9/25: I have attached the assessment assignment below (OV Democracy Assessment). This is due on Wednesday, Oct 1.
9/22: We worked in class today on White's definition and on Guinier's.
Tonight, try to revisit two of the current event topics we talked briefly about early on in the term (they are listed at the end of this assignment). Your task is to think about (and wrestle with) the issues presented by each topic through the lens of the definitions of democracy we have been studying (Becker’s, White’s and Gunier’s). Here what I need you to do (use one side of the notecard for each topic): Briefly describe what you understand to be the issues at stake with each topic (I will link to a couple of essays, radio pieces, etc. if I can for each), then take a step back and THINK about how those issues fit into the ideas presented by at least two of the writers we’ve been reading and/or ideas we came up with when we looked at the Statue of Liberty). Apply different democratic definitions to “solving” an issue or reexamining it, ask questions, write about how you think one of the writers might view the issue and why. Be thoughtful and fill both sides of the card. Topics: #BlackLivesMatter, Immigration, Same Sex Marriage and theKentucky Clerk, Confederate Flag controversy, Violence and mass shootings, Sexual assault cases AND/OR issues you heard presented at the debate.
9/18: In class: We are going to spend some time thinking about the definition of democracy, by looking at variety of ways it’s been defined. First up, the Statue of Liberty and the poem Emma Lazarus wrote that is included on its base. Take a look at the statue anew. In your blue book: brainstorm abstract nouns you would associate with the statue as symbol. Look at “The New Colossus” – treat as we do with poetry. Why this poem? How does it represent democracy? Brainstorm your ideas in the blue book. Read Carl Becker’s “Democracy.” As you read, pay attention to the use of comparison (including the extreme comparisons that Becker uses). Mark up the essay, paying attention to the definitions of democracy. When you are finished, in your blue book, put Becker's definition of democracy in your own words. List it like this: Becker defines democracy as:_________________________________, he defines the role of the people as:___________________________________. He defines the role of the government as:____________________________, He cautions against:_____________________________________________.
HOMEWORK - Over the weekend (due Tuesday) read Lani Guinier’s essay “The Tyranny of the Majority.” This essay, like Becker’s and White’s, defines democracy. Guinier uses several strategies to do this: she uses anecdotal stories, she uses authoritative voices from the past, she uses reason and logic and emotional appeals, among others, Keep track of these as you read, and think about why she is using each. Make a list (in your blue books) of the evidence she uses in her essay and the types of evidence. When you are finished, reflect on her definition. First, put her definition into your own words. Then, THINK about what you find compelling in her argument and why, what confuses you, what you disagree with and why, what experiences you bring to the discussion, compare Guinier’s argument with what we have been talking about and have read in class. The reflection should be two blue book pages long.
9/16: Please make an effort to watch the debate tonight (CNN at 8:00) and/or to read/watch coverage in the morning (please do not watch coverage on Fox or MSNBC). I am much less interested in who wins, who loses, soundbites, etc. I am much more interested in the topics addressed (in the questions, in the answers) and in views/ visions of America that are expressed. Keep lists of these to talk about tomorrow.
9/14: HOMEWORK: For Wednesday: Read “What is Poverty?” by Jo Goodwin Parker. As you read, look for descriptions of want that Bulosan and Rockwell would recognize. Mark up the text. Make a list (on a piece of paper that you can hand in to me not in your blue book) of ways in which Parker’s essay illustrates want (you should have at least 10 examples). If you are taking the class for honors credit, make at least four specific connections between this essay and Bulosan’s “Freedom from Want.”
9/11:September 11 exploration of sights, sounds and ways of memorializing the day and how that has changed over the years. We looked at photographs taken right after the event, at the "Tear Drop" memorial dedicated in 2006 and at Meredith Bergmann's memorial. We also began work on Roosevelt's "Four Freedoms" speech (excerpt attached below). HOMEWORK: In your blue books: describe what you see when you look at Rockwell’s painting. Describe the “plot,” setting characters, relationships, etc. then look at elements of art – Rockwell’s use of color, of shape, line, light, dark, contrast, etc. Finally, read back over what you wrote, look at the painting again and reflect on Rockwell’s view of Roosevelt’s idea: how does it look in Rockwell’s terms, what does t mean, who does it belong to, how does it define us, etc. Write at least a page.
Then do the same for Bulosan’s essay. As you read, mark it up so you can make meaning of his view. Underline sections that speak directly to his view of the promise, put a star next to ideas you agree with and a circle next to ideas that challenge your thinking (preset a view you haven’t thought of or that you disagree with). Again, in the blue book, respond to his essay: how does freedom from want look to Bulosan? To whom does it belong? Why? What is its promise? What are the obstacles? Write at least a page.
9/10: Class discussion of "America, Who Are We?" Homework: Reading Peggy Noonan’s “The Sounds That Still Echo from 9/11” After you’ve read the essay, please respond on the notecard. The front of the notecard should be a reaction to the essay itself. What struck you? What lines or images do you find most powerful and why? How does Noonan shape the 9/11 experience (what values does she portray, how does she commemorate the day and how do you feel about it?) On the back of the notecard: please write about the essay in terms of both Philip Levine’s quote and Grace Paley’s. How does this essay reflect/ connect to what each of them was saying about America and her values? Does the essay help to deepen/broaden your understanding of the quotes and how? Fill both sides of the card.
9/9: Read “America, Who Are We?” – before you do, in your blue book, write for 3-4 minutes about how you see your role as a citizen of this country. What do you owe the country? What duties do you have? What is your responsibility as a voter? As a citizen to other citizens and WHY (write about 2/3rds of a page). Then read Charles Blow’s essay/ Mark it up , paying particular attention to his answers to the questions you wrestled with in your blue book entry and in your groups. Underline ideas that spark your thinking (either because you strongly agree or you disagree. Return to the blue book and react to what you read – write at least a page more.
9/8: We worked in small groups today to close read and wrestle with the course's cornerstone quotes (see "OV cornerstone quotes small group" attached below). Homework is listed at the bottom of that assignment.Link to "Free to Be Happy." Link to "Why are the NYPD after me?"Link to "What Work Is"