Friday, August 31, 2007

Working draft: I pledge that upon entering this room I will to the best of my abilities attempt to both absorb and contribute some relevant aspect of understanding our American political system...

Quote of the Day for the First Day of School:
"My tongue swore, but my mind was still unpledged."
(484 BC - 406 BC), Hippolytus, 428 B.C.


Top Political News Story:


Building a Political Lexicon:

Inquiring minds want to know: Pledge of Allegiance & The Star Spangled Banner--good sagwea to topics from Chapter 1 in the textbook

Note: Great website for APA style-- http://owl.english.purdue.edu/owl/resource/560/01/


Wednesday, August 29, 2007

A day in the life of an Esko Senior American Government Student……..

Below is what you can expect in terms of what a typical week will look like in this course:

On Mondays: Quote of the Day on the board [QOD]; Top political news story on the board [TPNS], a term or two related to Building a Political Lexicon [BAPL] on the board. On 90% of all the Monday’s we will view The McLaughlin Group[1] (30 minutes). Essentially, after students record the QOD, TPNS, and BAPL in their three ringed binders or notebooks, and after I explain these items, and after students ask brilliantly sophisticated, poignant, and knowledgeable questions and offer similar personal commentary about these political topics, I will introduce the themes and define new terms, etc. that are contained within the McLaughlin Group discussion for that week. Every Monday, students are required to complete a McLaughlin Group “Template for Personal Note-taking & Commentary” form. These graded forms are due on Tuesdays at the end of the hour… Note: usually, the topics discussed on McLaughlin relate to the prior week’s major political news stories…

On Tuesdays: Quote of the Day on the board [QOD]; Top political news story on the board [TPNS], a term or two related to Building a Political Lexicon [BAPL] on the board. On Tuesdays, after students record the QOD, TPNS, and BAPL in their three ringed binders or notebooks, and after I explain these items, and after students ask brilliantly sophisticated, poignant, and knowledgeable questions and offer similar commentary about these political topic, Tuesday’s are debriefings where I will attempt to apply and relate relevant themes, terms, concepts, etc discussed by the McLaughlin Group to those currently being covered in the textbook. Tuesday’s are like press conferences where students are greatly encouraged to ask me any and all questions that they may have about what took place on Monday’s McLaughlin Group…

On Wednesdays & Thursdays: Quote of the Day on the board [QOD]; Top political news story on the board [TPNS], a term or two related to Building a Political Lexicon [BAPL]. Remember get into the habit of copying these three items into your notebook or binder each and every day. Wednesdays & Thursdays are the nuts and bolts days where I comment upon the important themes contained within the textbook. I will try to make these “lectures” interesting and stimulating, but I need class participation, discussion, and feedback in order to do so… Also these are the only two days on which I will schedule major exams or due dates for big assignments.

On Fridays
: Quote of the Day on the board [QOD]; Top political news story on the board [TPNS], a term or two related to Building a Political Lexicon [BAPL]. Friday’s are catch-up dayz and will also feature POLITICAL CARTOON FRIDAY and more J
[1] [see handouts—1. bios on the group members and 2. the template].
American Government 2007 Syllabus
Instructor: Mr. C.P. Farrow
cfarrow@esko.k12.mn.us
Website: http://cfarrow.blogspot.com/

In my world, a syllabus essentially is a general roadmap [or a sea? As the case maybe…]
Tools needed for each day:
Ø pen or pencil
Ø 3-ring binder [with dividers and lined paper and/or a notebook]
Ø Notebook [notebooks or three ringed binders will be collected from time to time for assessment]
Course Expectations:
Ø Active listening
Ø Active discussion
Ø Challenging questions and comments
Ø Progressing towards internalizing the 16 Habits of the Mind [see above Blackboard]
Ø Student can read and therefore will read the assigned readings and chapters.
Ø Student will develop a personal political ideology [EPI] to the level that one will be able to demonstrate in academic prose his or her own unique emerging political manifesto to the degree that is grade/age appropriate given the highly progressive, competitive, and complex state of the political world.
Ø At the conclusion of this course, the Student will have come to a sufficient level of understanding related to our modern political lexicon to allow for accurate and rationale political decision making in the tradition of “Jeffersonian democracy.”
Assumptions related to Course Expectations:
Ø According to “the rule of law” seniors in high school are essentially adults. State, local, and federal courts almost always view seventeen year olds as adults and with the arrival of one’s eighteenth birthday; the government considers one to be an adult. Accordingly, I consider my students as adults and therefore as adults it is important that you know that you have “free will” regarding attending this course. An important duty of my job is to record your attendance and if you want to actively learn from and contribute to the class please try and make it to class each and everyday. Yet, also as an adult, if you feel as though you cannot productively contribute to the course or that you have little or zero motivation to attempt to learn about our political system, then please act early and drop the course.
Ø Related to the above “adult assumption” it is important for you to consider carefully the fact that as an adult it is assumed that by you attending this course you have entered into what lawyers refer to as a “Social Contract.” The implication of this social contract being that as a citizen of the USA and the State of Minnesota, the individual can only act on his/her own behalf in terms of enjoying the benefits and protections afforded by the Federal & State Constitutions. These benefits should not be taken lightly and yet they are individual in nature and as such these benefits do not extend beyond the individual. What that means for this course is that while the individual may freely choose to either learn/participate/ etc. or not; he or she may not disrupt the other class members because by doing so he/she is infringing upon others’ rights and benefits. [Note: one of the most crucial rights we have as US/MN citizens is that of a free top-notch education].
Ø Another assumption is that students and teachers learn best in a “collaborative learning environment.” In a collaborative learning environment, teachers and students work as a team to create a learning environment characterized by interdependence and POWER sharing. Essentially I want to create an atmosphere that fosters learning as a major classroom objective—learning for everyone, including myself. I want to make it very clear to all group members that each individual is in charge of his or her learning in this class, but each student is also charged with the responsibility of assisting to develop an overall positive learning environment—this commitment is the essence of collaborative learning.


