law affect life in the United States today.

EC
Writing About History

Section 4 The Rise of Christianity
Objectives

*

Understand the diverse religions included in the early Roman empire.
*

Summarize the teachings of Jesus and how they were spread.
*

Outline the development of the early Christian Church.

Terms, People, and Places

messiah

apostle

Paul

martyr

Constantine

clergy

bishop

patriarch

pope

heresy

Augustine

Note Taking

Checkpoint

What was Rome’s policy toward most of the religions in the empire?

What aspects of Jesus’ message were unique?

What factors enabled Christianity to spread throughout the Roman empire?

How was the early Christian clergy organized?

Primary Source

In the Sermon on the Mount, Jesus (below) summarized his ethical message, which echoed Jewish ideas of mercy and sympathy for the poor and helpless. What does he say is the reward for being merciful?

“Blessed are the meek, for they shall inherit the earth.

Blessed are those who hunger and thirst for righteousness, for they shall be satisfied.

Blessed are the merciful, for they shall obtain mercy.

Blessed are the pure in heart, for they shall see God.

Blessed are the peacemakers, for they will be called sons of God.”

—Matthew 5:5–9

Map Skills

Aided by the work of Paul and other missionaries, Christianity gradually spread across the Roman empire.

1. Locate

(a) Jerusalem (b) Ephesus (c) Antioch (d) Constantinople (e) Alexandria

2. Movement

In what areas did Paul travel on his first journey?

3. Analyze Information

How did the extent of Christianity in A.D. 325 compare to that in A.D. 476? Was there a significant difference?

Biography
Peter

As the chief apostle, Peter (d. A.D. 64(?)) devoted his life to spreading the teachings of Jesus. He had been born with the name Simon, but according to the New Testament Jesus changed his name, saying, “Thou art Peter, and upon this rock I will build my church.”

Peter became a missionary and is said to have later become the first bishop of both Antioch and Rome. However, his devotion to Jesus and Christianity cost him his life. Tradition tells of Peter’s persecution under the Roman emperor Nero. In one account, when Peter learns he is to be crucified, he insists on being turned upside down, saying he is not worthy of dying in the same way that Jesus had. What does Peter’s behavior indicate about his devotion to his faith?

Chart Skills

HW
SECTION 4 Assessment

Note Taking
Reading Skill: Understand Effects

2. Use your completed chart to answer the Focus Question: How did Christianity emerge and then spread to become the official religion of the Roman empire?

Comprehension and Critical Thinking
Identify Central Issues
3. Why were many Jews unhappy under Roman rule even though the Romans were tolerant of their religion?

Synthesize Information
4. What were three basic teachings of Jesus?

Summarize
5. What practices and organizational structures helped establish the early Christian Church?

EC
Writing About History

Section 5 The Long Decline
Objectives

*

Explain how and why the Roman empire divided.
*

Describe how waves of invaders contributed to the decline of the Roman empire.
*

Identify the various types of problems that led to the fall of Rome.

Terms, People, and Places

Diocletian

inflation

Constantinople

Huns

mercenary

Note Taking

Infographic
Redefining the Empire

Checkpoint (s)

How do you think Rome’s unstable government affected the economy?

How did the Hun invasion weaken the Roman empire?

What social problems contributed to the decline of the Roman empire?

Comparing Viewpoints
What Kind of Downfall?

Historians have long held that the “fall of Rome” was an important historical event, but they argue over many details.

Critical Thinking What about Rome’s end most surprises Gibbons? How does Brown differ with Gibbons on this point?

HW
SECTION 5 Assessment

Note Taking
Reading Skill: Recognize Multiple Causes
2. Use your completed chart to answer the Focus Question: How did military, political, social, and economic factors combine to cause the fall of the western Roman empire?

Comprehension and Critical Thinking
Summarize
3. Describe the crisis that afflicted the Roman empire after the Pax Romana ended. How did Diocletian try to resolve the crisis?

Express Problems Clearly
4. How did the successes of invaders such as the Huns reveal the fading power of the Roman empire?

Identify Central Issues
5. What features of the western Roman empire survived after the year 476?

