An American reporter discovered, a year ago, that top US officials did not know the differences between Sunnis and Shi'a Muslims. Such basic knowledge is essential to understanding the dynamics and politics of SW Asia. We will begin our basic understanding of this pervasive religion with an article from World Book.
Sample reading comprehension questions for this material will be posted Tuesday in getting you ready for a quiz on Thursday.
Islam / worldbookonline.com
The symbol of Islam is a crescent and a star
Islam, «ihs LAHM or ihz LAHM», is the name given to the religion preached by the Prophet Muhammad in the A.D. 600's. Islam is an Arabic word that means surrender or submission. God is called Allah (in Arabic, pronounced ah LAH), which means The God. A person who submits to Allah and follows the teachings of Islam is called a Muslim.
Muhammad was born about A.D. 570 in the Arabian city of Mecca. Muslims believe that in about 610, he began to receive revelations from Allah that were transmitted by the angel Gabriel. These revelations took place in the cities of Mecca and Medina over about a 22-year period.
They were assembled in a book called the Qur'an «ku RAHN or ku RAN», sometimes spelled Koran. The Qur'an is the holy book of the Muslims, who believe it contains God's actual words. The Qur'an and the Sunnah «SOON uh», the example of the words and practices of Muhammad, make up the foundation of Islamic law.
Islam is the world's second largest religion behind Christianity. Over 1.3 billion people follow Islam. Today, Muslims live in every country in the world.
Although Islam began in Arabia, more than half of the world's Muslims live in South and Southeast Asia. The countries with the largest Muslim populations are Indonesia, India, Bangladesh, and Pakistan. About one-fourth of all Muslims live in the Middle East. They make up the majority of the population in the European country of Albania and nearly half the population in Bosnia-Herzegovina.
Muslims rank as the second largest religious group in Belgium, France, and Germany. Several million Muslims live in the United States.
The central concept of Islam is tawhid «taw HEED», the oneness of God. For Muslims, there is one God who is the lord of the universe. People owe worship and obedience to God before any other thing. God is one, the creator, the all-knowing. In relations with humanity, God is the lawgiver, judge, and restorer of life after death.
Prophets. According to the Qur'an, God has provided guidance for human beings in the teachings of prophets, who have appeared in many nations throughout history.
In Islam, prophets do not foretell the future. Instead, God selects the prophets to urge people to worship God alone and to teach them to live according to God's commandments. The Qur'an mentions 25 prophets by name. According to tradition, God chose thousands of prophets beginning with Adam, the first prophet in Islam, and ending with Muhammad, the final prophet. The Qur'an teaches that the Prophet Abraham was the first monotheist (believer in one God).
The most important type of prophet in Islam is the rasul «rah SOOL», which means messenger. A rasul is a person to whom God has revealed a book for the guidance of humanity. The messengers of God in Islam include Abraham, Moses, David, Jesus, and Muhammad.
Muslims believe that children are born without sin and that all people can lead themselves to salvation once God has shown them the way. Believers in Islam achieve salvation by following the revealed books of God's messengers. Muslims believe in heaven and hell, where people go after death based on their actions during life.
The Sunnah of Muhammad. In Islam, Muhammad is the final messenger of God, sent to confirm the authentic teachings of previous prophets. God also sent him to correct the alterations that followers of previous religions had introduced into God's original teachings. For Muslims, Muhammad's mission includes all humanity and is not limited to a specific region, group, or community. Therefore, his life serves as a model for all men and women. The example of Muhammad's sayings and acts, the Sunnah, is presented in written collections called the Hadith «hah DEETH».
Muslims do not consider Islam to be a new religion. They believe its teachings contain the same message given to all prophets and messengers since the creation of Adam. Because they confirm all of these teachings as a whole, they do not like to be called Muhammadans.
The Five Pillars of Islam. Every action performed in obedience to God is considered an act of worship in Islam. Most devout Muslims take care in their daily lives to respect their parents and elders, to be kind to animals and human beings, and to do their daily tasks to the best of their ability. The formal acts of worship called the Five Pillars of Islam provide the framework for all aspects of a Muslim's life. The pillars consist of (1) shahadah, (2) prayer, (3) almsgiving, (4) fasting, and (5) pilgrimage.
Shahadah is the first pillar and is considered the basis of all other pillars of the faith. Shahadah «shuh HAHD uh» is an Arabic word that means an act of bearing witness. It consists of two statements: "I bear witness that there is no God but Allah," and "I bear witness that Muhammad is the Messenger of Allah." The first statement declares that there is only one God and that God alone is worthy of worship. The second statement says that Muhammad is God's messenger. For Muslims, the second statement also includes a declaration of belief in Muhammad's interpretation of Islam, as expressed in the Sunnah.
Prayer. Muslims are required to pray five times a day—just before dawn, at midday, in midafternoon, just after sunset, and at night. Prayer, called salat «suh LAHT», is the most important demonstration of a Muslim's devotion to God. Muslims believe that prayer reinforces belief in Islam because it reduces the likelihood of disobeying God by committing sins. A prayer's timing is determined by the movement of the sun. A crier called a muezzin «moo EHZ ihn» makes the call to prayer. If the prayer is performed in a mosque (masjid in Arabic, meaning house of worship), the muezzin traditionally calls worshipers from a tower called a minaret. Before making their prayers, Muslims must wash their hands, their face, parts of their arms and head, and their feet in a ritual manner.
Part 2, geography class Trudeau:
The physical movements of the salat symbolize the believers' submission to God. When praying, Muslims stand facing the holy city of Mecca in Saudi Arabia. Raising their hands to their ears, they say in Arabic "God is greatest." They then recite the opening passage of the Qur'an, known as the Fatihah «FAH tee hah», followed by another verse from the Qur'an. After reciting these verses, they again say "God is greatest" and bow from the waist, praising God. After returning to an upright position, they say "God is greatest" a third time and fall to their knees, touching the floor with their foreheads. In this facedown position, they again praise God. After sitting back on their heels and asking God for forgiveness, worshipers kneel with their faces down one more time and then stand, saying "God is greatest" before each new position.
Each cycle of the prayer is called a raka «RAHK uh», which means bowing in Arabic. One cycle includes the first Qur'an recitation, the bow, kneeling face down twice, sitting, and standing up. After the final cycle, worshipers offer a peace greeting. Depending on the time of day, the salat may have two to four cycles. On Fridays, Muslims gather at midday to pray as a group. Before the prayer, a religious leader called an imam «ih MAHM» recites two short sermons. Typically, men pray at the front of the group and women pray in a separate section behind or beside them.
Almsgiving is required as a way of assisting the poor. The Arabic term for almsgiving is zakat, which means purification. Muslims "purify" their wealth by giving a certain percentage of it to the needy and recognizing that all things ultimately belong to God. Zakat is paid once a year, in the form of a tax. Most zakat donations go to mosques, Islamic centers, or welfare organizations. Some Muslims supplement zakat with a voluntary form of giving called sadaqah «SAH dah kah», which means sincere gift in Arabic.
Fasting. Every Muslim must fast in the month of Ramadan «ram uh DAHN or rahm uh DAHN», the ninth month of the Islamic calendar. The Islamic calendar is lunar, so each month follows the phases of the moon and lasts 29 or 30 days. As a result, Ramadan falls at different seasons of the year. Muslims believe that the first verses of the Qur'an were revealed to Muhammad during Ramadan about A.D. 610.
