September 29, 2006
QOD: “Like so many aging college professors, he had long since ceased to notice the existence of students on campus.”-Vladimir Nabokov –novelist

TPNS: US Senate (65 voted-yes/34 voted-no) passes Compromise “terror detainee” Bill. It is seen as a major victory for the President. The Bill passed through the House of Representatives on Thursday. Now the President can sign it into law. But remember the federal courts hold significant power as well in what is referred to as "Judicial Review." The Courts could declare the law to be "unConstitutional" Many Democrats say passing the bill is throwing 200 years of basic rights out the window.

Ms. Sullivan and Ms. Bergstedt: "Is there life after ESKO?" These two "national treasures" contain a wealth of vitally important information related to post-graduation opportunities. Seriously, take advantage of these two well connected and committed professionals, they are two of the best...make sure and visit the careers office and Ms. Sullivan's office in the near future...Or get ready to seat back and watch the world pass you by!!!!!!!!

Friday, September 28th; American Government
Ms. Bergstedt and Ms. Sullivan will have the classes...the focus is on the wealth of post-graduate opportunities available to Esko students. Note: apart from having me as your teacher, these many and varied numbers and kinds of scholarships may someday be of great value to you and your promising future!!!!

September 28, 2006
QOD: “Every nation has the government it deserves.” “The sword of justice has no scabbard.” – J. Maistre 1888
Interesting quotes that compelled several students to offer insightful commentary. Essentially the consensus was that the first quote held some merit when applied to a democracy, where by definition all citizens have the potential power to participate in the political game to some degree. The idea being that if you do not participate then you get what you deserve. However, in a dictatorship or the like, where the majority of the citizens are oppressed and completely cut out of the political process, the quote is not accurate. Good stuff...
I used the quote to discuss aspects of culture in the sociology course. For the second day in a row, we had a very productive class 7th hour.

TPNS: Standing between President/ General Musharraf [Pakistan] & President Karzai [Afghanistan]President Bush emphasized “the need to cooperate” in the war on terror.
The re-emergence of the Taliban has refocused attention on northern border of Afghanistan where the Taliban enjoys some support. Most experts agree that Bin Laden is hiding out somewhere in this incredibly rugged and remote region.

American Government: In class today the students were each assigned a small segment of the US Constitution and the 27 amendments with the chore of paraphasing each of the segments to the level of about 4th grade. The idea then is to discuss in class...it was fun and seemed to be productive...

September 27th: American Government-
Today's important and captivating lecture was based on aspects of the justifications & rationale behind the adoption of our current form of Constitutional Democracy in place of the orginial Articles of Confederation. Key terms referenced included the following [know these terms!]; Anti-federalists as opposed to the Federalists, the first ten amendments or THE BILL OF RIGHTS- Note: see an earlier post for more information on the Bill of Rights [as a way to appease some of the concerns of the Anti-federalists],checks and balances, natural or inalienable rights, judicial review, New Jersey and Virgina Plans and how they transpired into THE GREAT COMPROMISE [which is manifested as a bicameral Congress or legislature], The question of slavery...

September 27, 2006
QOD: “The public demands certainties, but there are NO certainties.” George Marshall [of the Marshall Plan…Winning the peace in Asia and Europe after WWII]. Used the quote to introduce the notion of how incredibly complex our political world is and that we are sometimes guilty of thinking that there are easy answers. For example, like calls for bringing our troops home right away. Or that the war in Iraq is all about oil, etc…

TPNS: Iraq is fueling Muslim Radicalism globally, but also US counterterrorism efforts have ‘seriously damaged’ al-Qaeda’s leadership. The downside is that al-Qaeda has become much more decentralized…

American Government: Working through the rationalization behind the adoption of our Constitution...read Chapter 2

Sociology: Skip chapter 2 and focus on Chapter 3--Culture.
Today: Worked through the terminology...from Chapter 3...A very interesting discussion on aspects of CULTURE. Ms. Quick and others had many important questions and comments...SWEET

Late breaking news from your dedicated teacher, CPFARROW--
WASHINGTON (Reuters) - The war in Iraq has bred deep resentment in the Muslim world and provided Islamist militants with a "cause celebre" that allowed the global movement to cultivate supporters, according to excerpts of a secret intelligence report released on Tuesday.

"We assess that the Iraq jihad is shaping a new generation of terrorist leaders and operatives," said the declassified segment of the report, titled "Trends in Global Terrorism: Implications for the United States.

Democrats, hoping to take control of Congress in the November elections, have seized on media leaks about the report as evidence that Bush's Iraq policy has worsened the global terrorism threat.

But the declassified section, which contained 10 judgments about global terrorism including one on Iraq, reached no sweeping conclusion about the war's ultimate effect on global terrorism.

The politics of the War on Terror...stay tuned and come to class fired up!!!!!!!