EC
Writing About History

Chapter 4 Ancient Greece

Chapter 4 Ancient Greece: 1750 B.C.–133 B.C.

Section 1 Early People of the Aegean
Objectives

*

Identify the influences on Minoan culture and how the civilization prospered.
*

Summarize how Mycenaeans ruled the sea trade and started the Trojan War.
*

Describe the works of Homer and their influence on Greek culture.

Terms, People, and Places-

Knossos

shrine

fresco

Trojan War

strait

Homer

Note Taking

Checkpoint (s)

How does the art at Knossos reflect Minoan culture?

How did trade shape Mycenaean society?

What do Homer’s epics reveal about Greek culture?

HW
SECTION 1 Assessment

Identify Main Ideas

2. Use your completed table to answer the Focus Question: How did the Minoans and Mycenaens shape early Greek civilizations?

Comprehension and Critical Thinking

Determine Relevance

3. How did trade contribute to the development of the Minoan and Mycenaean cultures?

Draw Inferences

4. What values of the ancient Greeks are found in the poems of Homer?

Demonstrate Reasoned Judgment

5. Do you think the epics of Homer are a reliable source of information about the history of the ancient Greeks? Why or why not?

EC
Writing About History

Section 2 The Rise of Greek City-States
Objectives

*

Understand how geography influenced the Greek city-states.
*

Define the three types of government that developed in the Greek city-states.
*

Explain how Sparta and Athens differed.
*

Identify the culture and values shared by Greeks.

Terms, People, and Places

polis

acropolis

citizen

monarchy

aristocracy

oligarchy

phalanx

Sparta

Athens

democracy

tyrant

legislature

Note Taking

Checkpoint (s)

How did the sea contribute to Greek commerce?

How was a city-state shaped by its citizenry?

Why was discipline important to Spartans?

How was democracy limited in Athens?

What factors united the city-states of Greece?

How did the geography of Greece differ from that of other ancient civilizations?

Primary Source
Spartan Education
Describe the Spartan student dress code. What was its purpose?

Map
Ancient Greek civilization was shaped by rugged mountainous terrain and the surrounding seas. These geographic features worked as both a barrier and a link.

1.

Locate

(a) Greece (b) Crete (c) Mycenae (d) Athens (e) Sparta (f) Aegean Sea (g) Peloponnesus

2.

Region

How did the geography of Greece present obstacles to unity?

3.

Analyze Information

WH
SECTION 2 Assessment

Reading Skill: Identify Supporting Details

2. Use your completed outline to answer the Focus Question: How did government and culture develop as Greek city-states grew?

Comprehension and Critical Thinking

Summarize

3. How did geography influence the development of Greece?

Synthesize Information

4. Why do you think the three different forms of government evolved over time?

Draw Conclusions

5. (a) In what ways was Athenian democracy limited? Hint (b) Despite such limits, Athens is still admired as an early model of democracy. Why do you think this is the case?

EC
Writing About History

Section 3 Conflict in the Greek World
Objectives

*

Summarize how the Persian Wars affected Greece.
*

Explain how Pericles instituted a direct democracy in Athens.
*

Understand the causes and effects of the Peloponnesian War.

Terms, People, and Places

alliance

Pericles

direct democracy

stipend

jury

ostracism

Note Taking

Map Skills

When the Persian empire attacked Greece, the Greek city-states briefly joined forces to defend their ­independence.

1.

Locate

(a) Athens (b) Sparta (c) Marathon (d) Thermopylae (e) Salamis

2.

Movement

Describe the routes of the Persian army and navy toward the city-state of Athens.

3.

Making Inferences

Why do you think Xerxes’ fleet hugged the Greek coastline instead of sailing directly across the Aegean Sea?

Checkpoint (s)

What factors led to the Persian defeat?

Describe Pericles’s influence on Athens.

How did conflict lead to the decline of Athens?

HW
SECTION 3 Assessment

Reading Skill: Identify Supporting Details

2. Use your completed table to answer the Focus Question: How did war with invaders and conflict among Greeks affect the city-states?