The Qur'an instructs Muslims to fast from dawn to sunset during Ramadan. While fasting, Muslims do not eat any food, drink any beverages, smoke, or engage in sexual relations during daylight hours. At night, they may eat, drink, and resume other normal activities. Muslims fast to practice spiritual reflection, self-restraint, concern for others, and obedience to God. Alms are normally given to the poor at the end of the fast. Because fasting can be physically demanding, some people are excused. Those excused include the sick, injured, elderly, and pregnant or nursing women. They are supposed to provide food for the poor, or if able, fast at a later time instead. See Ramadan.
Pilgrimage. The Qur'an commands Muslims to make a hajj (pilgrimage) to Mecca at least once in their lifetime if they are physically and financially able to make the journey. The hajj takes place over the first several days of the 12th month of the Islamic calendar.
The rites of the hajj commemorate the trials and sacrifices of the Prophet Abraham, his wife Hagar, and their son the Prophet Ishmael. Muslims believe that Abraham and Ishmael built the Kaaba «KAH buh» as the first house of worship to God. The Kaaba is an empty cube-shaped building in the center of the Great Mosque in Mecca.
The first requirement of the hajj is that men wear two pieces of unsewn white cloth, called the ihram, which means garment of consecration. Women must wear a long white gown and headscarf. While wearing these garments, a pilgrim may not kill any animal or insect, remove any hair from his or her body, or engage in any sexual act. The second requirement is that pilgrims walk around the Kaaba seven times in a counterclockwise direction.
Most pilgrims perform three additional rites, though they are not official parts of the hajj. While walking, many pilgrims attempt to kiss or touch the Black Stone, which Abraham and Ishmael placed in one corner of the Kaaba. Pilgrims may also run seven times along a corridor of the Great Mosque to commemorate Hagar's search for water for her infant son, Ishmael. Finally, pilgrims may take water from a well called Zamzam on the grounds of the Great Mosque.
The third part of the hajj involves standing at Arafat, a plain outside Mecca, on the ninth day of the pilgrimage month. During the afternoon prayer, pilgrims listen to an imam deliver a sermon from the heights of Mount Arafat at the edge of the plain. This act commemorates the final pilgrimage of Muhammad, who delivered his farewell sermon from this site.
To finish the pilgrimage, Muslims next spend the night at Muzdalifah, an encampment near a place called Mina, on the way back to Mecca. The next day, they throw stones at the three pillars where, according to tradition, Ishmael drove away Satan's temptations. Many pilgrims also sacrifice an animal, usually a sheep or goat, at Mina. This action commemorates Abraham's vow to sacrifice his son. The hajj pilgrimage is completed after each pilgrim returns to Mecca and walks around the Kaaba seven more times. See Hajj.
Holidays and celebrations. All Muslims celebrate two major holidays, `Id al-Fitr (the Feast of Fast-Breaking) and `Id al-Ad-ha (the Feast of the Sacrifice). `Id al-Fitr is held on the day following Ramadan and marks the end of the monthlong fast. The feast is a joyous occasion in which families gather for a rich meal and children receive sweets. `Id al-Ad-ha is held on the 10th day of Dhul-Hijja, the month of the hajj. On this day, many Muslims sacrifice an animal, such as a goat or sheep. A small portion of the meat is prepared for family and friends, and the rest is given to the poor.
In some countries, Muslims celebrate the birthday of Muhammad on the 12th day of the third Islamic month. Muslims spend the day praying, reading the Qur'an, and reciting poems and stories written in honor of the Prophet. See Id al-Ad-ha; Id al-Fitr.
Muslims celebrate their New Year at the beginning of the first month of the Islamic calendar. On the 10th day of the month, members of the Shi`ah division hold a celebration called Ashura that marks the massacre in 680 of Husayn ibn Ali, a grandson of Muhammad. Muslims from Iran, Afghanistan, and central Asian countries follow an ancient solar calendar along with the Islamic lunar calendar. They often celebrate another New Year called Nawruz «naw ROOZ» on the first day of spring.
Islam's social structure
The Shari`ah. Islam has two sources of authority. The first is the word of God given in the Qur'an. The second is the Sunnah, the body of traditions that preserves the words and conduct of Muhammad. Muslim scholars use these sources to understand the principles of the Shari`ah «shah REE ah», also spelled Shari`a, an Arabic word that means the way that leads to God. It refers to the divinely revealed and inspired Islamic law that plays a central role in the lives of Muslims throughout the world. Scholars recognize four main sources for interpreting the Shari`ah and applying it to daily life. They are (1) the Qur'an, (2) the Sunnah, (3) extending the reasoning of previous laws to new situations, and (4) the views of Muslim scholars and jurists.
In theory, all Islamic law is divine in origin. In practice, however, most sources of Muslim law are found in the Sunnah rather than the Qur'an, particularly in the part of the Hadith that reflects Muhammad's interpretation of the Qur'an's rulings. The practice of deriving present-day laws from the sources of the Shari`ah is called fiqh «fihk». There are several schools of fiqh, each named after the founder of a method of interpretation. Although most Muslims agree about the major points of Islam, differences do exist, based on the opinions of the different schools of fiqh. See Shari`ah.
Ethics and morals. Actions in Islamic law are judged on five values: (1) obligatory (required), (2) recommended, (3) neutral, (4) disapproved, and (5) forbidden. Most religious duties, such as the Five Pillars, are obligatory. Anyone who fails to perform them may be punished by God or the Islamic state. For example, in many Muslim countries, refusal to fast during Ramadan may result in fines or imprisonment. In some Muslim countries, special organizations ensure that people make their five daily prayers at the proper time and follow accepted standards of dress and behavior.
Most actions in Islamic law are not obligatory. People who fail to perform acts that are recommended or neutral are seldom punished. Most acts that are clearly forbidden are mentioned in the Qur'an. They include adultery, gambling, cheating, consuming pork or alcoholic beverages, and lending money at interest. The Qur'an details severe punishments for such crimes as murder, theft, and adultery. Crimes are punished harshly because they violate not only the rights of the victim, but also the commands of God. The Qur'an seeks to lessen the severity of these punishments, however, by urging Muslims to practice mercy and not yield to revenge.
Islamic virtues. Islam teaches respect for parents, protection for orphans and widows, and charity to the poor. It also teaches the virtues of faith in God, kindness, honesty, hard work, honor, courage, cleanliness, and generosity. Heads of families must treat household members kindly and fairly. A wife has rights against her husband and may sue for divorce in cases of physical abuse, lack of financial support, or the inability to produce a child. Islam also teaches that a person must not refuse requests for help, even if they seem unnecessary.
Divisions of Islam. There are three historic divisions in Islam. The great majority of Muslims belong to the Sunni «SOON ee» division. Sunni Muslims call themselves by this name because they claim to follow the Sunnah of Muhammad. They follow a traditional and widely held interpretation of Islam.
Most of the conservative Muslims that Westerners call fundamentalists are Sunnis. Like fundamentalists of other religions, these Muslims follow a strict approach to religion. They reject modern and popular interpretations of Islamic law, which they view as too permissive. They insist instead on precise adherence to the Qur'an and Hadith, as they interpret those writings. Many Muslims dislike the name fundamentalists, however. See Sunnis.
The next largest division is the Shi`ah «SHEE ah», whose members are called Shiites. Shiite Muslims honor Ali ibn Abi Talib, a cousin and son-in-law of Muhammad, and Ali's descendants, whom they believe should be the leaders of the Muslim community. Shi`ah comes from the Arabic phrase shi`at Ali, meaning supporters of Ali.
