History in the Making

Obama's Nobel Peace Prize Speech

(CNN) -- President Obama accepted the Nobel Peace Prize on Thursday in Oslo, Norway.

The following is a transcript of Obama's acceptance speech:

Your majesties, your royal highnesses, distinguished members of the Norwegian Nobel Committee, citizens of America and citizens of the world:

I receive this honor with deep gratitude and great humility. It is an award that speaks to our highest aspirations -- that for all the cruelty and hardship of our world, we are not mere prisoners of fate. Our actions matter, and can bend history in the direction of justice.

And yet I would be remiss if I did not acknowledge the considerable controversy that your generous decision has generated. In part, this is because I am at the beginning, and not the end, of my labors on the world stage. Compared to some of the giants of history who have received this prize -- Schweitzer and King; Marshall and Mandela -- my accomplishments are slight. And then there are the men and women around the world who have been jailed and beaten in the pursuit of justice; those who toil in humanitarian organizations to relieve suffering; the unrecognized millions whose quiet acts of courage and compassion inspire even the most hardened of cynics. I cannot argue with those who find these men and women -- some known, some obscure to all but those they help -- to be far more deserving of this honor than I.

But perhaps the most profound issue surrounding my receipt of this prize is the fact that I am the commander in chief of a nation in the midst of two wars. One of these wars is winding down. The other is a conflict that America did not seek; one in which we are joined by forty-three other countries -- including Norway -- in an effort to defend ourselves and all nations from further attacks.

Still, we are at war, and I am responsible for the deployment of thousands of young Americans to battle in a distant land. Some will kill. Some will be killed. And so I come here with an acute sense of the cost of armed conflict -- filled with difficult questions about the relationship between war and peace, and our effort to replace one with the other.

These questions are not new. War, in one form or another, appeared with the first man. At the dawn of history, its morality was not questioned; it was simply a fact, like drought or disease -- the manner in which tribes and then civilizations sought power and settled their differences.

Over time, as codes of law sought to control violence within groups, so did philosophers, clerics and statesmen seek to regulate the destructive power of war. The concept of a "just war" emerged, suggesting that war is justified only when it meets certain preconditions: if it is waged as a last resort or in self-defense; if the forced used is proportional, and if, whenever possible, civilians are spared from violence.

For most of history, this concept of just war was rarely observed. The capacity of human beings to think up new ways to kill one another proved inexhaustible, as did our capacity to exempt from mercy those who look different or pray to a different God. Wars between armies gave way to wars between nations -- total wars in which the distinction between combatant and civilian became blurred. In the span of 30 years, such carnage would twice engulf this continent. And while it is hard to conceive of a cause more just than the defeat of the Third Reich and the Axis powers, World War II was a conflict in which the total number of civilians who died exceeded the number of soldiers who perished.

In the wake of such destruction, and with the advent of the nuclear age, it became clear to victor and vanquished alike that the world needed institutions to prevent another World War. And so, a quarter century after the United States Senate rejected the League of Nations -- an idea for which Woodrow Wilson received this prize -- America led the world in constructing an architecture to keep the peace: a Marshall Plan and a United Nations, mechanisms to govern the waging of war, treaties to protect human rights, prevent genocide and restrict the most dangerous weapons.

In many ways, these efforts succeeded. Yes, terrible wars have been fought, and atrocities committed. But there has been no Third World War. The Cold War ended with jubilant crowds dismantling a wall. Commerce has stitched much of the world together. Billions have been lifted from poverty. The ideals of liberty, self-determination, equality and the rule of law have haltingly advanced. We are the heirs of the fortitude and foresight of generations past, and it is a legacy for which my own country is rightfully proud.

A decade into a new century, this old architecture is buckling under the weight of new threats. The world may no longer shudder at the prospect of war between two nuclear superpowers, but proliferation may increase the risk of catastrophe. Terrorism has long been a tactic, but modern technology allows a few small men with outsized rage to murder innocents on a horrific scale.

Moreover, wars between nations have increasingly given way to wars within nations. The resurgence of ethnic or sectarian conflicts; the growth of secessionist movements, insurgencies, and failed states; have increasingly trapped civilians in unending chaos. In today's wars, many more civilians are killed than soldiers; the seeds of future conflict are sewn, economies are wrecked, civil societies torn asunder, refugees amassed and children scarred.

I do not bring with me today a definitive solution to the problems of war. What I do know is that meeting these challenges will require the same vision, hard work and persistence of those men and women who acted so boldly decades ago. And it will require us to think in new ways about the notions of just war and the imperatives of a just peace.

We must begin by acknowledging the hard truth that we will not eradicate violent conflict in our lifetimes. There will be times when nations -- acting individually or in concert -- will find the use of force not only necessary but morally justified.

I make this statement mindful of what Martin Luther King said in this same ceremony years ago -- "Violence never brings permanent peace. It solves no social problem: it merely creates new and more complicated ones." As someone who stands here as a direct consequence of Dr. King's life's work, I am living testimony to the moral force of nonviolence. I know there is nothing weak -- nothing passive -- nothing naive -- in the creed and lives of Gandhi and King.

But as a head of state sworn to protect and defend my nation, I cannot be guided by their examples alone. I face the world as it is, and cannot stand idle in the face of threats to the American people. For make no mistake: Evil does exist in the world. A nonviolent movement could not have halted Hitler's armies. Negotiations cannot convince al Qaeda's leaders to lay down their arms. To say that force is sometimes necessary is not a call to cynicism -- it is a recognition of history; the imperfections of man and the limits of reason.

"To say that force is sometimes necessary is not a call to cynicism -- it is a recognition of history.
--President Obama

I raise this point because in many countries there is a deep ambivalence about military action today, no matter the cause. At times, this is joined by a reflexive suspicion of America, the world's sole military superpower.

Yet the world must remember that it was not simply international institutions -- not just treaties and declarations -- that brought stability to a post-World War II world. Whatever mistakes we have made, the plain fact is this: The United States of America has helped underwrite global security for more than six decades with the blood of our citizens and the strength of our arms. The service and sacrifice of our men and women in uniform has promoted peace and prosperity from Germany to Korea, and enabled democracy to take hold in places like the Balkans. We have borne this burden not because we seek to impose our will. We have done so out of enlightened self-interest -- because we seek a better future for our children and grandchildren, and we believe that their lives will be better if other peoples' children and grandchildren can live in freedom and prosperity.

So yes, the instruments of war do have a role to play in preserving the peace. And yet this truth must coexist with another -- that no matter how justified, war promises human tragedy. The soldier's courage and sacrifice is full of glory, expressing devotion to country, to cause and to comrades in arms. But war itself is never glorious, and we must never trumpet it as such.