Comprehension and Critical Thinking

Summarize

3. How did the Persian Wars affect the Greek city-states?

Analyze Information

4. How did Pericles contribute to Athenian greatness?

Demonstrate Reasoned Judgement

5. Do you think the process of ostracism is fair or unfair? Explain.

Recognize Cause and Effect

6. How did the growth of Athenian power lead to war?

EC
Writing About History

Section 4 The Glory That Was Greece
Objectives

*

Analyze the political and ethical ideas developed by Greek philosophers.
*

Understand how balance and order governed Greek art and architecture.
*

Identify the themes explored by Greek writers and historians.

Terms, People, and Places

philosopher

logic


rhetoric

Socrates

Plato

Aristotle

Parthenon

tragedy

comedy

Herodotus

Note Taking

Biography
Socrates

Contrasting with his glorified image in Jacques-Louis David’s painting The Death of Socrates (above), to most Athenians, Socrates (469 B.C.–399 B.C.) was not an impressive figure. Tradition tells us that his clothes were untidy and he made a poor living. But young men loved to watch him as he questioned citizens and led them to contradict themselves.

Many Athenians felt that Socrates was annoying, but Plato had a different view of his teacher. He called Socrates “the wisest, justest, and best of all I have ever known.” As for Socrates himself, he knew what he was doing. When he was put on trial, he told the jury, “All day long and in all places I am always fastening upon you, stirring you and persuading you and reproaching you. You will not easily find another like me.”

Socrates said, “The unexamined life is not worth living.” How did his actions support this idea?

Checkpoint (s)

Why might some of the philosophers’ ideas be a threat to Greek tradition?

How did Greek art reflect the idea of an ideal form?

How was drama used to influence Greek society?

Why is Herodotus considered the “Father of History”?

HW
SECTION 4 Assessment

Reading Skill: Identify Supporting Details

2. Use your completed concept web to answer the Focus Question: How did Greek thinkers, artists, and writers explore the nature of the universe and people’s place in it?

Comprehension and Critical Thinking

Make Generalizations

3. (a) Why did Plato reject democracy? Hint (b) Describe the ideal form of government set forth in Plato’s Republic.

Summarize

4. What standards of beauty did Greek artists follow?

Analyze Information

5. (a) How were Greek plays performed? Hint (b) What were the topics of Greek poetry and plays?

Identify Central Issues

6. Why do you think research and avoiding bias is important to the writing of history?

EC
Writing About History

Section 5 Alexander and the Hellenistic Age
Objectives

*

Explain how Alexander the Great built an extensive empire.
*

Describe the empire’s cultural impact.
*

Identify individuals who contributed to Hellenistic civilization.

Terms, People, and Places

Alexander the Great

Philip II

assassination

assimilate

Alexandria

Pythagoras

heliocentric

Archimedes

Hippocrates

Note Taking

Map Skills

The ambitions of Alexander the Great led him to conquer lands across an expansive area.

1.

Locate

(a) Mediterranean Sea (b) Arabian Sea (c) Indus River (d) Nile River (e) Euphrates River (f) Babylon

2.

Region

Locate the map entitled Assyria, Persia, and the Phoenician Colonies, which appears in an earlier chapter. (a) Which of the empires was largest? (b) Which parts of Alexander’s empire had not been part of the Persian empire?

3.

Predicting Consequences

Judging from this map, do you think Alexander’s empire would be difficult to keep united? Explain your reasoning.

Checkpoint (s)

Why was Alexander the Great able to conquer the Persian empire?

How did Alexander encourage the blending of cultures?

In what fields did Hellenistic civilization make advancements?

Primary Source

The methods ancient Greek doctors used to diagnose disease are so unlike those of today that scholars find many ancient Greek medical writings difficult to decipher. However, the ancient Greek code of ethics—the Hippocratic oath—is still used by medical professionals today.

“I will use my power to help the sick to the best of my ability and judgment; I will abstain from harming or wronging any man by it. . . .

Whatever I see or hear, professionally, or privately, which ought not to be divulged, I will keep secret. . .

If, therefore, I observe this oath and do not violate it, may I prosper both in my life and in my profession, earning good repute among all men for all time.”