The largest group of Shiites are the Imami «ee MAHM ee» Shi`ah. They are also known as the Ithna Ashari, or Twelvers. They see authority as residing in 12 imams, starting with Ali, who was born in about 600. The 12th and last imam, Muhammad ibn al-Hasan (also called Muhammad al-Mahdi), was born in about 868. They believe this last imam is still alive, in a miraculous state of concealment from human view. He will return at the end of time to restore justice on earth. A small group of Shiites, known as the Isma`ili «ihs may EE lee» Shi`ah, broke away from the Imamis in the 700's. One group of Isma`ilis, known as the Nizaris, still follow an imam called Aga Khan IV, who lives in France. See Shiites.
Today, the Kharijites make up the smallest division of Islam. Their name is based on an Arabic word that means secessionists. They received this name because they were former followers of Ali who broke away in 657. Kharijites are strict Muslims whose beliefs are based on precise adherence to the teachings of the Qur'an and Sunnah as their community interprets them. They are most noteworthy for their belief in equality under God. In the first centuries of their existence, they elected their leaders and proclaimed that the best Muslim should lead his fellow believers, even if he was a slave. In some Kharijite communities in Algeria, female scholars and religious leaders serve the needs of women while male scholars and religious leaders serve the needs of men.
Sunday, September 02, 2007
Friday, August 31, 2007
Topics for PhotoStory project as pursued in the library
The nations of what we call the Middle East are the principal topics of the first multi-media project in social studies class.
1. Iran
2. Iraq
3. Saudi Arabia
4. Israel (Palestine)
5. Lebanon
6. Syria
7. Turkey
8. Kuwait
9. Bahrain
10. Qatar
11. United Arab Emirates
12. Oman
13. Yemen
14. Jordan
15. Egypt
16. Holy cities of Mecca & Medina
17. Cairo
18. Baghdad
19. Tehran
20. Silk Road
1. Iran
2. Iraq
3. Saudi Arabia
4. Israel (Palestine)
5. Lebanon
6. Syria
7. Turkey
8. Kuwait
9. Bahrain
10. Qatar
11. United Arab Emirates
12. Oman
13. Yemen
14. Jordan
15. Egypt
16. Holy cities of Mecca & Medina
17. Cairo
18. Baghdad
19. Tehran
20. Silk Road
Topics for geo class presentations on Southwest Asia
Mesopotamia, land between the rivers
Sumeria, man's earliest beginnings
Tigris and Euphrates and Persian Gulf
Arabia, the mysterious peninsula
Mediterranean and Red Sea
Dhow and the Arab traders
Jewels of Persia
Biblical lands of Palestine
Sumeria, man's earliest beginnings
Tigris and Euphrates and Persian Gulf
Arabia, the mysterious peninsula
Mediterranean and Red Sea
Dhow and the Arab traders
Jewels of Persia
Biblical lands of Palestine
Thursday, August 30, 2007
Teach your parent(s) a lesson in the Mississippi valley / independent credit
Now that you've learned the states and about the engineering and the trade of this mondo valley, teach your parent a lesson in the Mississippi material.
Pretend to be Mr T. Make them use the atlas!
For independent credit, write an essay on the teaching experience. Include your parents' reactions and performance as well as how you felt communicating the material.
Pretend to be Mr T. Make them use the atlas!
For independent credit, write an essay on the teaching experience. Include your parents' reactions and performance as well as how you felt communicating the material.
Afghanistan: formerly home to the Taliban and al Qaeda
The mountainous, impoverished nation of Afghanistan remains a problem for the US. We used bombs and soldiers to get rid of the Taliban, the radical Muslim leadership group. The radical terrorist group called al Qaeda used this nation as HQ for training.
Subsequently we have tried to rebuild the nation. We have not been terrifically successful. Today, there are reports that the Taliban are again becoming a factor in Afghan life.
Subsequently we have tried to rebuild the nation. We have not been terrifically successful. Today, there are reports that the Taliban are again becoming a factor in Afghan life.
Saddam Hussein and Osama bin Laden; which is which?
Saddam and Osama.
Which one was a Saudi? Which one was a general? Which one lived in Afghanistan? Which one has enormous wealth?
Briefly,
Saddam Hussein
- murderous military dictator of Iraq.
- kept the peace between the Sunnis and Shiites in Iraq.
- tried and executed by the Iraqis for mass murder.
- threatened the US by refusing to allow weapons inspections.
- began his conflict with the US and other nations in 1991 by taking over the tiny but oil-rich nation of Kuwait.
Osama bin Laden
- born to wealthy family in Saudi Arabia.
- became a strict, conservative Muslim.
- fought in with the Afghanis against the invading Russians (then the Soviet Union).
- helped build the radical organization called al Qaeda.
- al Qaeda trained anti-Western terrorists in Afghanistan.
- the US believes the 9/11 plan was initiated by Osama.
Which one was a Saudi? Which one was a general? Which one lived in Afghanistan? Which one has enormous wealth?
Briefly,
Saddam Hussein
- murderous military dictator of Iraq.
- kept the peace between the Sunnis and Shiites in Iraq.
- tried and executed by the Iraqis for mass murder.
- threatened the US by refusing to allow weapons inspections.
- began his conflict with the US and other nations in 1991 by taking over the tiny but oil-rich nation of Kuwait.
Osama bin Laden
- born to wealthy family in Saudi Arabia.
- became a strict, conservative Muslim.
- fought in with the Afghanis against the invading Russians (then the Soviet Union).
- helped build the radical organization called al Qaeda.
- al Qaeda trained anti-Western terrorists in Afghanistan.
- the US believes the 9/11 plan was initiated by Osama.
Wednesday, August 29, 2007
Wheat: basic foodstuff of mankind / domesticated in SW Asia
Today I passed out bits of wheat flat bread, one of mankind's oldest snacks. It was, in effect, Biblical bread.
It is symbolic of our study of the Middle East.
When was wheat domesticated? That means when was it cultivated and harvested as opposed to simply gathered from the wild?
What was it about the domesticatrion of wheat that led to the rise of cities and laws?
It is symbolic of our study of the Middle East.
When was wheat domesticated? That means when was it cultivated and harvested as opposed to simply gathered from the wild?
What was it about the domesticatrion of wheat that led to the rise of cities and laws?
How cajuns differ from New Orleanians - in the stereotypes
While oversimplifications can be tricky, I feel comfortable with stating these as differences between the history of the Cajun and the New Orleanian.
Cajuns went from France to Nova Scotia (Acadia) to Louisiana.
Frenchmen arrived in New Orleans before the Acadians came to La.
There were arguably more Spanish and more African peoples in NO.
Cajun dancing (circle dance) and cooking (boudin) was simple. It was what we call folk art.
NO dancing (quadrille) and cooking (etouffee) were more complex.
Mardi Gras in New Orleans was like that of Paris. The Cajuns celebrated as country people, the courrir de Mardi Gras.
Cajuns went from France to Nova Scotia (Acadia) to Louisiana.
Frenchmen arrived in New Orleans before the Acadians came to La.
There were arguably more Spanish and more African peoples in NO.
Cajun dancing (circle dance) and cooking (boudin) was simple. It was what we call folk art.
NO dancing (quadrille) and cooking (etouffee) were more complex.
Mardi Gras in New Orleans was like that of Paris. The Cajuns celebrated as country people, the courrir de Mardi Gras.
From Canada to the Gulf: the Miss. valley
Among the early European travelers of the Mississippi valley were the French traders known as courieurs de bois, "runners of the wood."
They were living among the indigenous peoples, or the natives. In a word, they lived with the Indians. Many of these French explorer / traders married aborigine, or indigenous, women.
The aboriginal people of North La were the Caddo. Today the remaining Caddo mostly live in Oklahoma.
My French-Canadian family came from the area around Quebec. Some of the Trudeaus went down the St lawrence River and connected with the Miss valley. They found their way to Natchitoches and New Orleans. My particular branch went as far as Massachusetts.
The study of family history? Genealogy.