So part of our challenge is reconciling these two seemingly irreconcilable truths -- that war is sometimes necessary, and war is at some level an expression of human feelings. Concretely, we must direct our effort to the task that President Kennedy called for long ago. "Let us focus," he said, "on a more practical, more attainable peace, based not on a sudden revolution in human nature but on a gradual evolution in human institutions."

What might this evolution look like? What might these practical steps be?

To begin with, I believe that all nations -- strong and weak alike -- must adhere to standards that govern the use of force. I -- like any head of state -- reserve the right to act unilaterally if necessary to defend my nation. Nevertheless, I am convinced that adhering to standards strengthens those who do, and isolates -- and weakens -- those who don't.

The world rallied around America after the 9/11 attacks, and continues to support our efforts in Afghanistan, because of the horror of those senseless attacks and the recognized principle of self-defense. Likewise, the world recognized the need to confront Saddam Hussein when he invaded Kuwait -- a consensus that sent a clear message to all about the cost of aggression.

Furthermore, America cannot insist that others follow the rules of the road if we refuse to follow them ourselves. For when we don't, our action can appear arbitrary, and undercut the legitimacy of future intervention -- no matter how justified.

This becomes particularly important when the purpose of military action extends beyond self-defense or the defense of one nation against an aggressor. More and more, we all confront difficult questions about how to prevent the slaughter of civilians by their own government, or to stop a civil war whose violence and suffering can engulf an entire region.

I believe that force can be justified on humanitarian grounds, as it was in the Balkans, or in other places that have been scarred by war. Inaction tears at our conscience and can lead to more costly intervention later. That is why all responsible nations must embrace the role that militaries with a clear mandate can play to keep the peace.

America's commitment to global security will never waiver. But in a world in which threats are more diffuse, and missions more complex, America cannot act alone. This is true in Afghanistan. This is true in failed states like Somalia, where terrorism and piracy is joined by famine and human suffering. And sadly, it will continue to be true in unstable regions for years to come.

The leaders and soldiers of NATO countries -- and other friends and allies -- demonstrate this truth through the capacity and courage they have shown in Afghanistan. But in many countries, there is a disconnect between the efforts of those who serve and the ambivalence of the broader public. I understand why war is not popular. But I also know this: The belief that peace is desirable is rarely enough to achieve it. Peace requires responsibility. Peace entails sacrifice. That is why NATO continues to be indispensable. That is why we must strengthen U.N. and regional peacekeeping, and not leave the task to a few countries. That is why we honor those who return home from peacekeeping and training abroad to Oslo and Rome; to Ottawa and Sydney; to Dhaka and Kigali -- we honor them not as makers of war, but as wagers of peace.

Let me make one final point about the use of force. Even as we make difficult decisions about going to war, we must also think clearly about how we fight it. The Nobel Committee recognized this truth in awarding its first prize for peace to Henry Dunant -- the founder of the Red Cross, and a driving force behind the Geneva Conventions.

Where force is necessary, we have a moral and strategic interest in binding ourselves to certain rules of conduct. And even as we confront a vicious adversary that abides by no rules, I believe that the United States of America must remain a standard bearer in the conduct of war. That is what makes us different from those whom we fight. That is a source of our strength. That is why I prohibited torture. That is why I ordered the prison at Guantanamo Bay closed. And that is why I have reaffirmed America's commitment to abide by the Geneva Conventions. We lose ourselves when we compromise the very ideals that we fight to defend. And we honor those ideals by upholding them not just when it is easy, but when it is hard.

I have spoken to the questions that must weigh on our minds and our hearts as we choose to wage war. But let me turn now to our effort to avoid such tragic choices, and speak of three ways that we can build a just and lasting peace.

First, in dealing with those nations that break rules and laws, I believe that we must develop alternatives to violence that are tough enough to change behavior -- for if we want a lasting peace, then the words of the international community must mean something. Those regimes that break the rules must be held accountable. Sanctions must exact a real price. Intransigence must be met with increased pressure -- and such pressure exists only when the world stands together as one.

One urgent example is the effort to prevent the spread of nuclear weapons, and to seek a world without them. In the middle of the last century, nations agreed to be bound by a treaty whose bargain is clear: All will have access to peaceful nuclear power; those without nuclear weapons will forsake them; and those with nuclear weapons will work toward disarmament. I am committed to upholding this treaty. It is a centerpiece of my foreign policy. And I am working with President Medvedev to reduce America and Russia's nuclear stockpiles.

But it is also incumbent upon all of us to insist that nations like Iran and North Korea do not game the system. Those who claim to respect international law cannot avert their eyes when those laws are flouted. Those who care for their own security cannot ignore the danger of an arms race in the Middle East or East Asia. Those who seek peace cannot stand idly by as nations arm themselves for nuclear war.

The same principle applies to those who violate international law by brutalizing their own people. When there is genocide in Darfur; systematic rape in Congo; or repression in Burma -- there must be consequences. And the closer we stand together, the less likely we will be faced with the choice between armed intervention and complicity in oppression.

This brings me to a second point -- the nature of the peace that we seek. For peace is not merely the absence of visible conflict. Only a just peace based upon the inherent rights and dignity of every individual can truly be lasting.

It was this insight that drove drafters of the Universal Declaration of Human Rights after the Second World War. In the wake of devastation, they recognized that if human rights are not protected, peace is a hollow promise.

And yet all too often, these words are ignored. In some countries, the failure to uphold human rights is excused by the false suggestion that these are Western principles, foreign to local cultures or stages of a nation's development. And within America, there has long been a tension between those who describe themselves as realists or idealists -- a tension that suggests a stark choice between the narrow pursuit of interests or an endless campaign to impose our values.

I reject this choice. I believe that peace is unstable where citizens are denied the right to speak freely or worship as they please; choose their own leaders or assemble without fear. Pent-up grievances fester, and the suppression of tribal and religious identity can lead to violence. We also know that the opposite is true. Only when Europe became free did it finally find peace. America has never fought a war against a democracy, and our closest friends are governments that protect the rights of their citizens. No matter how callously defined, neither America's interests -- nor the world's -- are served by the denial of human aspirations.

So even as we respect the unique culture and traditions of different countries, America will always be a voice for those aspirations that are universal. We will bear witness to the quiet dignity of reformers like Aung Sang Suu Kyi; to the bravery of Zimbabweans who cast their ballots in the face of beatings; to the hundreds of thousands who have marched silently through the streets of Iran. It is telling that the leaders of these governments fear the aspirations of their own people more than the power of any other nation. And it is the responsibility of all free people and free nations to make clear to these movements that hope and history are on their side

Let me also say this: The promotion of human rights cannot be about exhortation alone. At times, it must be coupled with painstaking diplomacy. I know that engagement with repressive regimes lacks the satisfying purity of indignation. But I also know that sanctions without outreach -- and condemnation without discussion -- can carry forward a crippling status quo. No repressive regime can move down a new path unless it has the choice of an open door.