Why do you think the Hippocratic oath has continued through the centuries as a guide to doctors?

HW
SECTION 5 Assessment

Reading Skill: Identify Supporting Details

2. Use your completed outline to answer the Focus Question: How did Alexander the Great expand his empire and spread Greek culture throughout the realm?

Comprehension and Critical Thinking

Summarize

3. What was the extent of Alexander’s vast empire and how did he acquire it?

Synthesize Information

4. How did Alexander’s conquests lead to a new civilization?

Recognize Ideologies

5. What new ideas did the Stoics introduce?

Draw Conclusions

6. Why do you think the Hippocratic oath is considered a medical advance?

EC
Writing About History

Book Cover Project Results

Book Cover Project results and student #

1st Place 32
2nd Place 36
3rd Place 33
Honorable Mention 55

McNamara, on the Gulf of Tonkin states: "It didn't happen."

Former U.S. Defense Secretary Robert McNamara, in a clip from "The Fog of War," explaining the context of the Gulf of Tonkin incident that was used as the excuse for starting the Vietnam War. McNamara concludes: "It didn't happen."

The Military Industrial Complex

President Dwight D. Eisenhower warned Americans in his exit speech on 17 January 1961 about the military industrial complex. He was concerned that Americans would lose their liberties.

What You Can Do from the film, "Why We Fight" consists of interviews with leading figures on the current American military-industrial complex.

Mario Savio & Kent State

This is a clip of Mario Savio from 1964.

"There is a time when the operation of the machine becomes so odious, makes you so sick at heart, that you can't take part; you can't even passively take part, and you've got to put your bodies upon the gears and upon the wheels, upon the levers, upon all the apparatus, and you've got to make it stop. And you've got to indicate to the people who run it, to the people who own it, that unless you're free, the machine will be prevented from working at all!"

Mario Savio

In addition, there is a contemporary application based on the inspiration of Savio.

Chris Goodman is a young man who states he is willing to get arrested in his push for quality education. He reads his acceptance speech for the Mario Savio Youth Activist Award at the Algebra Project's 25 year anniversary forum. Chris won this award for his work with the Algebra Project.

Likewise, this is a short summary of the events that occurred at Kent State.

Primary vs. Secondary Sources

Primary vs. Secondary Sources

What's the Difference Between Them?

Primary Sources Secondary Sources
Definition: Main text or work that you are discussing, actual data or research results, or historical documents, or first-hand testimony

Examples:
Diaries, journals, speeches, interviews, letters, memos, manuscripts, memoirs, autobiographies, government records, records of organizations (e.g., minutes, reports, correspondence).

Published materials (books and journal/newspaper articles) written at the time of a particular event.

Documentary: photographs, audio recordings, movies, or videos.

Public opinion polls, field notes, scientific experiments, artifacts.

Reprinted primary sources (often in reference books).

Maps, oral histories, postcards, court records, paintings, sculptures, consumer surveys, patents, schematic drawing, technical reports, personal accounts, jewelry, private papers, deeds, wills, proceedings, census data.

Secondary Sources

Definition:
Records generated by an event but generally written by non-participants in the event. Based on or derived from primary sources--but the most important point is that they have been interpreted, or analyzed.

Examples:
Encyclopedias, chronologies, fact books.

Biographies, monographs, dissertations.

General histories.

Most journal articles (except those discussed under primary sources).

Most published books (except those discussed under primary sources) such as textbooks.

Neanderthals On Trial, Video Vocabulary

Neanderthals on Trial
Video Vocabulary
Dr. Smith

Name: __________________________________________________________
Per: _______________

1. Neanderthals
2. Neander Valley
3. DNA
4. colleagues
5. mitochondria
6. lineage
7. mutation
8. paleoanthropology
9. excavation
10. exquisite
11. symbolic
12. self-awareness
13. salvage
14. mosaic
15. adaptation
16. anthropology
17. anatomy
18. kin
19. clan
20. genetic
21. hominid
22. interbreed
23. polarization
24. occipital
25. Tayacian
26. flint
27. hearth
28. prey
29. archaic
30. digital
31. laser
32. statistics
33. perpendicular
34. illusion