Thursday, November 20, 2008
A GRAVE REMINDER...
Ahoy! Don't forget that given the Blogging Rubric and the heightened expectations, your new posts should reflect such!
Lesson 22 You Can't Handle This Alone Q3
What kinds of problems might be too difficult for the state governments to handle alone? Explain 1 such problem. Reply with arguments against other ideas but be sure to post 1 ORIGINAL idea of your own!
Lesson 22 Leave States Alone! Q2
Explain a situation in which you think a state should be able to make a law without ANY interference from the federal government. Do not reply to others & DO NOT duplicate others ideas!
Lesson 22 - Governmental Duplication? Q1
Why are there so many governments in the United States? Would it makes more sense (and fair, equal, cheaper or organized government) if we just had one central common government for the entire country administered at local levels? DEFEND YOUR ANSWERS!
Tuesday, October 21, 2008
How Long Do We Have?
About the time our original thirteen states adopted their new constitution in 1787, Alexander Tyler, a Scottish history professor at the University of Edinburgh, had this to say about the fall of the Athenian Republic some 2,000 years earlier:
“A democracy is always temporary in nature; it simply cannot exist as a permanent form of government. A democracy will continue to exist up until the time that voters discover they can vote themselves generous gifts from the public treasury.
From that moment on, the majority always vote for the candidates who promise the most benefits from the public treasury, with the result that every democracy will finally collapse due to loose fiscal policy, which is always followed by a dictatorship.
The average age of the world's greatest civilizations from the beginning of history, has been about 200 years. During those 200 years, those nations always progressed through the following sequence:
1. from bondage to spiritual faith;
2. from spiritual faith to great courage;
3. from courage to liberty;
4. from liberty to abundance;
5. from abundance to complacency;
6. from complacency to apathy;
7. from apathy to dependence;
8. from dependence back into bondage”
Taking this scholar's view into account, using evidence, and comparing what we have already learned to date, answer (using your new rubric criteria) the following: Where are we and how long do we have?
“A democracy is always temporary in nature; it simply cannot exist as a permanent form of government. A democracy will continue to exist up until the time that voters discover they can vote themselves generous gifts from the public treasury.
From that moment on, the majority always vote for the candidates who promise the most benefits from the public treasury, with the result that every democracy will finally collapse due to loose fiscal policy, which is always followed by a dictatorship.
The average age of the world's greatest civilizations from the beginning of history, has been about 200 years. During those 200 years, those nations always progressed through the following sequence:
1. from bondage to spiritual faith;
2. from spiritual faith to great courage;
3. from courage to liberty;
4. from liberty to abundance;
5. from abundance to complacency;
6. from complacency to apathy;
7. from apathy to dependence;
8. from dependence back into bondage”
Taking this scholar's view into account, using evidence, and comparing what we have already learned to date, answer (using your new rubric criteria) the following: Where are we and how long do we have?
Tuesday, October 7, 2008
Blogging Rubric in Brief
Expectations are now heightened - plan accordingly, Pirates!
(rough draft[s] highly encouraged before posting!)
EXCEEDS STANDARD ("A" Work)
Articles are properly hyperlinked.
No errors in punctuation, spelling, grammar, and usage.
Effectively summarizes, paraphrases, and quotes from articles. Choice of material supports purpose of the post.
Article ideas are synthesized smoothly with ideas of the writer. Focus is maintained throughout. Logical progression of ideas. Writing is fluent and cohesive.
Directly engages the reader through a conversational tone. Has a strong imprint of the writer.
Provides an insightful and original explanation/opinion that relates to or extends aspects of the linked text.
Posting frequency exceeds classroom expectation continuously.
MEETS STANDARD ("B to high C" Work)
Articles are properly hyperlinked.
Very few errors in punctuation, spelling, grammar, and usage.
May summarize, paraphrase, and/or quote but does so ineffectively. Choice of material supports purpose of the post.
Article ideas are presented but not smoothly incorporated. May lose focus at times. Logical progression, but may not be fluent and /or cohesively presented.
May engage the reader in the conversation. Writing is sometimes too academic in tone.
Provides an original explanation/opinion using situations or ideas from the linked text as support.
Posting frequency meets classroom expectation regularly.
APPROACHING STANDARD ("low C - low D" work)
Hyperlinks don’t work or are nonexistent. Consistent errors in punctuation, spelling, grammar, or usage.
May not summarize, paraphrase or quote from articles. Material chosen is of questionable validity or doesn’t clearly relate to topic.
Article ideas are poorly presented and a relationship with ideas of the writer is lacking. Frequently loses focus. Lack of cohesion.
Little imprint of the writer who, at times, seems to care little for the topic and/or audience.
Provides an opinion or explanation that seems uninformed and/or unrelated to linked text, or very little opinion or analysis is presented.
Posting frequency is often below classroom expectations.
BELOW STANDARD ("F" Work)
Hyperlinks don’t work or are nonexistent. Errors that interfere with meaning.
Does not summarize, paraphrase or quote from articles. Material chosen is of questionable validity or doesn’t clearly relate to topic.
Article ideas are poorly presented or not presented at all. Writer’s ideas are difficult to follow. Post is incoherent and poorly organized.
Writing that is “going through the motions.” No acknowledgment of audience.
Opinion or explanation is flawed, inconsistent, or non existent, and/or makes no attempt to relate to ideas in the linked text.