In light of the Cultural Revolution's horrors, Nixon's meeting with Mao appeared inexcusable -- and yet it surely helped set China on a path where millions of its citizens have been lifted from poverty, and connected to open societies. Pope John Paul's engagement with Poland created space not just for the Catholic Church, but for labor leaders like Lech Walesa. Ronald Reagan's efforts on arms control and embrace of perestroika not only improved relations with the Soviet Union, but empowered dissidents throughout Eastern Europe. There is no simple formula here. But we must try as best we can to balance isolation and engagement; pressure and incentives, so that human rights and dignity are advanced over time.

Third, a just peace includes not only civil and political rights -- it must encompass economic security and opportunity. For true peace is not just freedom from fear, but freedom from want.

It is undoubtedly true that development rarely takes root without security; it is also true that security does not exist where human beings do not have access to enough food, or clean water, or the medicine they need to survive. It does not exist where children cannot aspire to a decent education or a job that supports a family. The absence of hope can rot a society from within.

And that is why helping farmers feed their own people -- or nations educate their children and care for the sick -- is not mere charity. It is also why the world must come together to confront climate change. There is little scientific dispute that if we do nothing, we will face more drought, famine and mass displacement that will fuel more conflict for decades. For this reason, it is not merely scientists and activists who call for swift and forceful action -- it is military leaders in my country and others who understand that our common security hangs in the balance.

Agreements among nations. Strong institutions. Support for human rights. Investments in development. All of these are vital ingredients in bringing about the evolution that President Kennedy spoke about. And yet, I do not believe that we will have the will, or the staying power, to complete this work without something more -- and that is the continued expansion of our moral imagination; an insistence that there is something irreducible that we all share.

As the world grows smaller, you might think it would be easier for human beings to recognize how similar we are; to understand that we all basically want the same things; that we all hope for the chance to live out our lives with some measure of happiness and fulfillment for ourselves and our families.

And yet, given the dizzying pace of globalization, and the cultural leveling of modernity, it should come as no surprise that people fear the loss of what they cherish about their particular identities -- their race, their tribe, and perhaps most powerfully their religion. In some places, this fear has led to conflict. At times, it even feels like we are moving backwards. We see it in Middle East, as the conflict between Arabs and Jews seems to harden. We see it in nations that are torn asunder by tribal lines.

Most dangerously, we see it in the way that religion is used to justify the murder of innocents by those who have distorted and defiled the great religion of Islam, and who attacked my country from Afghanistan. These extremists are not the first to kill in the name of God; the cruelties of the Crusades are amply recorded. But they remind us that no Holy War can ever be a just war. For if you truly believe that you are carrying out divine will, then there is no need for restraint -- no need to spare the pregnant mother, or the medic, or even a person of one's own faith. Such a warped view of religion is not just incompatible with the concept of peace, but the purpose of faith -- for the one rule that lies at the heart of every major religion is that we do unto others as we would have them do unto us.

Adhering to this law of love has always been the core struggle of human nature. We are fallible. We make mistakes, and fall victim to the temptations of pride, and power, and sometimes evil. Even those of us with the best intentions will at times fail to right the wrongs before us.

But we do not have to think that human nature is perfect for us to still believe that the human condition can be perfected. We do not have to live in an idealized world to still reach for those ideals that will make it a better place. The nonviolence practiced by men like Gandhi and King may not have been practical or possible in every circumstance, but the love that they preached -- their faith in human progress -- must always be the North Star that guides us on our journey.

"So let us reach for the world that ought to be -- that spark of the divine that still stirs within each of our souls.
--President Obama

For if we lose that faith -- if we dismiss it as silly or naive; if we divorce it from the decisions that we make on issues of war and peace -- then we lose what is best about humanity. We lose our sense of possibility. We lose our moral compass.

Like generations have before us, we must reject that future. As Dr. King said at this occasion so many years ago, "I refuse to accept despair as the final response to the ambiguities of history. I refuse to accept the idea that the 'isness' of man's present nature makes him morally incapable of reaching up for the eternal 'oughtness' that forever confronts him."

RELATED TOPICS

• Nobel Peace Prize
• Barack Obama
• Martin Luther King Jr.
• Mahatma Gandhi
• Guantanamo Bay

So let us reach for the world that ought to be -- that spark of the divine that still stirs within each of our souls. Somewhere today, in the here and now, a soldier sees he's outgunned but stands firm to keep the peace. Somewhere today, in this world, a young protester awaits the brutality of her government, but has the courage to march on. Somewhere today, a mother facing punishing poverty still takes the time to teach her child, who believes that a cruel world still has a place for his dreams.

Let us live by their example. We can acknowledge that oppression will always be with us, and still strive for justice. We can admit the intractability of depravation, and still strive for dignity. We can understand that there will be war, and still strive for peace. We can do that -- for that is the story of human progress; that is the hope of all the world; and at this moment of challenge, that must be our work here on Earth.

The Six Top Civil War Movies

According to Martin Kelly, at about.com, the following are the six top Civil War movies. Read through his synopsis and choose one that catches your interest. If it is rated R, please first get your parent's permission to view the movie--hopefully with them!

For extra credit, write a review of the flick (a solid paragraph or two). Have your parents/guardian sign the top, as a means of guaranteeing that you did view the entire film. Turn the signed paper copy into me in class, but please also type and post your review as a comment here.

1. Glory
This film is one of the very best Civil War movies ever made. It gives a stirring account of African-Americans in the Civil War, specifically the 54th Regiment of the Massachusetts Volunteer Infantry. This regiment led an assault against Fort Wagner at the Battle of Fort Wagner that helped turn the tide of battle. The film is historically accurate and rich in detail with superb acting from an all-star cast.

2. Gettysburg
This excellent film is based on one of the best war novels ever written, The Killer Angels by Michael Shaara. Well-staged battle scenes were actually filmed at Gettysburg lending the film greater authenticity. Gettysburg offers multifaceted character development and a superb performance by Jeff Daniels. With great music and an excellent screenplay, this movie is a must-see.

3. Gone With the Wind
This classic uses the Civil War as a backdrop to tell the tale of a strong-willed Southern woman. Gone With the Wind does a good job of depicting the South's point of view without moralizing. The burning of Atlanta and confiscating of Tara provides a compelling look at the effect of Sherman's March to the Sea on the Southern people.

4. North and South
This made for TV mini-series is an excellent telling of one of the most important periods of American History. The compelling story offers a well balanced look at a very dark period by portaying good and bad people on both sides. Patrick Swayze, James Read, and David Carradine offered superb performances in a movie that everyone should see.