Grading:
Ø Putting a letter grade to a student’s work in some instances can be a rather tricky endeavor. Usually itz easy to access the top notch A+ work and the pathetic last-minute D work, but all the stuff in-between is inherently subjective. Given the nature of the beast, I will try to be as fair as possible and yet still work within our cultural/structural obsession with grades. I don’t like grades and I have never been motivated to learn by earning a grade…but I know lots of people [including a brother and my wife] that are almost totally motivated by earning grades…so it goes…
Ø The official grade a student receives will be based on the following:
Classroom participationstudents that come to class as team-players ready and eager to positively contribute will be rewarded. Classroom participation, a subjective grade, is worth approximately 20% of ones overall grade.
Exams on the textbook chapters: These are multiple-choice coupled with a few essay-type questions. Four or Five Exams will be scheduled on Wednesdays or Thursdays. Combined they are worth about 40% of ones overall grade.
E.P.I. or Ones Emerging Political Ideology: This takes the form of a big paper in which the student creates his or her own personal political manifesto. This big opportunity is worth about 20% of ones overall grade.
Political Polling Project: With a partner or solo, you are afforded the opportunity to develop a polling project that is designed to measure the publics’ opinion on some political issue of personal interest. This project is worth about 10% of the overall grade.
McLaughlin Report Templates, QOD, BAPL, & TPNS in student’s three ringed binder (or notebook) and other miscellaneous activities like graded forum discussions, etc. combined are worth about 10% of a student’s overall grade.

Sunday, August 26, 2007


McLaughlin Group: A Weekly Tradition for over 25 years J
Justification and rationale