They were living among the indigenous peoples, or the natives. In a word, they lived with the Indians. Many of these French explorer / traders married aborigine, or indigenous, women.
The aboriginal people of North La were the Caddo. Today the remaining Caddo mostly live in Oklahoma.
My French-Canadian family came from the area around Quebec. Some of the Trudeaus went down the St lawrence River and connected with the Miss valley. They found their way to Natchitoches and New Orleans. My particular branch went as far as Massachusetts.
The study of family history? Genealogy.
Tuesday, August 28, 2007
Independent writing: watch Nova, PBS, on Tues, Aug 28, on Katrina
Finding the Way Home: Two Years After Katrina by Brenda Ann Kenneally
Originally uploaded by MediaStorm
It is followed at 8 by Surviving the Storm, about the efforts of medical personnel at Ochsner Hospital in New Orleans during Hurricane Katrina.
Independent, bonus credit: Write an essay comparing what we learned from the John Barry essay, "Pittsburgh cabbie," with what you hear on "Surviving the Storm."
Tuesday: Tiw, or Tyr, the God of War
We're gradually researching the background of the names of the days of the week.
The name comes from Middle English Twisday, from Old English Tiwes dæg, named after the Nordic god Tyr, who was the equivalent of the Roman war god Mars, says wikipedia.
Thus we see a similarity between Tues and Thurs, Thor's Day.
And a contrast with Friday, yes?
The name comes from Middle English Twisday, from Old English Tiwes dæg, named after the Nordic god Tyr, who was the equivalent of the Roman war god Mars, says wikipedia.
Thus we see a similarity between Tues and Thurs, Thor's Day.
And a contrast with Friday, yes?
Martin Luther and Henry VIII: leaders of the Protestant reformation
Is your family associated with a Protestant denomination? Most likely, yes. In North La the average person is Protestant in background.
Protestant is a category of Christian denominations based on the word "protest."
Martin Luther was a German monk, priest, professor, theologian, and church reformer. His teachings inspired the Reformation, and influenced the doctrines and culture of the Lutheran and Protestant traditions, and the course of Western civilization. His protest was against several forms of corruption in the Catholic church.
Henry VIII, the English king who disagreed with the Catholic Church over the issue of divorce, was also a Protestant. Henry established the Church of England, a Christian church like the Catholic church except in the policy on divorce.
Today the principal Protestant groups include:
Methodist
Baptist
Church of God
Lutheran (Martin Luther-based)
Episcopalian
Presbyterian
Protestant is a category of Christian denominations based on the word "protest."
Martin Luther was a German monk, priest, professor, theologian, and church reformer. His teachings inspired the Reformation, and influenced the doctrines and culture of the Lutheran and Protestant traditions, and the course of Western civilization. His protest was against several forms of corruption in the Catholic church.
Henry VIII, the English king who disagreed with the Catholic Church over the issue of divorce, was also a Protestant. Henry established the Church of England, a Christian church like the Catholic church except in the policy on divorce.
Today the principal Protestant groups include:
Methodist
Baptist
Church of God
Lutheran (Martin Luther-based)
Episcopalian
Presbyterian
Monday, August 27, 2007
Independent work: visit Meadows Museum, Centenary College and write about what you learn
Meadows Museum currently has an exhibit of Katrina-related photos and art of New Orleans. It makes a great resource center for geo class.
Go see it, explore the museum and write about it for independent credit.
While you're there, visit the Centenary campus. It is an attractive area and may be part of your future.
* Haynes Exercise center
* The shell, or Greek theater
* Student center
* Crumbly Gardens
Go see it, explore the museum and write about it for independent credit.
While you're there, visit the Centenary campus. It is an attractive area and may be part of your future.
* Haynes Exercise center
* The shell, or Greek theater
* Student center
* Crumbly Gardens
Minneapolis to New Orleans: memorize the map of 10 Mississippi valley states for a quiz Thursday
Last week's test was on reading comprehension and composition. This week the quiz will call upon memorization. Students will pracice this map each day in class. It's worth 20 pts.
* Sketch - by hand - a map of the 10 states that border the Miss R.
* Add the names of 5 major cities (Minneapolis, St Louis, memphis, BR and NO).
* You will get a point for each state (spelling counts) and each city. You will get 5 pts for sketching the states' borders correctly.
In this class we will use the metropolitan population in our demographic notes on cities. In the RMQRWA, the metropolitan number is the one in parentheses.
The metro population of Baton Rouge almost dobled after Katrina, from about 400,000 to 700,000 (correcting my class notes).
Post-Katrina New Orleans has lost about half its population. The city itself was about 400,000, pre-storm. It is perhaps 200,000 today, says wikipedia.org. The Metro area has rebounded to some 1.2 M, down from 1.4 M pre-storm, says the Census Bureau.
Which is the city with the most people on the Miss R?
vocabulary:
proximate (Not approximate)
* Sketch - by hand - a map of the 10 states that border the Miss R.
* Add the names of 5 major cities (Minneapolis, St Louis, memphis, BR and NO).
* You will get a point for each state (spelling counts) and each city. You will get 5 pts for sketching the states' borders correctly.
In this class we will use the metropolitan population in our demographic notes on cities. In the RMQRWA, the metropolitan number is the one in parentheses.
The metro population of Baton Rouge almost dobled after Katrina, from about 400,000 to 700,000 (correcting my class notes).
Post-Katrina New Orleans has lost about half its population. The city itself was about 400,000, pre-storm. It is perhaps 200,000 today, says wikipedia.org. The Metro area has rebounded to some 1.2 M, down from 1.4 M pre-storm, says the Census Bureau.
Which is the city with the most people on the Miss R?
vocabulary:
proximate (Not approximate)
Parents must sign first test papers and return them to Mr. Trudeau
Parents are required to sign and send back to me the first test. This evaluation represents a beginning point in a progression of skill development.
The first test was diagnostic and focused mainly on -
* reading comprehension
* possession and use of of the class notes (an open notes test)
* careful reading
The essay spotlighted -
* reading comprehension
* logic and detail in composition
* grammar and spelling
From these relatively brief tests we can see the challenge ahead. They show each student - and parents - the areas that call for development as well as strengths.
Independent work is an alternate way to build points and show intellectual growth. Independent paper topics will be given on this site each week. They are comaprison essays, each a bit unexpected in its juxtaposition of topics.
The first test was diagnostic and focused mainly on -
* reading comprehension
* possession and use of of the class notes (an open notes test)
* careful reading
The essay spotlighted -
* reading comprehension
* logic and detail in composition
* grammar and spelling
From these relatively brief tests we can see the challenge ahead. They show each student - and parents - the areas that call for development as well as strengths.
Independent work is an alternate way to build points and show intellectual growth. Independent paper topics will be given on this site each week. They are comaprison essays, each a bit unexpected in its juxtaposition of topics.
Sunday, August 26, 2007
Symbols for quick feedback on geography class essays
Trudeau's system for marking your essays involves the following shorthand items:
Star: excellent; highest praise.
Check: quite good; competent and point-earning material. Large check, more credit. Small check, less credit.
Wavy line: material not at an acceptable level; look for errors in either grammar and construction or in accuracy of information.
Circle: spelling, agreement or punctuation error.
Size of the mark generally denotes greater or lesser praise or caution.
If the mark is not sufficiently clear to you after reading over the passage, please see me. When possible I will respond during class. Sometimes it will have to be after class. Before and after school are also good times to ask questions of me.
Star: excellent; highest praise.
Check: quite good; competent and point-earning material. Large check, more credit. Small check, less credit.
Wavy line: material not at an acceptable level; look for errors in either grammar and construction or in accuracy of information.