5. The Red Badge of Courage
This movie based on the classic novel by Stephen Crane captures a young Union soldiers struggle with cowardice. Even though this film was reduced drastically from its original length by studio editors it still has stood the test of time. The movie offers some great battle scenes and narration from the novel. The Red Badge of Courage stars the World War 2's most decorated combat veteran, Audie Murphy.

6. Shenandoah
A successful planter in Virginia is unwilling to take sides in the American Civil War. However, he is forced to become involved when Union soldiers mistakenly capture his son. The family then proceeds to retrieve the son and along the way discover the horrors of war and the importance of family values. The movie offers superb scenery, a great story and tremendous acting from Jimmy Stewart.

Ms. Fettig's pick: Cold Mountain (see trailer above)

John Brown: "The Meteor of the War"

John Brown: Hero or Terrorist?

In class, we've been watching Ken Burn's "The Civil War," determining causes of the Civil War. In addition to these main causes, other incendiary events--like the publication and distribution of Uncle Tom's Cabin, the raid at Harper's Ferry, and a growing abolitionist movement--added fuel to the fire.

According to Herman Melville, John Brown served as a "meteor of the war." Opinions--saint or sinner, hero or terrorist, martyr or crazed lunatic--regarding his character, actions, and punishment varied, but were largely shaped by geographic and regional status.

Digital History has done a nice job of compiling primary sources so that you may make an informed decision for yourself. Use the highlighted link in the last sentence to preview these materials--under the tab called "John Brown: In His Own Words." Once there, you will find 4 activities to choose from, resources to guide you, and questions to answer. In your comment, please remember to identify yourself and period for extra credit. Also, please identify which activity you did before giving your answer. Questions for each activity should be answered in essay format.

Feel free to explore the other 11 tabs. If you find an interesting activity there that you'd rather do, simply let me know which tab and activity before posting the answer.

Halloweeny

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Happy Halloweeny, juniors! Hope your weekend is spook-tacular!

Power Struggles and Federalism

From the Articles of Confederation to the drafting of the Constitution, the idea of federalism--and ultimately if it could work--resurfaced often. In reviewing the significance of the Whiskey Rebellion, the precedence of using federal power was established. Another example that I provided demonstrating this same idea was with the Little Rock 9 and the integration of the Central High School in 1957 (please see the YouTube video above as a review). Ripped from the headlines and posted below is a more current example of a State vs. Federal power struggle. For extra credit, please find an example of your own and list it in the comments section. No repeats, please!

Chances of Race to the Top money slim
By GAIL SCHONTZLER Chronicle Staff Writer - October 25, 2009

President Barack Obama’s administration is gearing up to award $4.3 billion to states for its school-reform program called Race to the Top, and it looks like Montana schools and students may not get a cent.

Obama’s education secretary, Arne Duncan, is using the billions at his discretion to push states to adopt reforms he deems essential to turning around failing schools and giving American children a better chance to graduate and succeed in the new global economy.

“It’s obvious the system’s broken,” Duncan told Time magazine. “Let’s admit it’s broken ... and let’s do something dramatically different, and let’s do it now.”

One key reform idea in Race to the Top is tying teachers’ and principals’ evaluations to student performance. Applauded by reform supporters as essential, the idea is fiercely opposed by teachers’ unions and critics who argue it will drive schools to be even more test-obsessed than the Bush administration’s No Child Left Behind.

Another key reform in Race to the Top is promoting charter schools, which are publicly funded, but have more autonomy than tradition public schools. Montana has no charter schools and is one of only 10 states without a law promoting charter schools.

States will have to compete for Race to the Top grants. Under tough rules proposed by Duncan this summer, Montana and many other states wouldn’t be eligible unless they’re on board with specific reforms -- like collecting data to track student achievement, accepting uniform high academic standards, improving teacher effectiveness and turning around the worst schools.

While several states are scrambling to change their laws to comply, Montana isn’t one of them. Instead, Montana wants to change the rules of the race.

Race to the Top raises the question of whether Montana is hidebound in resisting school reforms embraced by Washington and many states, or if Montana is wise to stick to its guns and resist the latest education fads that don’t deliver what Montana students really need.

Montana Superintendent of Schools Denise Juneau protested the Race to the Top’s “one-size-fits-all” approach in a July 28 letter to Duncan.

Virtually every major education leader in Montana -- representing school boards, school administrators, rural schools, the teachers’ union and higher education -- signed Juneau’s letter, urging Duncan to alter the rules to recognize the realities of a state so rural that in places it’s like the frontier.

“Requiring the opening of charter schools in very small communities does not make sense,” Juneau wrote. “Requiring the opening of charter schools in areas where students are performing well does not make sense.”

As evidence, Montana educators point to the 2009 NAEP tests in math, where Montana ranked fifth in the nation in fourth grade and third in the nation in eighth grade.

Juneau said in an interview she agrees with Duncan’s priorities -- hiring quality teachers, turning around struggling schools, using data to drive decisions -- but the Race to the Top proposal wouldn’t fit Montana’s Constitution and its local control of schools.

“I’m not sure we’ll apply” for the money, Juneau said. “Having (reform) prescribed in a very strict manner is very frustrating for me.”

Teachers’ union chief Eric Feaver, president of the MEA-MFT, which supported Obama’s election, was more blunt.

Feaver charged Race to the Top rules would be a “devastating and irrational continuation” of the last eight years of “misguided experiment in top-down reform.”

Unless proposed Race to the Top rules are changed, Feaver wrote, the union “will do everything in our power to insist that Montana does not apply for these funds.”

In Bozeman, School Superintendent Kirk Miller was also critical of Race to the Top. One reason is its emphasis on creating data warehouses for test scores n which have cost some states $100 million -- instead of spending the money on teaching children, Miller said.

“Student achievement for Montana is near the top in nearly every measure,” Miller said. “For Montana to spend a huge amount of money ‘weighing’ (student test scores) instead of advancing education would be a waste of money.”

Montana’s Democratic Sens. Max Baucus and Jon Tester signed a letter to Duncan, signed also by senators from Vermont, West Virginia, Nebraska and North and South Dakota, urging him to reconsider Race to the Top rules that penalize states without charter laws.

“All students deserve to benefit from these programs n not just those in states with charter schools,” the senators wrote.

The U.S. Education Department, which received more than 1,100 such public comments, is expected to issue the final version of Race to the Top rules this fall.

Bigger battle ahead

Montana’s chances of getting any Race to the Top money look slim to none.

The state ranked near the bottom of the heap in one analysis of each state’s chances of winning Race to the Top money, prepared by the nonprofit, pro-reform New Teacher Project.

Montana had lots of company, from California to Maine.

The controversy sparked by Race to the Top probably won’t end when the $4.3 billion is gone. As part of the federal economic stimulus program, it’s one-time money. But the debate over Race to the Top is likely a dress rehearsal for a future battle over school reform that will be even bigger.