September 26, 2006
QOD: “There is a tragic flaw in the United States Constitution. This is it: Only nut cases want to be president.” -Henry Kissinger (worked for Nixon,still a political force, has reached the status of "sage wise old man")

TPNS: Taliban says Bin Laden is alive & well. Many experts believe he is held-up in the super rugged border area between Afghanistan and Pakistan. I used this headline as a sagwea or introduction to the compelling frontline: The Hunt for Bin Laden. The award-winning documentary follows the main players [Bush, Rice, Blair, Powell, Rumsfeld, etc.]as they plot our country's response to 9/11/01. The film's focus is on the political negotitations and diplomacies leading up to our invasion of Afghanistan. There are also interesting and telling references by Paul Wolfowitz, assistant to Rumsfeld and the current head of the World Bank, to the reasoning behind the invasion of Iraq. I pointed out that the President essentially developed a war plan well before he consulted Congress. In an effort to discuss the film within the context of the Constitution. Frontline is the BEST SHOW on Television, the McLaughlin Group is #2....

In the other classes I went through a canned powerpoint presentation that is based on the content in Chapter 2. Chapter 2 is part history lesson, part techincal expose on the Constitution. You need to carefully read this chapter.

Sociology: Start reading through Chapter 3 "Culture" Think about the differences between our culture and the culture of the Middle East....remember sociological imagination or empathy... what a super interesting time to be alive!!!!

Tomorrow...take some time and relax....sleep in and think about the Constaaaatooooooooooshun, it rocks dudes!!!

This is a test: Joke-Two cannibals are eating a clown. The one cannibal slaps the other cannibal and sez: "Does this taste funny to you."

McLaughlin Group: Issue 1- Hugo Chavez, Current prez of Venezula addresses the UN calling President Bush "the devil." A decidedly anti-American speech. Was he simply saying publically what lots of others around the world are thinking? Does Chavez represent the beginnings of a Clash of Civilizations? Chavez is a liberal socialist that enjoys great support from the poor, but is at the same time greatly disliked by the wealthy in Venezula. Why are we so low in world opinion right now? What can we do to make it right? We truly are the relunctant hegamon...we did not ask to be the world leader, but with leadership [whether one wants it or not]comes responsibility or instability and decline. These are interesting and compelling and vitally important questions. Unfortunately, these kinds of questions are not being asked of our elected leaders. We are all worried about the high price of oil...

Issue 2- The President of Iran. In his speech to the UN, he decries and blames the Zionists, not the Jews for the violence and instability in the Middle East. Such a differentiation , of course is insane. It would be the same as saying that he does not hate Americans, he just hates people that live in the United States. He is playing to the theocracy that really holds the political power in Iran.
Issue 3- Pope is in trouble with Islam for quoting a less than favorable take on Muhammad. That Islam has from time to time used violence in direct opposition to the fairly consistent religious notions of tolerance and love thy neighbors. The irony of the Islamic radicals burning churches and killing Christians in Gaza and other middle eastern hotbeds of Islamic radicalism to demonstrate their opposition to what the Pope said was not lost on many of my students…Go Pope!!!!

Start reading Chapter 2 & I will turnback Chapter 1 tests on Tuesday...Appeals for Chapter 1 test are due on next Tuesday.

Monday: September 25
QOD: “Our Country, right or wrong. When Right, to be kept right. When wrong, to be put right.” Carl Schurz, on the merits of a flexible and progressive Constitution.

TPNS: Iraq War blamed for growth in terrorism; leaked gov’t report published report. Trends in Global Terrorism (16 spy agencies)...Classic example of what Durkheim would have coined "an Anomie" or a counter-intuitive result.

Sunday, September 24, 2006
Tomorrow: McLaughlin Group--Issue 1 related to the "inappropriate" and in my view, incredibly foolish speech made by Mr. Chavez, president of Venezula [spelling may well be wrong:(]...What was he thinking? In any event, the Group has lots to debate...Ya can't deny that it is a MOST INTERESTING time to be ALIVE & Well and living on this crazy place we call EARTH!

Note: Get busy reading Chapter 2 or getting busy settling for a poor grade in this class!!!!!!!!!!!!!!!!

Wife and offspring...




The United State Constitution protects their individual freedoms...my little girl can grow up and basically do whatever she wants to do mainly because she was lucky enough to be born in this country...KNOW your rights, be thankful for them...they are sacred.