The “group” players represent some of this country’s (and the world’s) biggest names in current political thought. It is a big deal to get on this show. The program has been on the air for over twenty-four years and apart from its four or five “Washington DC Insider” regulars, it also often has a very influential guest that fills the “fifth seat.” I have been watching this show since I was a snotty-nosed kid back in the 1980s…I use to watch it with my dad and he use to say that it was “the best @#$#@$ show on Television!” Then when I went to Gustavus College to study among other things, political science, we were required to watch the show and to then come prepared to discuss its contents in class. Therefore, in this long-standing tradition, we will watch this very important political show on most Mondays during the course. You will be expected to actively view the show and take notes on the major issues discussed. You will also be expected and encouraged to form your own opinions on these important timely political issues and to, of course, ask me any questions you may have about what they are talking (or arguing) about. I will provide a form or template from which you can use to take notes and make personal comments. Place these weekly forms in your three ringed binder and I will from time to time collect them and distribute points based . You will have the opportunity to earn points for keeping these completed forms in your binder.
The regulars are as follows:
John McLaughlin is the creator. From 1981 to 1989, Dr. McLaughlin was Washington editor and columnist for the National Review. His monthly column, "From Washington Straight," provided readers with the inside story on politics and world affairs from the nation's capital. Before his broadcasting career, Dr. McLaughlin served as a speechwriter and special assistant to Presidents Nixon and Ford, and was associate editor of America, a weekly opinion journal. He also taught and lectured throughout the U.S. and abroad. John McLaughlin holds a Ph.D. from Columbia University, and two Master's degrees from Boston College [http://www.mclaughlin.com/]. In my opinion, McLaughlin does good job of remaining comparatively objective in terms of his world/political views. When Clinton was president, I thought he was a conservative…but now with Bush, he seems to be a little “left’ for center…you will need to decide for yourself.
Eleanor Clift is a contributing editor for Newsweek. She regularly reports on the White House, Congress and the diverse personalities who make up the Washington power structure. Clift became Newsweek's White House Correspondent when Jimmy Carter was elected and held the position through Ronald Reagan’s first term. In 1985, she left Newsweek to cover the Reagan administration for the Los Angeles Times. A year later she returned to Newsweek and a new assignment as the magazine’s congressional and political correspondent, a position which she held for six years. After Clinton’s election in 1992, Clift returned to the White House beat for the first two years of the Clinton administration.Clift is also a political analyst for the Fox News Network. She has appeared on many national television shows, including ABC's Nightline and Good Morning America, NBC’s The Today Show, CNN's Crossfire and PBS’s The News Hour with Jim Lehrer. Playing herself - as a member of The McLaughlin Group - Clift has appeared in several films, including Independence Day, Rising Sun, Murder at 1600 Pennsylvania Avenue, and Dave, as well as the CBS series, Murphy Brown [http://www.mclaughlin.com/]. As you will clearly come to understand, Eleanor is a liberal in all aspects. She despises President Bush and will 99% of the time disagree with Pat Buchanan and Tony Blankley. Newsweek is considered to be a “centralist” publication.
For seven years, Tony Blankley served as press secretary to then Speaker of the U.S. House of Representatives, Newt Gingrich. In that role, he not only helped create messages which shook the country, he also helped create policy. Working for the most renowned Speaker in decades, Blankley became one of the leading spokesmen for the Contract with America. Prior to his career on Capitol Hill, Blankley served President Reagan as a speechwriter and senior policy analyst. After leaving Gingrich’s office in February 1997, Blankley joined the staff of John F. Kennedy Jr.’s George magazine. As a contributing editor, Blankley’s monthly column "Between the Lines" featured his inside-the-beltway insights. Blankley also appears regularly on CNN’s Late Edition with Wolf Blitzer, as well as CNBC’s Hardball with Chris Matthews, Rivera Live, The News with Brian Williams and MSNBC. In June 1999, Blankley joined The Washington Times as a weekly political columnist. In June 2002, he was named editorial page editor. His opinions and analysis of political events have been featured on the front pages of The New York Times, USA Today, and other major publications, and he was a syndicated columnist for the Los Angeles Times Syndicate.
Pat Buchanan was an early supporter of Richard Nixon's political comeback, and in 1966 began working as an advisor to Nixon's presidential campaign, primarily as an opposition researcher. After leaving the White House, he returned to his column and began regular appearances as a host and commentator on various television debate programs, including The McLaughlin Group and CNN's Crossfire . Buchanan returned to the White House in 1985, serving until 1987 as White House Communications Director for the Ronald Reagan administration. Buchanan has run for president three times on a platform of economic nationalism, immigration reduction, and social conservatism, including opposition to multiculturalism, abortion, and gay rights. Buchanan refers to himself as a "traditional conservative, "in contrast to today's [http://en.wikipedia.org/wiki/Pat_Buchanan]. Conservative, but does not like Bush.
Mortimer B. Zuckerman is the Chairman and Editor-in-Chief of U.S. News & World Report and is the publisher of the New York Daily News. He is also the founder and Chairman of Boston Properties, Inc. Mr. Zuckerman is a graduate of McGill University, McGill Law School, The Wharton Graduate School of Business and the Harvard Law School. He is a trustee of Memorial Sloan-Kettering, New York University, the Aspen Institute, the Hole in the Wall Gang Fund, Inc. and the Center for Communications. He is also a member of the J.P. Morgan National Advisory Board, the Council on Foreign Relations, the Washington Institute for Near East Studies and the International Institute of Strategic Studies. He is a former Associate Professor of City & Regional Planning at the Harvard Graduate School of Design, a former lecturer of City and Regional Planning at Yale, and a past president of the Board of Trustees of the Dana Farber Cancer Institute in Boston. Hard-core conservative with a world view. Big supporter of Israel.

McLaughlin Group:
A Template for Personal Note-taking
&
Commentary

Name: ____________________ Date: __________________

Issue #1: [Summarize the main focus of the issue]:




What is the liberal perspective from the panel [ie Ms. Cliff and others “left of center”]?




What is the conservative perspective from the panel [ie Blankley and Buchanan]?



What is McLaughlin’s view on this issue?



What do you think? Take a position and explain



Any other perspective? Is the debate balanced? Is there a solution?
Issue #2: [Summarize the main focus of the issue]:




What is the liberal perspective from the panel [ie Ms. Cliff and others “left of center”]?




What is the conservative perspective from the panel [ie Blankley and Buchanan]?





What is McLaughlin’s view on this issue?




What do you think? Take a position and explain:






Any other perspective? Is the debate balanced? Is there a solution


Issue #3: [Summarize the main focus of the issue]:



What is the liberal perspective from the panel [ie Ms. Cliff and others “left of center”]?





What is the conservative perspective from the panel [ie Blankley and Buchanan]?





What is McLaughlin’s view on this issue?






What do you think? Take a position and explain:







Any other perspective? Is the debate balanced? Is there a solution?

Issue #4 [Summarize the main focus of the issue]:






What is the liberal perspective from the panel [ie Ms. Cliff and others “left of center”]?



What is the conservative perspective from the panel [ie Blankley and Buchanan]?






What is McLaughlin’s view on this issue?




What do you think? Take a position and explain:









Any other perspective? Is the debate balanced? Is there a solution?