Congress has put off rewriting the federal Elementary and Secondary Education Act (ESEA), known as No Child Left Behind, for the past couple of years.

When lawmakers finally tackle that task, the Obama administration’s education reform ideas will be front and center. That law will shape federal education policy and affect schools in Montana and around the nation for years to come.

“If we see the same trend carried out” in ESEA, Juneau said, “that’s really where we’ll run into a lot of problems.”

Juneau also disagreed with the Race to the Top idea of tying teacher and principal evaluations to how well students perform on the statewide standardized test.

“I don’t think teacher effectiveness should be measured by that one score,” Juneau said.

The teachers’ union doesn’t oppose using test scores in evaluations, Feaver said, but he argued that Montana’s collective bargaining law doesn’t allow that to be imposed from Helena. Instead, Feaver contended, it would have to be bargained into each teachers’ union contract, one school district at a time.

“Nothing prohibits Bozeman teachers from bargaining performance-based pay,” Feaver said. “Would they do it? I don’t think so.”

He asked how anyone can assume that the best teachers get the best student test scores, when children’s scores can suffer because of poverty, neglect or abuse at home.

“Some think test scores drive the engine forward,” Feaver said. “I believe test scores drive teaching to the test.”

Strange bedfellows

It’s hard to imagine Roger Koopman, an outspoken Bozeman conservative, and Democratic President Obama being on the same side of anything, yet both are advocates of charter schools.

Charters -- founded by parents, teachers and community groups -- have broad leeway to innovate and promote excellence, Obama said in an education speech in March.

"The future belongs to the nation that best educates its citizens," Obama said. “I call on states to reform their charter rules, and lift caps on the number of allowable charter schools.”

Koopman, as a state legislator, wrote a bill in 2005 to promote charter schools in Montana. It died on the House floor.

“Charter schools work,” Koopman said, “because they’re flexible, allow innovation, they’re more responsive to the community and demands of parents. They’re basically consumer driven.

“Montana is the killing fields of education reform,” Koopman said. “No state is more hostile to education reform.”

Juneau argued in her July letter that charter schools have been allowed by the state Board of Public Education since 1989. Yet under its rules, only local school boards can create charter schools, they must be approved by the state board and they aren’t free, as in other states, from many education regulations.

No one in Montana has applied to create a charter school in 20 years.

Juneau argued that’s because local school boards have enough flexibility without resorting to charters, and Montana is too rural and economically strapped to support the duplication of services a charter school brings.

Why create charter schools to compete with local schools, Juneau asked, when “we can barely fund the schools we’ve got now.”

Koopman said it’s “bogus” to claim Montana allows charter schools, when they’d have to meet all the same regulations as public schools and be OK’d by the state bureaucracy.

Charter schools are a mainstream idea in most of the country, Koopman said. President Bill Clinton supported them, too.

While Koopman agrees with the Obama administration on charters, he strongly opposes its use of Race to the Top money to force states to bend.

“I do not feel the federal government should be bribing the states or threatening to withhold public monies,” Koopman said. “Obama is trying to federalize public education. It’s very dangerous.”

It’s not hard to imagine that some Bozeman parents might like publicly funded charter schools, patterned after the popular Montessori schools, for example, or the science-technology magnet school that once thrived in Willson School.

Bozeman Superintendent Miller said there are already private schools for parents who want those options.

“Montana’s schools are out-performing charter schools in all those other states,” Miller said. “We don’t need charter schools in Montana. We need enough resources to make sure public schools can do (their job).”

Miller, who served on the Montana Board of Public Education for many years, said he’d be disappointed if Montana can’t apply for Race to the Top money. That, he said, would mean “handicapping rural states that are doing a good job.”

“I’m concerned we didn’t learn as much as we should have from No Child Left Behind,” Miller said. “Trying to put everybody in the same box doesn’t work very well.”

Help for Presidents' First Names???

Okay, Okay... a little elementary--but maybe it can help? If not, disregard. Also, only as current as Bill Clinton.

Extra Credit Opportunity

Extra credit for anyone who makes up their own song with presidents' first names. They must also record it (you may use my Flipvideo) and post it on the student blog (I'll show you how). Can be done individually or as a group. Use of live musicians earns top honors (so be nice to those band and orchestra kids and include them in your video)!

Preamble Prose

Extra Credit Opportunity

Recite--without flaw--the Preamble of the Constitution by November 9, 2009. This may be done before school, or before the class bell rings. Additionally, any in-class time allocated for homework would also be an appropriate time to demonstrate your mastery of this beautiful piece of prose.

You can find the Preamble on pg. 154 in your text. I hope that the School House Rock video posted above will prove a valuable study tool. Should you discover other worthy study tools, please list them under comments for this post.

National Geographic's Interactive Salem Witch Hunt

The Salem trials came at the end of a violent era of religious fanaticism and zealotry. What some call "the witchcraft mania" already had a long history in Europe, with an estimated 500,000 people, mainly women, being burned or hanged as witches during the Renaissance.

Use this link to access National Geographic's Interactive site and work your way through the exercise. For extra credit, in your response, please list 3 things you learned and what most surprised you.

Other resources on this topic:

http://www.law.umkc.edu/faculty/projects/ftrials/salem/salem.htm
http://www.salemwitchmuseum.com
http://etext.lib.virginia.edu/salem/witchcraft
http://www.pbs.org/wnet/secrets/previous_seasons/case_salem/index.html

Gearing Up For the Flu Season

1918 Flu nurses

Extra credit opportunity:

• Periods 0, 1, 2: Bring in one box of kleenex (preferably with lotion) for 30 pts.
• Periods 4, 5: Bring in one bottle of hand sanitizer (with pump) for 30 pts.
• Print your first and last name--as well as period number--with Sharpie and then give to me in class.
• Due date: September 23, 2009
  

The Presidents--Learning Resources and Strategies

In class, we've been learning the names and order of the American presidents. Additionally, I have shared with you my teaching rational. To help us accomplish this task, we're using many means--singing, charts, repetition, and practice.

Today I discovered a new resource and want to share it with you. It is posted below. There's some fun stuff here--so take a look.



For extra credit, in your comment (be sure to identify yourself and period number), please post links to resources (or list strategies) you have found valuable.

Getting your bearings, finding your way

"History is a guide to navigation in perilous times. History is who we are and why we are the way we are." David McCullough

Welcome, class of 2011! As you meander the halls of Skyview, familiarizing yourself with your schedule and school day, consider Mr. McCullough's quote. To what degree are we shaped by the past? As individuals? As a school? As a nation? To that end, to what degree does prior knowledge and experience shape what is to come (behavior and outcomes)?

For extra credit, reflect on Mr. McCullough's quote. In the comment box, please share an example of how the past has bearing on your present or future. Please be certain to identify yourself (first and last name) and period number in your comment. As example is listed for you below.