September 23 Saturday [Late night]:

More commentary and summation related to the US CONSTITUTION: The Rule book for how the whole BIG game is played...
The document is set up or divided into Seven Chapters or "ARTICLES." I always remember the first three, [these are probably the most relevant, along with the "supremacy clause in Article IV] because they coincide with my initials C.P.F. For example Article I is all about CONGRESS, including the potent "necessary and proper clause" Article II is all about the Presidency, and Article III is all about the Federal Courts...pretty cool!!!! The other four segments are as follows: Article IV: Mostly about how new states are brought onto Team USA. Alaska and Hawaii were the last ones added way back in 1959. But ya never know, Puerto Rico wants in as does Guam...go figure! Article V: This is the rules involved with making an amendment to the Constitution. It has been done only 27 times in our history as a nation. The last amendment was done in 1992. Article VI: This is big...the Supremacy Clause. Fed laws and treaties always "trump" state laws and treaties...this has proven to be BIG, maybe too BIG as it has allowed the feds to really extend itz tentacles well into state and local political issues...Article VII: Spells out the procedure for getting the thang ratified...NOTE: The 10th Amendment [aka States Rights] often butts heads against Article IV...

Friday Night (sick),
September 22, 2006

As you enjoy the onset of the weekend, your dedicated teacher contemplates our BILL of Rights or the first ten amendments to the US Constitution:
Below is a super abridged version of the BILL OF RIGHTS:
Amendment I : no laws against speech, press, getting together to meet and protest, or let the government know that ya aint happy...
Amendment II: Ya get to have a gun, especially if you're in the "Militia"
Amendment III: Ya don't have to let soldiers stay at your place...(they're sometimes messy and uncouth)
Amendment IV: Cops got to follow proper rules when they arrest you
Amendment V: No double jeopardy allowed & ya don't have to incrimminate yourself when testifying at somebody else's trial.
Amendment VI: Ya get a speedy trial, no locking a guy up and throwing away the key.
Amendment VII: If you are in big trouble you get a jury to hear your trial.
Amendment VIII: No unusual or weird or cruel punishments, no matter how twisted ya are...
Amendment IX: No retro stuff and if we screwed up and left something off the list or if later on it becomes apparent that its a right, the government can't take it away...
Amendment X: The federal government's power are listed in the Constitution, so if it aint listed the feds don't have power over it.

Above...its a simplistic paraphase of the real wording, but not bad, if I do say so myself...

September 22, 2006
QOD: “Our constitution is the will of the Fuehrer.” From some twisted Nazi miscreant

“Our constitution is color blind, all citizens are equal under the law.” – John Marshall; in his dissenting opinion related to the Landmark Case of Plessy v. Ferguson [1899]...Perhaps the worst decision ever ruled upon by the US Supreme Court.

TPNS: Rebel GOP Senators & Prez have reached a compromise on rules for the interrogations & trials of suspected terrorists. This nation is based on COMPROMISE...

American Government:

Test #1 Statistics on the Multiple Choice segment and commentary:

24% of the students earned A or A- on the exam
29% of the students earned B-, B, or B+ on the exam
28% of the students earned C-, C, or C+ on the exam
13% of the students earned Ds on the exam
4.5% failed the exam.

These are solid numbers. They indicate to me that the test was challenging, although "doable." It required study and contemplation in order to earn a top grade. If one attempted to wing it, one most probably fell short... It is noteworthy that 5 students earned PERFECT scores on the test. Today, students were given information pertaining to the Appeal Process [see below for an indepth explanation of the Appeal Process.]Also, at the end of the hour, students were afforded the opportunity to read the Duluth Tribune.

During class, I went over the test and took questions from the students. Their objections, concerns, comments were beneficial and respectful...Good Stuff. 1st hour did an especially good job submitting the "informed argument" resulting in several "wins" for their side :)

Next week on Tuesaday, we start Chapter 2, which is all about DA CONSTATOOOSHUN...so if ya get time start looking over the chapter, and/or if you are a candidate start your Appeal. Chapter is full of information. Note: Only quality appeals will be acted upon!

On Monday...we seek whatzup with McLaughlin and the team of political experts...Can't wait!!!!

September 21, 2006
QOD: “Mistakes are like knives, that either serve us or cut us, as we grasp them by the blade or by the handle.” Shakespeare

TPNS: President Hugo Chavez of Venezuela bitterly assailed President Bush before the U.N. today.