Posting frequency fails to approach classroom expectations
(rough draft[s] highly encouraged before posting!)
EXCEEDS STANDARD ("A" Work)
Articles are properly hyperlinked.
No errors in punctuation, spelling, grammar, and usage.
Effectively summarizes, paraphrases, and quotes from articles. Choice of material supports purpose of the post.
Article ideas are synthesized smoothly with ideas of the writer. Focus is maintained throughout. Logical progression of ideas. Writing is fluent and cohesive.
Directly engages the reader through a conversational tone. Has a strong imprint of the writer.
Provides an insightful and original explanation/opinion that relates to or extends aspects of the linked text.
Posting frequency exceeds classroom expectation continuously.
MEETS STANDARD ("B to high C" Work)
Articles are properly hyperlinked.
Very few errors in punctuation, spelling, grammar, and usage.
May summarize, paraphrase, and/or quote but does so ineffectively. Choice of material supports purpose of the post.
Article ideas are presented but not smoothly incorporated. May lose focus at times. Logical progression, but may not be fluent and /or cohesively presented.
May engage the reader in the conversation. Writing is sometimes too academic in tone.
Provides an original explanation/opinion using situations or ideas from the linked text as support.
Posting frequency meets classroom expectation regularly.
APPROACHING STANDARD ("low C - low D" work)
Hyperlinks don’t work or are nonexistent. Consistent errors in punctuation, spelling, grammar, or usage.
May not summarize, paraphrase or quote from articles. Material chosen is of questionable validity or doesn’t clearly relate to topic.
Article ideas are poorly presented and a relationship with ideas of the writer is lacking. Frequently loses focus. Lack of cohesion.
Little imprint of the writer who, at times, seems to care little for the topic and/or audience.
Provides an opinion or explanation that seems uninformed and/or unrelated to linked text, or very little opinion or analysis is presented.
Posting frequency is often below classroom expectations.
BELOW STANDARD ("F" Work)
Hyperlinks don’t work or are nonexistent. Errors that interfere with meaning.
Does not summarize, paraphrase or quote from articles. Material chosen is of questionable validity or doesn’t clearly relate to topic.
Article ideas are poorly presented or not presented at all. Writer’s ideas are difficult to follow. Post is incoherent and poorly organized.
Writing that is “going through the motions.” No acknowledgment of audience.
Opinion or explanation is flawed, inconsistent, or non existent, and/or makes no attempt to relate to ideas in the linked text.
Posting frequency fails to approach classroom expectations
Monday, October 6, 2008
BONUS - Present
Suppose you are living in the late 1700's. Given your passion for understanding both natural rights, Classical Republicanism, constitutional government and democracy, what would you give me for my birthday and why? DO NOT give me the same thing as anyone else!!
Lesson 7 - Petition Q3
Imagine you are advocating for the full property and political rights for colonial women based on EITHER the natural rights OR the Classical Republicanism philosophy. Write a clear and concise 2 paragraph petition, using specific argumentative facts/support (from the brown book and/or the blue sheet).
Lesson 7 - Representation Q2
Which of the four basic reasons for colonial governments being more representative (p. 39) was the greatest impactor on American's voice in government? ALSO, challenge at least one other person's view not the same as your own.
Lesson 7 - Barrier Breakdown Q1
How did life in the American colonies break down the social and economic barriers so common in Europe? Write a complete and detailed answer using the rubric; DO NOT respond to others!
Friday, September 26, 2008
Lesson 3: Civic Virtue Today - Q3
Do Americans today possess the civic virtue the Founders admired? USE EXAMPLES and DEFEND YOUR ANSWERS!
Lesson 3: Decisions - Q2
Should a member of Congress vote against the greater common good to accurately represent the voters who have elected him/her. Choose a side and DO NOT WAVER! Challenge others on this very controversial topic.
Lesson 3: Civic Virtue - Q1
How did the Founders adapt the idea of civic virtue to an American republic deeply committed to natural rights?
Friday, September 12, 2008
Lesson 2 - Right of Revolution Q3
What is meant by the claim that the people have a “right of revolution”? What arguments can you make to support the claim that either a right does OR does not exist? Defend your answer and challenge others
Lesson 2 - Protection from Power Q2
If you had ultimate power to organize (not rule) a government so it would be fairly easy to remove and replace officials who were not doing a good job, what would it look like? Be specific. DO NOT reply to others comments.
Lesson 2 - Consent of the Governed Q1
In theory, the government of the United States gets its authority from the consent of the people. What evidence can you show that people actually DO truly consent to be governed by the U.S. government? Challenge AT LEAST 1 other comment! Defend your answers!
Friday, September 5, 2008
Lesson 1 - All or Nothing? Q3
Imagine yourself living in a community where ALL order and authority have broken down. violent lawlessness is widespread. Do you think ANY government is better than none? Defend your answer and respond to the comments of others.
Lesson 1 - Social Contract Q2
What is meant by the term "social contract" and how is it connected to the idea that government derives its authority from the consent of the governed? Any exceptions of who SHOULDN'T be included in creating their government? Explain your answer clearly and reply to the arguments of others where you disagree.
Lesson 1 - Life in a State of Nature Q1
How did John Locke use the idea of "state of nature" to try to establish or figure out what the purpose of government should be? If all people are not equal in intelligence, character or status (physical, material wealth, life experiences), is it unjust for EVERYONE to have the exact same rights? ANY exceptions??! Defend your answers; challenge others!
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