Where Were You When Kennedy Was Shot?

As discussed in class, Kennedy's assassination on November 22, 1963 was a watershed moment in American history. Those living would remember this day with clarity--where they were when they heard the news, who told them, what they did afterward--in much the same way our generation recalls September 11, 2001. Many describe feeling a profound sense of loss--for Kennedy's family, for the nation, and for the dream that was snuffed out. Indeed, Kennedy's assassination foreshadowed the darker days to come. As put by J.G. Ballard: "The American Dream has run out of gas. The car has stopped. It no longer supplies the world with its images, its dreams, its fantasies. It supplies the world with its nightmares now: The Kennedy assassination, Watergate, Vietnam..."

For extra credit, interview someone who was alive on November 22, 1963. Ask them the question: "Where were you when Kennedy was shot?" Provide a summary paragraph of your interview (the who, what, why, where, when & how) and post it as your comment.

To think about: "Is not peace, in the last analysis, basically a matter of
human rights? The right to live out our lives without fear of devastation.
The right to breathe air as nature provided it? The right of future generations to a healthy existence?"
-JFK, 1963

Addison Bragg, The Billings Gazette & Memorial Day Column

As a kid, what I most wanted to be was a journalist. There was just something glamorous and admirable about writing for your hometown paper, meeting deadlines, and seeing your name in print. In fact, my love of words and writing led me to Missoula, MT to pursue a degree in print journalism. They have an outstanding journalism school, one of the best in the nation. As most students do, I changed my major a few times, but never have I forsaken my love for writing. Some of the most notable people in American history have been journalists--Edward Murrow, Walter Winchell, Dan Rathers, Nelly Bly, Ida Tarbell, and Katie Couric. One that you may be less familiar with was Addison Bragg.

Addison Bragg was the first local columnist that I can remember from childhood. He worked as a newsman for the Billings Gazette for 30 years, and maintained a weekly column called "Bragg About Billings" for many years after that. He wrote about everyday events and extraordinary happenings. As a veteran, he often wrote poignant columns regarding military service. Addison Bragg died last Monday, May 18, 2009. What follows is a reprint of a Memorial Day column that merits another look.

Holiday belongs to those who wore the uniform

Back where I did part of my growing up they called it Decoration Day.

It was a small town in Ohio, too small a town, in fact, to have its own Soldiers Monument--but there never came a last Monday in May in North Lewisburg that those who lived there didn't remember what the day was all about.

I remember those past Memorial Days and remember what they stood for and why we kept them and once more I hear the distant rifle volleys followed by the haunting sound of a bugler playing "Taps."

The flags were always out in that little town on this special day, all the way from the fire bell tower atop City Hall and the homes along quiet streets to the evergreens on a hill a half-mile east where tiny flags were stirred by the wind as it blew softly across the graves of the military dead.

We weren't all that far removed in time from when Memorial Day began.

Many of those former soldiers or sailors who turned out to mark the holiday in that small town were less than a decade away from the war in France.

And, the way it happens sometimes in small towns, some were even looked upon as heroes.

But the greatest respect was shown to the white-haired old men who on that day of the year walked, some still leaning on their canes, around town wearing blue coats with brass buttons. One or two wore strange headgear, much resembling the cap worn by the soldier on the Soldiers Monument at the county seat.

But that was then and this is now when Memorial Day has come to be for those who are remembered and those who do the remembering and there's nothing wrong with that.

And much has happened since the first observance soon after the war's end when women in a southern town still occupied by Union troops decorated the graves of soldiers from both sides who were buried there.

Then in the 1880s it was made "official" by the Grand Army of the Republic, and much later an act of Congress made it the holiday as we celebrate it today.

But no matter what the change in attitude or custom, the basic reason for the day should be remembered.

It's important to realize Memorial Day belongs not only to those who fell in battle but to all who once wore our country's uniform and, having served, came home to live long, happy and fulfilled lives. It is for them, too, that ceremonies are held, honors accorded and tributes paid.

The flags, the flowers, the reunions, the memories all give meaning to a day which has come to be one of the most important of the year. This is as it should be for, as some wise man asked, how can we know where we are going if we have not the will and wisdom to look back at where we have been.

Memorial Day gives us a chance, at least once a year, to do just that.

And as for those whose memory we pause momentarily on this one day, the poet Lawrence Binyon, in his verse "To The Fallen," expressed it well:

"They shall not grow old
As we who are left grow old;
Age shall not weary them
Nor the years condemn.
At the going down of the sun
And in the morning
We shall remember them."

Editor's note: This column was originally printed in The Billings Gazette on May 26, 2003.

For extra credit, please write notes of thanks and gratitude to those you know who presently serve or who have served in the past. Then, direct them to this blog so that they can read the comments.

As an example:

To: Zeb and Eric Fettig
My heartfelt thanks go out to both of you for having served (and serving) this country so honorably. Without those willing to protect the freedoms we hold dear, they would undoubtedly disappear. As stated on the Korean War monument in DC, "Freedom isn't free!"

Space Race: Cold War Front

The History Channel offers a quick review of the Space Race (plus it's set to a great song--Magic Carpet Ride by Steppenwolf). To view, copy the link below, and paste in your browser bar.

http://www.history.com/video.do?name=militaryhistory&bcpid=1681730307&bclid=1683773340&bctid=1336642215

For extra credit, list 3 observations and/or questions you have on the topic. If you need more material to work with, visit this link, The SpaceSite.com. Be sure to click on "muttnick" above, as it is a link to a cnn article.

Comprehension Check: Cold War Concepts and Poetry

Try your hand at Diamante poetry and review Cold War concepts at the same time :-) Simply choose one of the concepts from the wordle above and write a poem using the format shared below from

Guidelines For Writing Diamante Poetry

When you write your poem, follow this outline making it into a diamond shape.

________
______ ______
______ _____ _____
______ ______ _____ _____
______ _____ _____
______ _____
_______

Structure:
Line 1: topic (noun)
Line 2: two adjectives that vividly describe line 1
Line 3: three gerunds (verbs ending with ing) describing line 1
Line 7: topic (noun) that contrasts/opposes line 1
Line 6: two adjectives that vividly describe line 7
Line 5: three gerunds (verbs ending with ing) describing line 7
Line 4: four words (two related to line 1, two related to line 7) arranged concurrently or alternating

For an example, Ms. Fettig made one for fun! I used alliteration--just because I like it and I can (can you?) :)

Berlin Blockade
Rash, ruthless
Calculating, cunning, crafty
Arrogant, ad hoc, absurd, auspicious
Courageous, cunning, chivalrous
Risky, resolute
Berlin Airlift

Gazette Opinion: Education vs. Incarceration

Story available at http://billingsgazette.net/articles/2009/05/11/opinion/gazette/20-gazetteopinion.txt

Gazette Opinion: To cut long-term prison costs, take care of kids

By The Gazette Staff - May 11, 2009
"The adult offender population is the driving force in all the Department of Corrections does." So begins a section of the DOC's biennial report recently delivered to the 2009 Legislature. And that quote explains why Gazette readers last week saw headlines that said:

"Consultant proposes big prison for Billings" and "State panel backs 920 new prison beds for Montana."