Circle: spelling, agreement or punctuation error.
Size of the mark generally denotes greater or lesser praise or caution.
If the mark is not sufficiently clear to you after reading over the passage, please see me. When possible I will respond during class. Sometimes it will have to be after class. Before and after school are also good times to ask questions of me.
Honor roll on the first essay and test in high school social studies
Honored students in the first evaluation in high school social studies:
1st hour, 18 or better on the multiple choice:
Samni Adegboyega
Morgan Emmons
Tyler Rash
Kaitlyn Stephens
1st hour, 5 out of 5 on the essay:
Samni Adegboyega
Dominique Banks
Codi Cummings
Brian Day
Kacie Dzenowski
Matthew Giglio
Adrienne Palmer
Yusheng Qin
Hannah Shuflin
Kaitlyn Stevens
Monica White
Samantha Wren
2nd hr, mult-choice:
Bitsy Hamiter
Emily McGowan
Alexis Mongold
Chas DeNeal
2nd hr, essay:
Emma Claire Hughes
Brett Kessel
Will Singleton
Jay Theriot
Charlotte Willcox
Chas DeNeal
Daniel McFarland
3rd hr, essay:
Elizabeth Smith
Sarah Nichols
Daniel Jordan
Chris Hudson
Neha Dhawan
Rocio Cortez
Sh'derrica Abner
Shelley Whitaker
Octavis Johnson
Paul O'Young
Katelyn Jaudon
Ernesto Diaz
Ashley Sims
Avalon Holloway
5th hr, mult-choice:
Rebecca Elder
Joseph Reynolds
Karen Ezelle
Emily Palmer
5th hr, essay:
Jonathan Cosme
Lakyn Smith
Mary Ainsworth
Karen Ezelle
Jarret Atkins
Emily Palmer
6th hr, essay:
Lindsey Trombetta
Juliana Burnell
Emma Viskozki
Michael Nguyen
Jinan Halim
Alison Mitchell
The illustration above shows students writing their essays in a school in south central Asia.
1st hour, 18 or better on the multiple choice:
Samni Adegboyega
Morgan Emmons
Tyler Rash
Kaitlyn Stephens
1st hour, 5 out of 5 on the essay:
Samni Adegboyega
Dominique Banks
Codi Cummings
Brian Day
Kacie Dzenowski
Matthew Giglio
Adrienne Palmer
Yusheng Qin
Hannah Shuflin
Kaitlyn Stevens
Monica White
Samantha Wren
2nd hr, mult-choice:
Bitsy Hamiter
Emily McGowan
Alexis Mongold
Chas DeNeal
2nd hr, essay:
Emma Claire Hughes
Brett Kessel
Will Singleton
Jay Theriot
Charlotte Willcox
Chas DeNeal
Daniel McFarland
3rd hr, essay:
Elizabeth Smith
Sarah Nichols
Daniel Jordan
Chris Hudson
Neha Dhawan
Rocio Cortez
Sh'derrica Abner
Shelley Whitaker
Octavis Johnson
Paul O'Young
Katelyn Jaudon
Ernesto Diaz
Ashley Sims
Avalon Holloway
5th hr, mult-choice:
Rebecca Elder
Joseph Reynolds
Karen Ezelle
Emily Palmer
5th hr, essay:
Jonathan Cosme
Lakyn Smith
Mary Ainsworth
Karen Ezelle
Jarret Atkins
Emily Palmer
6th hr, essay:
Lindsey Trombetta
Juliana Burnell
Emma Viskozki
Michael Nguyen
Jinan Halim
Alison Mitchell
The illustration above shows students writing their essays in a school in south central Asia.
Week of Aug 27: intro to Southwest Asia
You know this region as the Middle East. A less ethnocentric term is Southwest Asia.
Ethnocentrism is one of the themes of geo class.
This week -
Mon.
Review of New Orleans, the river and coastal erosion. Hands-on project. Review for hand-sketched map quiz on Thurs.
Tues.
Intro to SW Asia, aka Petrolia.
Importance of the region to the world.
Strengths.
Difficulties.
Wed.
Intro to Islam.
The Five Pillars.
Thurs.
Map quiz on the Mississippi valley: 15 items.
- Quiz will comprise a sketch of the states and a selection of cities that immediately touch upon the Miss R.
- Mn, Wi, Io, Il, Mo, Ky, Tn, Ar, Ms, La
- Minneapolis, St Louis, Memphis, Baton Rouge, New Orleans
- scored on accuracy of placement and proportion (I only expect an approximation) and spelling of all items (no abbreviations of major names).
Fri. SW Asia research project.
- Librarians intro resources and software for project.
- Topics assigned.
- Use flashdrives to save material. Or email it to yourself.
- 5-day project.
Ethnocentrism is one of the themes of geo class.
This week -
Mon.
Review of New Orleans, the river and coastal erosion. Hands-on project. Review for hand-sketched map quiz on Thurs.
Tues.
Intro to SW Asia, aka Petrolia.
Importance of the region to the world.
Strengths.
Difficulties.
Wed.
Intro to Islam.
The Five Pillars.
Thurs.
Map quiz on the Mississippi valley: 15 items.
- Quiz will comprise a sketch of the states and a selection of cities that immediately touch upon the Miss R.
- Mn, Wi, Io, Il, Mo, Ky, Tn, Ar, Ms, La
- Minneapolis, St Louis, Memphis, Baton Rouge, New Orleans
- scored on accuracy of placement and proportion (I only expect an approximation) and spelling of all items (no abbreviations of major names).
Fri. SW Asia research project.
- Librarians intro resources and software for project.
- Topics assigned.
- Use flashdrives to save material. Or email it to yourself.
- 5-day project.
Friday, August 24, 2007
An important book, if a quick read: Fahrenheit 451
ray Bradbury's sci-fi novel fahrenheit 451 remains one of the most important books of the era. Please plan to read it.
Norse goddess Freya gives us freyday or fridae or frige doeg
From the Old English, Frige Doeg, and from the Old High German, Fria Tag,we see the roots of Friday.
Do we live in a male-centric society? Does the fact that the median male income in Spt is $31,000 and the female median income is $21,000 offer evidence?
Despite the feminist movement I contend that US society remains old-fashioned and male-dominant.
That's why you rarely celebrate or even hear about the Norse (north) goddess of fertility and love, Freya (Fria).
Do we live in a male-centric society? Does the fact that the median male income in Spt is $31,000 and the female median income is $21,000 offer evidence?
Despite the feminist movement I contend that US society remains old-fashioned and male-dominant.
That's why you rarely celebrate or even hear about the Norse (north) goddess of fertility and love, Freya (Fria).
Map of New Orleans flooding from Hurricane Katrina
Students sketched a map of the Crecent City (crescent bend in the river) that included the following:
- French Quarter / Vieux Carre ("old section")
- Uptown neighborhood / affluence and mansions along St Charles Ave.
- Univeristy section: Tulane, Loyola U, Xavier U.
- Superdome
- Metairie
- Lake Pontchartrain
- Univ of NO
- Industrial canal (ship channel)
- 9th ward
- St Bernard parish
- West Bank area
- Slidel (across L. Pontchartrain)
Times-Picayune slide show.
picayune - something of little value / a penny coin.
- French Quarter / Vieux Carre ("old section")
- Uptown neighborhood / affluence and mansions along St Charles Ave.
- Univeristy section: Tulane, Loyola U, Xavier U.
- Superdome
- Metairie
- Lake Pontchartrain
- Univ of NO
- Industrial canal (ship channel)
- 9th ward
- St Bernard parish
- West Bank area
- Slidel (across L. Pontchartrain)
Times-Picayune slide show.
picayune - something of little value / a penny coin.