Political Lexicon Part I [September 21, 2006]Persons, places, and things that we have discussed or learned about or contemplated so far...this Class ROCKS...THis Class is AWESome!
• Note: M/C segment of test is done and will be passed back tomorrow. Essay segment will be done on Monday…See my website for information related to “THE APPEAL PROCESS.”
• Lexicon: Defined as a list or vocabulary of words belonging to a particular subject, field, or class…ya need a basic ‘political lexicon’ to play da game
• The Appeal process—see www.cfarrow.blogspot.com or I will get you a hardcopy upon request…
• Military Coup
• Fledging Democracies
• Political Power…degrees of legitimacy=degrees of stability
• Power: Three sources= Traditional, Charismatic, Legal/rational
• President Bush: Political Labels= GOP Conservative, NeoCon, Globalist, Hawk, etc…
• Iran=political power stems from a theocracy
• The Middle East=why so important?
• Western democracies versus Islamic theocracies= Is it a clash of civilizations?
• McLaughlin group
• Eleanor Clift; Political labels= Liberal Democrat, Globalist, Dove, Biased journalism, etc…
• McLaughlin: Pat Buchanan= Old school Conservative Republican, isolationist, America first, hawk, not a NEO-Con
• McLaughlin: Tony Blankley= NeoConservative, Globalist, hawk, biased journalism, GOP
• McLaughlin: John McLaughlin: GOP Moderate, Globalist, Old School journalist
• The Political Spectrum
• Far Right…………………………Far Left
• We are all somewhere close to the middle…GOPs are right of center while DEMs are left of center
• Political Ideology…the way one thinks the system should work and/or really works.
• Retired General Colin Powell & Senator John McCain
• Condi Rice--Current Secretary of State
• Taliban in Afghanistan…rule of terror by clerics, financed by Heroin
• Jeffersonian Democracy
• Geneva Convention
• “Enemy Combatants” v. POWs
• Tribalism
• “Alternative methods of interrogation.”
• Constitutional Democracy
• Autocracy, oligopolies, monopolies...
• 16 Habits of highly successful people: Ideals to aim for...
• Capital Hill
• Iraq=Insurgency versus Civil War
• Iraq= Sunnis versus Shiites
• Iraq= Sunnis are the minority, but some thrived or prospered under Saddam
• Iraq= Kurds in the North. Seek an independence in the future...
• Core American Political values: Liberty, Equality, Government by the people, Justice, Rule of Law, Political Power stems from legal/rational [power is not in the person, but in the Office or Title]
• Donald Rumsfeld
• Al Qaeda
• Islamic fundamentalists
• Islamic moderates

Sociology
Today in class—as Part I of Test 1 in Sociology:
Using the book as your guide or as a resource: Write out your answers to my questions below on the paper provided to you…
1. Explain why tattooing could be a topic of sociological research [hint: in your answer define sociology]: Worth up to 5 points
2. Think about and apply the three Major Theoretical Perspectives to life at Esko High School. [See pages 13-16: Namely: the Functionalist Perspective, the Conflict Perspective, and the Interactionist Perspective]. Worth 4 points for each question…Specifically:
a.) Using the Functionalist perspective, what is the “manifest function” of EHS?
b.) Using the Functionalist perspective, what are two examples “latent functions” related to ones experience here at EHS
c.) Using the Functionalist perspective, what would be an example of dysfunction
d.) If one buys into the Conflict perspective, how would one view the interactions of students and teachers, etc at EHS? Give a specific example:
e.) If one buys into the Interactionism perspective, how would one view the interactions of students and teachers, etc at EHS? Give a specific example:

3. Explain using the Functionalist perspective, why over 22% of Americans continue to smoke over 20 cigs a day even though they know that the cigs will eventually kill them? Worth up to 6 points
4. How are sociology and “common sense” similar? How are they different? [worth up to 6 points]
5. Define Anomie…give an example of a current event that could be described as an Anomie [worth up to six points]
6. Define Sociological Imagination [worth up to four points]

Sociology
September 20, 2006
Today in class—as Part I of Test 1 in Sociology :
Using the book as your guide or as a resource: Write out your answers to my questions below on the paper provided to you…

1. Explain why tattooing could be a topic of sociological research [hint: in your answer define sociology]: Worth up to 5 points

2. Think about and apply the three Major Theoretical Perspectives to life at Esko High School. [See pages 13-16: Namely: the Functionalist Perspective, the Conflict Perspective, and the Interactionist Perspective]. Worth 4 points for each question…Specifically:
a.) Using the Functionalist perspective, what is the “manifest function” of EHS?
b.) Using the Functionalist perspective, what are two examples “latent functions” related to ones experience here at EHS
c.) Using the Functionalist perspective, what would be an example of dysfunction
d.) If one buys into the Conflict perspective, how would one view the interactions of students and teachers, etc at EHS? Give a specific example:
e.) If one buys into the Interactionism perspective, how would one view the interactions of students and teachers, etc at EHS? Give a specific example:

3. Explain using the Functionalist perspective, why over 22% of Americans continue to smoke over 20 cigs a day even though they know that the cigs will eventually kill them? Worth up to 6 points
4. How are sociology and “common sense” similar? How are they different? [worth up to 6 points]
5. Define Anomie…give an example of a current event that could be described as an Anomie [worth up to six points]
6. Define Sociological Imagination [worth up to four points]