The DOC manages about 2,600 offenders in prisons and an additional 10,400 in drug treatment, pre-release centers and on probation or parole. Those offender numbers are tracked daily as the department continually works to predict what they will be next month, next year and beyond. Gov. Brian Schweitzer directed the department to take a long-range look at demand for offender supervision and incarceration. The 2007 Legislature appropriated $250,000 for a study.

It was conducted over the past year by a national consultant who recently delivered a 176-page report that, among many other things, assumed an average prison population growth rate of 3.9 percent annually and recommended building a prison in Billings with 1,800 cells to handle a projected growth in the offender population over the next 16 years.

As Eve Franklin, a former state legislator and now Schweitzer's corrections policy adviser. pointed out, a consultant's report isn't public policy. "There are no prison beds in the biennial budget," Franklin told The Gazette.

But a majority of the members of the governor's Corrections Advisory Council, a panel that Franklin recently joined, did vote last week in Billings to recommend four future prison projects:

• Up to 116 beds for housing Level 1 and 2 sex offenders, which constitute the offenders judged to be at lower risk of reoffending than the Level 3 offenders.

• A 152-bed facility to treat inmates who are seriously ill, including those with mental illnesses.

• Adding 512 minimum- or medium-security cells for men - if the projections of 3.9 percent annual growth in the offender population continue through 2015.

• Building an additional women's prison in Billings with 250 beds.

Lt. Gov. John Bohlinger, who chairs the Corrections Advisory Council, said his highest priority among the four recommendations is a facility for Level 1 and 2 sex offenders. Schweitzer's biennial budget proposal delivered in October included adding that capacity, but as revenue projections plummeted, the governor pared the sex offender space from his proposed budget. Bohlinger said the $350 million lawmakers put in House Bill 2 for DOC is $32 million less than the governor's original October budget request.

Moving toward treatment
The long-term prison-need projections are all the more shocking because we've heard that Montana's prison population was actually declining slightly while the U.S. prison population continues to grow. In fact, the number of men and women imprisoned in Montana dropped in the fiscal year ended last June 30. The male population declined 4 percent while the female population dropped 21 percent. Moving inmates into new addiction treatment programs helped reduce the incarceration numbers, according to Bob Anez, DOC spokesman in Helena. The state has seen a two-year decline in the rate at which offenders return to correctional institutions.

The total number of all offenders in custody or supervision grew from 10,354 in 2004 to 12,860 in 2008, according DOC. Fewer of them were locked up because prison is being used less for nonviolent and nonsexual offenders than it was five years ago. The department set a goal of managing 80 percent of offenders outside prisons and is "on target" with that goal, Anez said.

Is Montana going to add prison cells?

Not in the next two years, and maybe not as many as the consultant recommended by 2025.

Invest in education
"I'd rather invest money in our education system," Bohlinger said when The Gazette phoned to talk about the corrections study. "If we put our arms around 3-year-olds and 4-year-olds, if we have preschools and expanded kindergarten and these children learn appropriate behavior at an early age, if we invest in education, the expanded need for human services and prisons will diminish."

Bohlinger is far from alone in that view. Research by Federal Reserve economists has demonstrated that quality early childhood services increase the probability that children will graduate from high school, stay out of prison and stay off welfare. If we want to avoid building the megaprison the consultant sketched out, we'd better put sufficient resources into graduating youths from high school and college with the skills to compete in the job market.

Building a 1,800-bed prison in Billings?

Outrageous!

Ignoring the long-term consequences of child neglect, poverty and school dropouts?

Even more outrageous!

----------------------------------------------------------------------------------------

Students, what are your thoughts???????? If you held the purse-strings for the state of Montana, would you invest in education or prisons and why?

The Results Are In!

Juniors, thank you for sharing your opinions with me, and helping me to work through the kinks of SMS text/on-line polling!

After the votes were in, I took a screen-shot and will post the results below. Polls everywhere is a cool web 2.0 tool that is EASY to use. I do hope that some of you will consider making a poll covering class content. Just come in before school or during your lunch with the question you'd like to pose to your peers, and possible responses. I'll guide you through the process of creating the poll and posting it to YOUR BLOG. It should only take about 10 minutes :-)

Period 0 results

Period 2 results

Period 3 results

Period 4 results

Period 5 results

New Polling Tool & Helping Out Ms. Fettig

Hi students! Ms. Fettig is taking a class on integrating tech tools successfully into the classroom. Right now, I am exploring Web 2.0 tools--on polling and surveying. I've posted my first poll here and would appreciate your response so that I may see how it works and gauge its effectiveness.

This one is just for fun (and to help me out), not for extra credit. I am interested in seeing your opinions now that we have completed our survey of this segment in American history.

Thanks for indulging me (and helping my learning)! You may vote below on-line OR via text message (see below).

Create your own sms poll at Poll Everywhere

A Day Which Lives in Infamy

Pearl Harbor

Having made a recent visit to Hawaii, Kyrstyn Manfull made a wonderful powerpoint presentation on the bombing of Pearl Harbor and her visit to the U.S.S. Arizona. Her powerpoint also included music. While I was able to convert the powerpoint into a format that was blog-compatible, I could not figure out how to get the MP3 URL (someone should show me if they know how). Time was a wasting, so I wanted to get this posted as we are studying it.

After viewing the slideshow, please list 5 new observations you made from her information and post.

Thank you, Kyrstyn Manfull, for making and sharing this GREAT presentation. PS. You are my new favorite!!!!!

step into Africa project--The AIDS crisis: Can you survive the journey of a child?

Please note that the information below was taken verbatim from fliers distributed in the schools, and permission to do so was granted by the organization.

Introduction:

• Aids is the greatest humanitarian crisis of our time. No part of the world has been affected more than Africa.
  
• Millions die each year. Every 15 seconds, AIDS claims another life.
• 2 out of 3 people living with HIV are in Africa.
• What can we do to stop it?

Where/When:

• Faith E. Church, 3145 Sweetwater Drive, Billings MT, 59102
• March 29-April 5
• Free to the public. Sponsored by: Bresnan, Big Sky Disaster Restoration Service, Meyerco Sprinkler Systems, and alphagraphics.
• NOTE: While this event is being held in the auditorium of a church, it is about raising awareness for the AIDS pandemic and nothing else. This is a nationwide tour that focuses on getting public schools to attend. World Vision understands that this is not the time or place to express religious views or opinions.
  