Thursday, August 23, 2007
Green Day lyrics on the flood and loss of New Orleans
"The Saints Are Coming"
[The Skids Cover]
There is a house in New Orleans, they call the Rising Sun
It's been the ruin of many a poor boy, and God, I know I'm one.
I cried to my daddy on the telephone,
how long now?
Until the clouds unroll and you come home,
the line went.
But the shadows still remain since your descent,
your descent.
I cried to my daddy on the telephone,
how long now?
Until the clouds unroll and you come home,
the line went.
But the shadows still remain since your descent,
your descent.
The saints are coming, the saints are coming.
I say no matter how I try, I realise there's no reply.
The saints are coming, the saints are coming.
I say no matter how I try, I realise there's no reply.
A drowning sorrow floods the deepest grief,
how long now?
Until the weather change condemns belief,
how long now?
When the night watchman lets in the thief
Whats wrong now?
The saints are coming, the saints are coming
I say no matter how I try, I realise there's no reply.
The saints are coming, the saints are coming
I say no matter how I try, I realise there's no reply.
I say no matter how I try, I realise there's no reply.
I say no matter how I try, I realise there's no reply.
Thanks to surferchick70, aka Aouicha, for the lyrics.
[The Skids Cover]
There is a house in New Orleans, they call the Rising Sun
It's been the ruin of many a poor boy, and God, I know I'm one.
I cried to my daddy on the telephone,
how long now?
Until the clouds unroll and you come home,
the line went.
But the shadows still remain since your descent,
your descent.
I cried to my daddy on the telephone,
how long now?
Until the clouds unroll and you come home,
the line went.
But the shadows still remain since your descent,
your descent.
The saints are coming, the saints are coming.
I say no matter how I try, I realise there's no reply.
The saints are coming, the saints are coming.
I say no matter how I try, I realise there's no reply.
A drowning sorrow floods the deepest grief,
how long now?
Until the weather change condemns belief,
how long now?
When the night watchman lets in the thief
Whats wrong now?
The saints are coming, the saints are coming
I say no matter how I try, I realise there's no reply.
The saints are coming, the saints are coming
I say no matter how I try, I realise there's no reply.
I say no matter how I try, I realise there's no reply.
I say no matter how I try, I realise there's no reply.
Thanks to surferchick70, aka Aouicha, for the lyrics.
Memorex Mini Flash Drive at Office Depot for $7, says a student
A 256 mb Memorex flash drive was purchased by one of my students at Office Depot for $7. Great deal.
Test session guidelines for geo class
Test taking is not easy for some first-years because of their general impatience with academic work. To be successful I have observed that students must ...
* Slow down and read questions carefully.
* Go back and check answers.
* When there are several answers that seem to be correct, be able to choose the one that is more directly true.
Classroom guidelines ...
* On open-notes tests, you may use a print-out from the web site, your in-class notes, your atlas, textbook and a dictionary.
* No communication between students during the test.
- no whispering, even if on a non-cheating sort of question.
- no passing of notes or other materials.
* raise your hand when you have a question of any sort. It will be answered by your teacher - in a whisper.
Penalty for ignoring guidelines: phone call to parent; point penalty.
On tests ...
* legibility.
* grammar and spelling.
* use examples in writing essays.
* Slow down and read questions carefully.
* Go back and check answers.
* When there are several answers that seem to be correct, be able to choose the one that is more directly true.
Classroom guidelines ...
* On open-notes tests, you may use a print-out from the web site, your in-class notes, your atlas, textbook and a dictionary.
* No communication between students during the test.
- no whispering, even if on a non-cheating sort of question.
- no passing of notes or other materials.
* raise your hand when you have a question of any sort. It will be answered by your teacher - in a whisper.
Penalty for ignoring guidelines: phone call to parent; point penalty.
On tests ...
* legibility.
* grammar and spelling.
* use examples in writing essays.
Wednesday, August 22, 2007
Parents are invited to Robert Trudeau's brown bag lunches at CMHS
In order to better serve parents' needs I have several open lunch meetings in the fall for parents who'd like to know more about the geography class, CMHS, college and their children.
The lunch get togethers are on Friday, from 12 to 1 pm. Although an advance email (trudeau@earthlink.net) or call (861-6809 h, 221-2501, w) would be helpful, if you cannot, just drop in.
That's upstairs in the new wing, E 205. Noon to 1 is my planning period and a great time to talk about your child's future.
We'll have one next Fri, too.
The lunch get togethers are on Friday, from 12 to 1 pm. Although an advance email (trudeau@earthlink.net) or call (861-6809 h, 221-2501, w) would be helpful, if you cannot, just drop in.
That's upstairs in the new wing, E 205. Noon to 1 is my planning period and a great time to talk about your child's future.
We'll have one next Fri, too.
Clubs at Magnet: why we have a Leadbelly Society
Leadbelly Society is one of many clubs that met during activity period Wed, Aug 22.
At Magnet I sponsored the Writer's Club for years and years. Then we changed its name to Leadbelly Society and decided to integrate music and writing (and other media).
Today at the first 07-08 meeting I played and sang Leadbelly tunes like "Goodnight, Irene," "Midnight Special" and "Rock Island Line." Huddie Ledbetter, (1888 - 1949) was made famous by the tunes he gave to the world. Also performing were students Brett Havener, Andrew Wood and Brian Day.
More facts about Ledbetter, aka the "father of American Folk music," and "King of the 12-string guitar:"
* spent years in prison for murder and felonious assault.
* "sang his way out of prison" in Tx by a song he wrote for the governor.
* was discovered by folklorist (trained to collect and publish folk songs, art, tales, dance,m etc) Alan Lomax, of the U of Texas and the Library of Congress (Wash, DC).
* Lomax recorded Lead at Angola State Prison.
* Lomax presented the singer to the media in NYC in 1935. Leadbelly became known through records and newsreels.
* Leadbelly lived in NYC and performed in coffeehouses, colleges and schools and at political rallies.
* Buried at Shiloh Baptist Church near Mooringsport. People from all over the world stop at his gravesite to pay respects.
At Magnet I sponsored the Writer's Club for years and years. Then we changed its name to Leadbelly Society and decided to integrate music and writing (and other media).
Today at the first 07-08 meeting I played and sang Leadbelly tunes like "Goodnight, Irene," "Midnight Special" and "Rock Island Line." Huddie Ledbetter, (1888 - 1949) was made famous by the tunes he gave to the world. Also performing were students Brett Havener, Andrew Wood and Brian Day.
More facts about Ledbetter, aka the "father of American Folk music," and "King of the 12-string guitar:"
* spent years in prison for murder and felonious assault.
* "sang his way out of prison" in Tx by a song he wrote for the governor.
* was discovered by folklorist (trained to collect and publish folk songs, art, tales, dance,m etc) Alan Lomax, of the U of Texas and the Library of Congress (Wash, DC).
* Lomax recorded Lead at Angola State Prison.
* Lomax presented the singer to the media in NYC in 1935. Leadbelly became known through records and newsreels.
* Leadbelly lived in NYC and performed in coffeehouses, colleges and schools and at political rallies.
* Buried at Shiloh Baptist Church near Mooringsport. People from all over the world stop at his gravesite to pay respects.