September 20, 2006
I will try and get these tests corrected and returned to you by Friday. Upon returning the tests to you, we will spend at least one class period going over the exam and discussing any questions or concerns that you may have about the test. This is important because I always include at least five previous questions on the next test. And of course, one needs to understand these basic concepts to go further and to continue to build upon ones knowledge base...
Note: THE APPEAL PROCESS…As stated in class; in my courses you are afforded the opportunity to “appeal” your grade related to your test scores. In practice, what this means is that you can submit to me in writing [needs to be typed, doubled spaced, two pages maximum length] a justification and/or rationale for why the score you received on a particular test “does not reflect” the level of knowledge or understanding that you possess related to the content material. Typically an appeal involves three parts. In part one, the student submits an overarching rationale or justification for why he/she did relatively poorly on the exam. Think of part one as a kind of INTRODUCTION. In part two, the student submits a demonstrative written work that builds upon the main themes that the test was designed to assess. For example; the first chapter of our American Government text is all about our basic principals or core values that go into or help define our American democractic political process. Also in part two, one may submit an analysis of his or her test in an attempt to explain why the score does not reflect ones knowledge of the content. Part three involves the student submitting what he or she feels is an appropriate grade. For example: Lets say you earned a "D" on the test. In the conclusion of your appeal, you must ask me to do something...like to change your "D" to a "C." Requests should be reasonable. For example, if you get an F on the test, it would be unreasonable to ask for an A or even a B. You must submit the appeal to me within seven days of receiving the corrected test. So, if I get the test back to you on Friday. You need to get an appeal to me by the following Friday. I have the right or power to grant the appeal or I can "veto" the appeal, or I can submit a compromise. If you do not agree with my decision, you can submit one more appeal. But I am fair, at least I think I am fair!!!

September 20, 2006
American Government
QOD: “A life not tested is a life not worth living”
A paraphrase of a quote by A. Lincoln
I used this quote to get the students fired up for the test.

TPNS: Thailand’s military coup leaders will choose a new prime minister.
Yesterday they took over while the Prime Minister was in NYC.
Many fledging Democracies are currently unstable? Question of Political Power, Authority (Legitimacy), & Stability. I discussed with the students what should the USA's role be in dealing with the spread and defense of demoncracy in other countries. Interesting and compelling stuff. I love my job!!! This is a most fascinating time to be alive.


Test today!!!!!

Tuesday, September 19th, 2006

Big Test Tommorrow for American Government! I should be in my classroom by 7:30 or so...please come by if you have any concerns or questions or even if you just want to review or study for the test...There are Five Essay questions for the College-credit course. Two stems from QODs and Three are based on Top Political News Stories and as they relate to concepts within Chapter One...I wrote the majority of the test...and it is very well done, if I do say so myself...

Big Test in Sociology on Thursday

September 19, 2006
American Government
QOD: “All men (and women) by nature desire knowledge.” Aristotle

TPNS: President Bush and the Iranian President will face off at a distance over Middle East, the spread of democracy, and nukes when both give speeches today at the U.N. in NYC. I pointed out the obvious clash of civilizations, the differences between a democracy [aspects of separation between church and state] and a theocractic system, where the religious clerics hold political power.

Multiple choice test tomorrow with two or four essay questions.

Sociology: Yesterday [Monday 9/18] In-class review of the fundamentals of Chapter One...Review continues today with the test on chapter one being administered on Thursday.

September 18: Monday
American Government--

McLaughlin Group: Today's focus was on two major topics: Issue 1. Heated debate over the treatment of captured terrorists. McCain, Powell, and other powerful GOP Senators disagree with the Bush Administration over the extent and intent of the Geneva Convention. Bush wants Congress to "clarify" what the rules in the Geneva Convention mean in terms of the CIAs ability to use coercion (i.e. torture)in obtaining information from captured terrorists. Powell, et. al. worry that such a "clarification" could endanger our own troops. In class, I explained the semantics (and implications) of P.O.W. versus "enemy combatant." On McLaughlin, the discussion expanded into essentially a shouting match between the liberals and the conservatives. With Buchanan and Blankley arguing that we are in a different world now, a more dangerous and amoral world. That the Geneva code is outdated, and that it did not anticipate the "suicide bomber" etc... They also argued that this clarification sought by The President would not at all impact the uniformed soldier. E. Clift and the woman from the Financial Times [from London] argued that we are a democracy and that we do not engage in torture no matter the circumstances. That we went into Iraq to save the Iraqi people from a man that was known to torture his people. That we are seen in the world view as hypocrits and that we are losing the moral high ground. McLaughlin commented that we have already lost the moral high ground and that this new "clarification" will only fan the fires of middle eastern fanaticism and terrorism...compelling, but scarey stuff!!!! Several students offered insightful and interesting insights...We also discussed the politics of this issue. Noting that McCain has designs on the Presidency [and maybe Colin Powell also wants to play in the presidential game]. With the elections coming up in November, perhaps the Whitehouse wants to have this public debate now as it may shore up its conservative base. Conservatives, sterotypically value security over widespread freedoms. The notions goes something like this: "We spend more time worrying about protecting the individual rights of the captured terrorists than we do about protecting our borders." The liberal view in contrast believes that it is better to give up absolute security in favor of a more open and free society. of course in the real world, we have to compromise and adjust to what the world throws at us...
Issue 2. The re-emergence of the Taliban in Afghanistan. Apparently the Taliban is still in power in some areas of Afghanistan. In my view, they are a gruesome bunch of thugs they belong back in the days of barbarians, huns, etc...In any event, they are back causing terror in this highly unstable region. We now have a military presence of about 20,000 troops in Afghanistan. The panel were all in agreement that the potential exists for an ever widening problem with the Taliban having the potential for taking back control of the capital city and beyond. The Taliban profits from the sale of opium. Afghanistan is responsible for over 90% of all the heroin in the world market. McLaughlin: "This is a real mess." I agree with him. Tribalism, a culture of violence, coupled with warlords and heroin...not exactly a recipe for Jeffersonian Democracy in my view...