What is the Experience?

• The exhibit takes you on an unforgettable journey into Africa--and into the AIDS crisis.
• As guests walk through the interactive exhibit, they listen to the story of one of four real-life children. For a brief period of time, that child's story becomes their story.
• Visitors will hear stirring audio and see gripping photography that will transport them into the heart of Africa.

Planning your Experience:

• Students can walk through the exhibit in a half hour. Reservations for the date and time must be made in advance by pressing this LINK.
  
• Keep in mind that there may be a line upon arrival (only 40 can be accommodated at a time), so it will be important to leave buffer time in case that there is a group of visitors before your reservation time.

Parental Discretion:

• The summaries found on the above link will help you decide which, if any, of the four stories is appropriate for your child(ren).
• It is not recommended that any child under 10 listen to the audio portion of the exhibit.
• All stories were recommended for children age 13 0r older, but parental discretion is advised.
• Please note that death is a theme in all 4 stories.

Ways to Get Involved:

• 300-400Students Volunteers needed. Use above link to register to also sign up.
• Participate in the 30 Hour Famine, a youth movement.
• Challenge your class to make a Caregiver Kit. These are sent oversees to people who have generously committed to caring for people suffering from AIDS. Kits are made up of basic supplies like washcloths, latex gloves, cotton balls, antibacterial soap, anti-fungal cream, petroleum jelly, anti-diarrhea medicine, and acetaminophen. Learn more at this link.
  

Discussion Questions:

• How did you feel before you put your hand down to be stamped? How did you feel after, and why?
• To what extent had you previously seen/experienced poverty? How is what you saw in the exhibit similar/different?
• What is your definition of poverty? Did the Experience prompt you to change your thoughts and perceptions about global poverty? If so, why? What will you do to take action?
• What do you think it feels like to be a child affected by AIDS?
• Did the things you experienced in the exhibit make you think/reflect about your own life, and is so what things did you think about?
• What is something in your life that you have taken for granted until now?
• What are some things about your life that are different than the life you experienced in the exhibit?
• Did the Experience prompt you to change your thoughts and perceptions about global poverty? If so, why? What will you do to take action?

------------------------------------------------------------------------------------------------------------------
For extra credit in Ms. Fettig's class, you must:

• Attend the Experience, behave in a fitting manner, and bring me the voucher of attendance issued at the exhibit's conclusion.
• After reflecting on your experience, select one of the above discussion questions to write an essay on. Please start with a topic sentence, so we know which question you are addressing and use essay form. Publish your comment on this blog posting.
• Should you decide to "take action"--write a plan and discuss it for me. Extra, extra credit may be awarded.

Same message, student-led movement fighting HIV/AIDS:

A "New Deal" for 2009 and beyond?

With a historian's keen eye, the task of studying past and linking to present becomes a habit--of both heart and of mind. That said, occasionally there are such parallels between past and present that the comparison is transparent, glaringly obvious. Many connections have been made of late between the Great Depression and today's economic woes, FDR and President Obama, and the New Deal and the Economic Stimulus package. Criticisms leveled against the New Deal--namely that it was rushed, but also that it is not a perfect solution to the problem--were replicated. Rebuttals, too, were recycled. Using a New Deal line, a political commentator pointedly remarked that while a perfect plan might materialize SOMEDAY, the flip-side was that people can't live on SOMEDAY.

If you were unable to catch President's Obama first speech to Congress Tuesday, use this link to familiarize yourself with his arguments--including the importance of the Economic Stimulus package. For fun, click on the red arrow on the left hand side under his picture. This feature breaks his speech into six key areas. Clicking on each word "cloud" will provide a summary of his thoughts and footage dealing with that area. Work your way through the six areas, reading the summaries and watching the footage what goes with it. Lastly, be sure to push the red arrow that says "see Obama's speech as a word cloud." HOORAY, his speech expressed as a WORDLE--with the ideas most frequently mentioned in larger text.

Having familiarized yourself with the Economic Stimulus package and what it's meant to do, watch this clip called "Ballad of an Ordinary Man."





When economic times sour, often, the Ordinary Man gets pinched. In your post, please identify the one measure, as identified in the Economic Stimulus plan, that you believe will BEST help the Ordinary Man. Naturally, you must provide a rationale or reasoning for what you say. Don't forget to identify yourself if you'd like to have extra credit. Should you have any original ideas on what else would best help Mr. Ordinary Man, please include these also.

21st Century Controversary--Man and Monkey

As you already know from class, the Scopes Monkey Trial was about more than just teaching evolution or creationism. In a larger sense, it was a face-off between embracing or rejecting modernity in an ever-changing world.

To bring the issue full-circle, please watch this clip called "Judgment Day: Intelligent Design on Trial" from PBS Nova.



To watch the entire program (a 2 hour show divided into 12 segments), click here. Now that you know the story, the players, the case and subsequent ruling, imagine that the Kitzmiller v. Dover ruling has been appealed. As a Supreme Court Justice writing the majority ruling, you must answer the following crucial question: "Is Intelligent Design a scientific alternative to evolution, or religion in disguise?" Be sure to provide reasoning for the opinion you provide.

January 20, 2009: Day 1 for 44th

While it makes for a great catch-phrase and is oft quoted by the media, some find calling a presidential inauguration "the most peaceful transition of power the world knows" a misnomer. I am inclined to agree with William Huff's assertion--that it is "Rubbish!"

However, I do give a nod to all the pomp and circumstance surrounding presidential inaugurations. As a historian, how could I not? I revel in studying the past! The 2009 Inaugural Theme, "A New Birth of Freedom" is most fitting. Aside from commemorating the 200th anniversary of Lincoln's birth, history is being remade when Barack Obama utters those 39 words: "“I do solemnly swear that I will faithfully execute the office of President of the United States, and will to the best of my ability, preserve, protect and defend the Constitution of the United States. So help me God.''

Of course, there has been a lot of discourse comparing the two and the challenges presented them. After careful examination of the links highlighted in this posting, do you find such a comparison valid? Why or why not? If not, which president would you select as more fitting, and why?

Progressive Era --Guess Who?!?

The Progressive Era was exactly what the name implied, a bustling time of change and reform. Crusaders worked tirelessly against greed and corruption, for social justice and the general betterment of mankind. Some goals included: ending child labor, improving city life (especially for the poor), pushing for workplace safety, regulating food and drug purity, and making democracy more accessible for all.

The wordle at right describes one of the many Progressive leaders. The first student to correctly post his/her identity (the answer to my wordle) on this blog will be awarded 30 extra credit.

As for the rest of you, should you desire extra credit, you may select your own Progressive leader (the subject I've shown is out), and complete your own wordle. If you do so, please email me a copy at fettigb@billings.k12.mt.us and post their identity in the subject line. Don't forget to also include your name and period number.