Tuesday, August 21, 2007
Linkin Park references the flood on their new album
Sarah Nichols pointed out to me that one of the songs on the new Linkin Park album is pointedly about a flood like Katrina in addition to a personal relationship. It's a very listenable tune and now I have a copy of it. I asked her to send me the lyrics:
Linkin Park- The Little Things Give You Away
water grey
through the windows
up the stairs
chilling rain
like an ocean
everywhere
don't want to reach for me do you
i mean nothing to you
the little things give you away
and now there will be no mistaking
the levees are breaking
all you've ever wanted
was someone to truly look up to you
and six feet / under water
i do
hope decays
generations disappear
washed away
as a nation simply stares
dont want to reach for me do you
i mean nothing to you
the little things give you away
and now there will be no mistaking
the levees are breaking
all you've ever wanted
was someone to truly look up to you
and six feet / underwater
i do
all you've ever wanted
was someone to truly look up to you
and six feet / underground
i do...
Linkin Park- The Little Things Give You Away
water grey
through the windows
up the stairs
chilling rain
like an ocean
everywhere
don't want to reach for me do you
i mean nothing to you
the little things give you away
and now there will be no mistaking
the levees are breaking
all you've ever wanted
was someone to truly look up to you
and six feet / under water
i do
hope decays
generations disappear
washed away
as a nation simply stares
dont want to reach for me do you
i mean nothing to you
the little things give you away
and now there will be no mistaking
the levees are breaking
all you've ever wanted
was someone to truly look up to you
and six feet / underwater
i do
all you've ever wanted
was someone to truly look up to you
and six feet / underground
i do...
Aug 31 geo classes will begin a week-long research project in the library and need a flash drive
The Middle East / Southwest Asia unit will unfold with studies of nations in the library. Today as I planned the unit with the librarians they reminded me that students should be highly encouraged to use flash drives to save their work each day.
Floppy disks and CD's have proven frustrating, reminded Mrs. Kay Gammill and Mrs. Lorna White.
Neither the size nor brand of the flash drive matter. Old ones work as well as new ones, in my experience. One thing I'd like to request: keep the lanyard attached to the tiny device. It helps prevent accidental loss.
Questions? Ask in class or look it up. Wikipedia has an effective explanation of how the flash drive works.
Floppy disks and CD's have proven frustrating, reminded Mrs. Kay Gammill and Mrs. Lorna White.
Neither the size nor brand of the flash drive matter. Old ones work as well as new ones, in my experience. One thing I'd like to request: keep the lanyard attached to the tiny device. It helps prevent accidental loss.
Questions? Ask in class or look it up. Wikipedia has an effective explanation of how the flash drive works.
What to print out for the quiz Thurs
Scroll back to Aug 13, please.
To get to Aug 13, you may have to go to the left toolbar to find the Archives. Click on Aug, 07. Print out these articles . . .
1) Welcome to Magnet
2) Demographics
3) Just in Time supply
4) Presentations
5) La Coastline Notes (No questions on the Geo class syllabus)
Copies of "Pittsburgh cabbie ..." are available in the classroom.
6) Einstein
7) Red River story
8) Affluent suburbia
9) Notes, Tues, Aug 21.
Bonus credit:
Typed essay on the geography behind "Romeo & Juliet" or "Taming of the Shrew," currently being produced by Centenary College.
To get to Aug 13, you may have to go to the left toolbar to find the Archives. Click on Aug, 07. Print out these articles . . .
1) Welcome to Magnet
2) Demographics
3) Just in Time supply
4) Presentations
5) La Coastline Notes (No questions on the Geo class syllabus)
Copies of "Pittsburgh cabbie ..." are available in the classroom.
6) Einstein
7) Red River story
8) Affluent suburbia
9) Notes, Tues, Aug 21.
Bonus credit:
Typed essay on the geography behind "Romeo & Juliet" or "Taming of the Shrew," currently being produced by Centenary College.
Notes, Tues, Aug 21: the Miss R valley
Name the river associated with . . .
- Kansas City - Missouri R.
- Cincinatti - Ohio R.
- Pittsbugh - Ohio R.
- Tulsa - Arkansas R.
These are among the great tributaries of the Miss valley.
John Barry's point is that numerous US cities benefit from the Miss R. through trade.
Define:
- meandering
- saline
- ox bow lake
- jetty
- levee
- sediment
- Bienvenue en Louisiane
- gazeteer - compilation of locations; like a dictionary of places.
- Kansas City - Missouri R.
- Cincinatti - Ohio R.
- Pittsbugh - Ohio R.
- Tulsa - Arkansas R.
These are among the great tributaries of the Miss valley.
John Barry's point is that numerous US cities benefit from the Miss R. through trade.
Define:
- meandering
- saline
- ox bow lake
- jetty
- levee
- sediment
- Bienvenue en Louisiane
- gazeteer - compilation of locations; like a dictionary of places.
Monday, August 20, 2007
World War II: a multimedia contest for students and teachers from LPB
To accompany the airing of Ken Burns series on World War II, there is a contest for students asking for multi-media projects.
Choose -
Powerpoint
Video
Audio
or combinations thereof.
No more than 3 mins length.
See more at LPB.
Choose -
Powerpoint
Video
Audio
or combinations thereof.
No more than 3 mins length.
See more at LPB.
Affluent suburbia . . .
Most of the students at CMHS come from affluent suburbia, which means well-to-do and not in the downtown area.
If you live downtown, you're an urbanite.
Urban: having to do with cities.
Suburban: a gas-intensive, truck-like commuter vehicle.
If you live downtown, you're an urbanite.
Urban: having to do with cities.
Suburban: a gas-intensive, truck-like commuter vehicle.
Red River Story
Notes upon the background of Louisiana's Red River -
- tributaries in N. Mexico.
- Canyon, TX (Panhandle), the Prairie Dog Red River
- border between TX and OK
- loops thru AR
- does not flow through downtown Natchitoches.
- flows through Alexandria.
- meets the Miss R near the line 31 degree parallel.
1861 - 1865 - US Civil War
mnemonic - memory aid
Ft Humbug on the bluffs at the Va Hospital. Union Army tries to capture Spt in waning months of war. Stopped by the CSA at Battle of Mansfield.
- tributaries in N. Mexico.
- Canyon, TX (Panhandle), the Prairie Dog Red River
- border between TX and OK
- loops thru AR
- does not flow through downtown Natchitoches.
- flows through Alexandria.
- meets the Miss R near the line 31 degree parallel.
1861 - 1865 - US Civil War
mnemonic - memory aid
Ft Humbug on the bluffs at the Va Hospital. Union Army tries to capture Spt in waning months of war. Stopped by the CSA at Battle of Mansfield.
Sunday, August 19, 2007
Activities that illustrate Barry's hypothesis in "Pittsbugh cabbie"
1. Map of the Gulf coastal plain showing a triangular area from Cape Girardeau, MO, to Texas and Ala.
Wavelines show former extent of the Gulf.
Shark’s teeth found in Miss. are evidence.
2. Sketch of trees and dirt collapsing into the river channel.
3. Sketch shows concrete panels being used on the river channel sides and bottom to make a canal-like waterway. Label sediment being trapped and not allowed to flow into the river. Label: River deprived of 60% of its former sediment load.
4. Sketch map that shows Tulsa, KC, Minneapolis, Cincinatti and Pittsburgh. Show the rivers that connect to the Miss valley.
Label: 20% of US exports. 60% of grain exports. NO is busiest port.
5. Sketch of the Miss delta at the mouth of the river. Label: jetties ectend 2 miles into Gulf. Sediment is deposited off the continental shelf.
6. Sketch map of La and Miss that shows levees preventing alluvial soil from being distributed across the cotton and soybean fields.
7. Sketch coastal La. showing I-10 and the marshes. Sketch fine lines that penetrate the coast line and go to well heads (a square - in reality it looks like a steel valve with a giant steel valve control wheel atop it.)
Label: 10,000 miles of canals service oil and gas wells. Label: arrows show saltwater going up the canals to cripple the marshland. Label: 2,100 square miles of coastal land and barrier islands have melted into the Gulf of Mexico.