NOTE: TEST on Chapter 1 on Wednesday

This picture was taken as I entered the second half of the Fat Tire Festival Mountain Bike race on Saturday...I felt great and I was "flying". At the halfway point, I was in 25th position. I ended up in 42th place, which is my second best finish ever in this huge race. Get a bike and ride it....itz a blast!!!!

September 15, 2006
QOD: “The world is beginning to doubt the moral basis of our fight against terrorism.” Colin Powell 9/14/06

TPNS: Senate panel rejects Bush anti-terrorism plan. Retired General Colin Powell, [Former Bush Secretary of State and the former Joint Chief of Staff, etc…], in a letter to John McCain, blasts the President’s proposal for interrogations…fundamental questions of individual rights and the scope of the Geneva Convention.

Here is a picture of my little girl, Sophie. She is the most important person in my life and the most important job that I will ever have is making sure that she is loved and educated to the extent that she is able to reach her full potential. A dream of mine is that, say ten years from now, she will ask me: "Hey Dad, What was War?...Why did people back in the day, kill each other? What were people thinking?"

American Government: Finished the "canned powerpoint" on Chapter One. For Friday, I have reserved the computer lab so the students can check out the online learning tools that are available to them related to the subject matter.

Sociology: Thursday, September 14: Due to scheduling conflicts, rather than Friday, this group was afforded the opportunity to use the computer lab today to expose themselves to the learning tools/strategies online with Glencoe...

September 14, 2006
QOD: “Liberty cannot be preserved without a general knowledge among the people.” Thomas Jefferson. I used the quote to comment on this notion of "Jeffersonian Democracy" whereby the rationale for public funding of "public schools" stems from the idea that one does not want to give over political power to a mob of idiots that have had no exposure to [or understanding of or instruction in] the basic principals that form our unique brand of "constitutional" "representative" democracy. Also, our system and interpretation of the rules that govern our systems are always in a constant state of change [progression or digression, depending on ones perspective] I also commented on the fact that this notion of jeffersonian democracy is sorely lacking in Iraq...the exportation of our political system to a foreign nation that has been ravaged by dictators for decades is a daunting task.

TPNS: Bush to go to “Capital Hill” to rally GOP. Used this top new stories to give a quick lesson on the basic structure of the US Constitution.

September 13, 2006American Government: Note--Test on Chapter One on next Wednesday, September 20th
Sociology: 1)Four "Habits" of highly successful people introduced and discussed. 2) Class assignment related to this notion of "sociological imagination" (or sociological empathy). The assignment essentially involves thinking about three perspectives of a specific personal problem. a.) Describe a problematic circumstance that involves you personally. Like a problem you had with a teacher, coach, boss, etc. b.) Describe the same problem from the perspective of the 'enemy.' c.) Describe the situation from a sociological perspective...
Due tomorrow.
Note: Test on Chapter One on Tuesday of next week!!!!

September 13, 2006
QOD: “look at a soldier’s eyes and you can tell how much war he has seen.” Bill Mauldin (War Correspondent) Discussion involved themes related to the horror of war.

TPNS: Police & US troops discover 65 bodies in or near Baghdad. Nearly all had been tortured. Note: Link this continuing horror to contextual notion of societal and/or political authority and/or legitimacy in terms of POWER…Legitimacy is key to a stable government. Usually for those committed to acts of Terrorism, the main aim is to destabilize through fear and violence [usually random wanton violence]...the idea being to disrupt a society's daily patterns or lifestyles. A major roadblock to building a stable democracy in Iraq involves lack of legitimacy and lack of authority by the current political leadership.
“GOP” “moderate” Chaffee wins R.I. primary. Note:[what do this “Labels” Mean?]
Pope invites dialogue with Muslim Leadership. Note: Role of religion in world affairs…

American Government: Finished up power point on Chapter One. Signed up for use of the Computer Lab for Friday. Use the lab to allow opportunity for students to use text website for practice quiz, etc…

Expect Multiple Choice Exam on Chapter One next Wednesday...

September 13, 2006

Three days until the FAT TIRE FESTIVAL (the largest mountain bike race in the country!)...

American Government: Yesterday's session involved a powerpoint on the "American Political Culture." Students were asked to write out the Pledge of Allegiance and then as a group we worked through what the words meant both literally and "implied" meanings. It was a good introduction to this notion of Core American Values and how they have influenced our political structure. Key terms covered yesterday: Democracy, "And to the Republic for which it stands" [Republic defined as a form of democracy in which the people are represented by elected officials], diversity, equality, individualism, liberty, pluralism, social contract v. social compact, unity.

Several outstanding questions and comments. These questions/comments are greatly appreciated and beneficial as they act as a platform from which a class dialogue can spontaneously develop. This happened fourth hour when a very bright young woman commented on aspect of social inequality. A productive conversation ensured about the purpose of welfare in this country...very compelling and interesting...Test early next week on Chapter One

Sociology: Working through the key themes in Chapter One...test early next week on Chapter One

September 12, 2006

Tommorrow: Hit on the big themes contained within the first chapter. An examination of CORE AMERICAN POLITICAL VALUES OR IDEALS...This is a well written, well balanced chapter. A very smart student yesterday pointed out to me several instances in the chapter that certainly could be construed as perhaps somewhat biased to the right, but overall I would say that it is a well balanced fair assessment of the values that define and/or form the foundations of our unique democracy...more later...view in on the President's speech tonight!!!!

September 11, 2006
Q.O.D.
“The terrorist and the soldier both come from the same basket. Revolution by fear, peace through strength- counter moves in the same deadly game.” – Joseph Conrad “Heart of Darkness”
T.P.N.S.
5 years ago this morning 9/11/01…a collective experience that may well extend beyond Pearl Harbor, the end of WWII, and the death of JFK in terms of its impact on the American Experience…Today: commentary and debate including questions about the Iraqi war and the broader War on Terror…Are we safer now that prior to 9/11/01? Current polls indicate that 55% of Americans think that we indeed are safer…
President gives speech tonight, Watch it…

American Government: Start working your way through Chapter 1 in the text. Today: Using the template that I developed for you: View, Think about, and Record comments pertaining to this week’s McLaughlin Report. Issue #1: 9/11+5 years… Are we safer? All the panelists agree that some credit is due the Bush Administration given the fact that we have been without a terrorist attack for five years. Liberals maintain that we have alienated ourselves from much of the rest world in the last five years, that we have lost our "moral authority", and that we have created more terrorists or the potential for terrorism with the invasion of Iraq. Conservatives counter with the fact that we have not been attacked and that we have greatly diminished al Qaeda's capacity to plan and carry out acts of terror. They also point to the democratically elected current political leadership in Iraq. Issue #2: Should Rumsfeld resign? Is Rumsfeld to blame for the current state of affairs in Iraq? Both sides agree that the War in Iraq is not going as well as was expected. President Bush may address this important issue in tonight's speech. Issue #3: Little has gotten done so far in Congress. Congress is very well balanced in terms of party affiliation with the GOP enjoying a slight majority in both houses. Parity usually manifests itself in gridlock. The only bill they could agree upon in the House Of Representatives involves saving 90,000 wild horses from being slaughtered and exported for foreign demand, mostly in Japan and France. All agreed that it was a good bill, but the point was that little else has been done in Congress. Issue #4: More revelations about the complex “CIA LEAK” case…In my view, it’s a non-issue. Look up the word HUBRIS as it is used often on this show. Issue #5: Short blimp on using finger prints to buy school lunches. What are the political/legal implications?

Noteworthy predictions: E. Clift maintains that due to violations in Constitutional guidelines, the Federal government will be forced to send back some of the biggest captures of the War on Terror to their respective countries. J. McLaughlin predicts that Rumsfeld will resign in February.

Important: Turn in the McLaughlin Templates on Tuesday for up to 10 points.
Read the CHAPTER...

Confused? Go to McLaughlin's website...google "McLaughlin Group" or ask questions in class tommorrow! Inquiring minds want to know...

Sociology: In-class assignment involving affording the students the opportunity to think about the sociology aspects of 9/11/01 from one of the three sociological theories. Namely, Functionalism, Interactionism, and Conflict theory. Students need to start working through chapter one in the new texts. Good questions and comments today by several of the students...

Check out this cool website sometime. It is affiliated with my mountain bike racing team, Team SKI HUT
www.teamskihut.com

Friday, September 8, 2006

American Government: I good start to the YEAR...The classes seem motivated. Monday, we collectively view our first McLaughlin Group together.

September 8, 2006
Sociology: Discussed three theories associated with this notion of Sociological Imagination [or social "empathy"]. Namely, Functionalism, Conflict Theory, and Interactionsim...I tried to get the students to think about looking at sociological phenomena from different frame of references or perspectives. I asked the group to observe the day's scheduled Pep-Fest using one of the three theories. Chapter 1 of the text has been assigned. Next week: The nuts and bolts of Chapter One...

September 8, 2006
Q.O.D.
“The answer to the “runaway Presidency” is not the “messenger-boy” Presidency. Democracy must discover a middle ground between making the President a czar and making him a puppet to Congress.”- Arthur Schlesinger
T.P.N.S. Senate to publish pre-war Iraq report.
Handed out the new texts and went through and examined it as a group.

Sociology: Productive session, even though it was over 90 degrees in the classroom, but the majority of the students were focused...I have a good feeling about this group! The topic was mainly about what is meant by "Sociological Imagination." more later.......

September 7, 2006
American Government Courses:
Q.O.D.
"Laws are sand, customs are rock. Laws can be evaded and punishment escaped, but an open transgression of a custom brings sure punishment." – Mark Twain
Use this quote to discuss issues related to Constitutional Law

T.P.N.S.: Bush calls CIA "secret prisons" in several European nations vital tool in the War on Terror.
Used the CIA prison issue to discuss the consitutional process and the limits of the executive branch. Also, this revelation by President Bush put several European leaders in a difficult position. The reason being that on several occasions these leaders have denied the existence of these prisons...

Finished up the syllabus powerpoint and then afforded the students in groups of their own choosing, the opportunity to briefly analyze a relevant group, club, class, or team in terms of the five sociological forces with an emphasis on the POWER component...students will share their work on Friday. Also handout texts on Friday. In a couple of the classes I spent some time explaining Merton's Theory of Structual Strain...I have a good feeling about this Senior Class!

Wednesday, September 6th...Sociology

Using a powerpoint slide show, I attempted to set the stage for students to begin working through the first chapter of the new text. Key ideas submitted include: Sociology is a essentially the study of group dynamics, social behaviors, etc...Also, there are many subsets or subcategories to Sociology. I used examples stemming from criminology, public policy, public health, public education, the "mob mentality" [this weird notion of strength in numbers...i.e. the 1986 Everest Disaster, the 1920 Duluth Lynchings, etc].

When reading the chapter, students should play close attention to this idea of "sociological imagination." I tend to think of this concept as a kind of empathy. I think to be able to engage in sociological imagination one needs to think BIG...to go beyond ones own "so called life" and to instead take a kind of "bird's eye view" of a particular societal phenom...more tomorrow, but get going on reading this stuff!!! And use the website as well...

Wednesday, September 6th: 7th hour Sociology Course...

1. Handed out brand new text books
2. Assigned chapter 1 reading assignmnet
3. Introduced the supplementary website...full of great complementary educational info.

Wednesday, September 6th: Today's lesson focused on building a compelling case or a rationale for taking this course seriously. An attempt was made to convince my students of the inherent necessity for understanding both macro and micro political system. Whenever and wherever a group of people meet there exists a complex interplay of five essential or basic sociological factors (or forces or variables), namely: power, culture, structure, social action, and functional integration. Rightly, power is often singled out in terms of the study of politics and governments, but power does operate or even exist in a vacuum. Power is almost always a function of culture, structures, social acions, and degrees of functional [or dysfunctional] integration. I took time to explain each of these factors using examples that hopefully were relevant and interesting. Several kids asked good thought-provoking questions. Tomorrow, I make the case for asking lots of questions. On Friday, hand out text books...

September 6, 2006
Quote of the Day:
“If angles were to govern men (and women), neither external nor internal controls on government would be necessary.” James Madison

Top Political News Stories:
1. White House submits ‘al-Qaeda has been significantly degraded’ but adds that ‘potent threats loom on the horizon.’
2. Army tries private headhunters to increase new recruits. Note: The trend is towards the privatization of the military. Represents a worthwhile debate…what do you think?

9/05/06
First day with my new group of students!!! I must say that the vibe is positive and that these young adults seem to be relatively interested in at least some of the core political concepts. Today, I went over a powerpoint that I created to introduce the basic structural components of the courses. Several students posed interesting and compelling questions. I tried to really throw them some positive inputs as I am hopeful that the right combinations are in place allow me to make these courses into a kind of public forum as opposed to a typical top-down classroom structure. This semester, I am charged with teaching young people about two very closely alligned topics. Namely, political science and sociology. These subject matters allow students to offer inputs and even life experiences.