8. Sketch US outline map. Label: The nation as a whole gets nearly all the benefits of engineering the river. Louisiana and some of coastal Mississippi get 100 percent of the costs. Why should a cab driver in Pittsburgh or Tulsa pay to fix Louisiana's coast? Because he gets a stronger economy and lower energy costs from it, and because his benefits created the problem.
9. Map of New Orleans:
* French Quarter (grid)
* Uptown (upriver): Tulane, Loyola, Xavier, Audubon Park.
* Downtown: the Central Business District. Canal St.
* Lakefront: UNO, canals.
* Ship Channel that connects L. Pontchartrain w Miss R.
* Lower 9th ward.
* St Bernard Parish.
* Areas of higher elevation near rim of “bowl.”
Wavelines show former extent of the Gulf.
Shark’s teeth found in Miss. are evidence.
2. Sketch of trees and dirt collapsing into the river channel.
3. Sketch shows concrete panels being used on the river channel sides and bottom to make a canal-like waterway. Label sediment being trapped and not allowed to flow into the river. Label: River deprived of 60% of its former sediment load.
4. Sketch map that shows Tulsa, KC, Minneapolis, Cincinatti and Pittsburgh. Show the rivers that connect to the Miss valley.
Label: 20% of US exports. 60% of grain exports. NO is busiest port.
5. Sketch of the Miss delta at the mouth of the river. Label: jetties ectend 2 miles into Gulf. Sediment is deposited off the continental shelf.
6. Sketch map of La and Miss that shows levees preventing alluvial soil from being distributed across the cotton and soybean fields.
7. Sketch coastal La. showing I-10 and the marshes. Sketch fine lines that penetrate the coast line and go to well heads (a square - in reality it looks like a steel valve with a giant steel valve control wheel atop it.)
Label: 10,000 miles of canals service oil and gas wells. Label: arrows show saltwater going up the canals to cripple the marshland. Label: 2,100 square miles of coastal land and barrier islands have melted into the Gulf of Mexico.
8. Sketch US outline map. Label: The nation as a whole gets nearly all the benefits of engineering the river. Louisiana and some of coastal Mississippi get 100 percent of the costs. Why should a cab driver in Pittsburgh or Tulsa pay to fix Louisiana's coast? Because he gets a stronger economy and lower energy costs from it, and because his benefits created the problem.
9. Map of New Orleans:
* French Quarter (grid)
* Uptown (upriver): Tulane, Loyola, Xavier, Audubon Park.
* Downtown: the Central Business District. Canal St.
* Lakefront: UNO, canals.
* Ship Channel that connects L. Pontchartrain w Miss R.
* Lower 9th ward.
* St Bernard Parish.
* Areas of higher elevation near rim of “bowl.”
Understanding the Mississippi River, New Orleans and coastal land loss; week of Aug 20 - 24
New Orleans, LA--Aerial views of damage caused from Hurricane Katrina the day after the hurricane hit August 30, 2005. Photo by Jocelyn Augustino/FEMA
Originally uploaded by greenmannowar
- understanding geographic landscapes and how they are affected by geological history (ex, the growth and loss of the Gulf coastal plain).
- improving note-taking by
* using key fragments and abbreviations.
* using symbols and sketches in order to better visualize the material.
We will complete a reading of and notes on the
1) John Barry / Washington Post article and
2) begin a reading of the Michael Grunewald / Time magazine article.
Thurs, Aug 20: first quiz. See earlier post.
Fri: hands-on model of the riverine landscape.
Saturday, August 18, 2007
Melding a student body from a multitude of middle schools
Most of the 24 middle schools represented in my students:
youree
southfield
st johns
st joseph
keithville
montessori
elm grove
green acres
n desoto
st marks
herndon
calvary
first baptist
turner
linwood
bethune
evangel
broadmoor
christian center montessori
st marks
js clark
home schooled
bickham
youree
southfield
st johns
st joseph
keithville
montessori
elm grove
green acres
n desoto
st marks
herndon
calvary
first baptist
turner
linwood
bethune
evangel
broadmoor
christian center montessori
st marks
js clark
home schooled
bickham
Friday, August 17, 2007
Einstein, the physicist adept at visualization
Albert Einstein
The Nobel Prize in Physics 1921
Biography
Albert Einstein was born at Ulm, in Württemberg, Germany, on March 14, 1879, says nobelprize.org. Six weeks later the family moved to Munich and he began his schooling there at the Luitpold Gymnasium.
Later, they moved to Italy and Albert continued his education at Aarau, Switzerland and in 1896 he entered the Swiss Federal Polytechnic School in Zurich to be trained as a teacher in physics and mathematics. In 1901, the year he gained his diploma, he acquired Swiss citizenship and, as he was unable to find a teaching post, he accepted a position as technical assistant in the Swiss Patent Office. In 1905 he obtained his doctor's degree.
During his stay at the Patent Office, and in his spare time, he produced much of his remarkable work and in 1908 he was appointed Privatdozent in Berne. In 1909 he became Professor Extraordinary at Zurich, in 1911 Professor of Theoretical Physics at Prague, returning to Zurich in the following year to fill a similar post. In 1914 he was appointed Director of the Kaiser Wilhelm Physical Institute and Professor in the University of Berlin. He became a German citizen in 1914 and remained in Berlin until 1933 when he renounced his citizenship for political reasons and emigrated to America to take the position of Professor of Theoretical Physics at Princeton*. He became a United States citizen in 1940 and retired from his post in 1945.
After World War II, Einstein was a leading figure in the World Government Movement, he was offered the Presidency of the State of Israel, which he declined, and he collaborated with Dr. Chaim Weizmann in establishing the Hebrew University of Jerusalem.
Einstein always appeared to have a clear view of the problems of physics and the determination to solve them. He had a strategy of his own and was able to visualize the main stages on the way to his goal. He regarded his major achievements as mere stepping-stones for the next advance.
At the start of his scientific work, Einstein realized the inadequacies of Newtonian mechanics and his special theory of relativity stemmed from an attempt to reconcile the laws of mechanics with the laws of the electromagnetic field. He dealt with classical problems of statistical mechanics and problems in which they were merged with quantum theory: this led to an explanation of the Brownian movement of molecules. He investigated the thermal properties of light with a low radiation density and his observations laid the foundation of the photon theory of light.
In his early days in Berlin, Einstein postulated that the correct interpretation of the special theory of relativity must also furnish a theory of gravitation and in 1916 he published his paper on the general theory of relativity. During this time he also contributed to the problems of the theory of radiation and statistical mechanics.
In the 1920's, Einstein embarked on the construction of unified field theories, although he continued to work on the probabilistic interpretation of quantum theory, and he persevered with this work in America. He contributed to statistical mechanics by his development of the quantum theory of a monatomic gas and he has also accomplished valuable work in connection with atomic transition probabilities and relativistic cosmology.
After his retirement he continued to work towards the unification of the basic concepts of physics, taking the opposite approach, geometrisation, to the majority of physicists.
Einstein's researches are, of course, well chronicled and his more important works include Special Theory of Relativity (1905), Relativity (English translations, 1920 and 1950), General Theory of Relativity (1916), Investigations on Theory of Brownian Movement (1926), and The Evolution of Physics (1938). Among his non-scientific works, About Zionism (1930), Why War? (1933), My Philosophy (1934), and Out of My Later Years (1950) are perhaps the most important.
Albert Einstein received honorary doctorate degrees in science, medicine and philosophy from many European and American universities. During the 1920's he lectured in Europe, America and the Far East and he was awarded Fellowships or Memberships of all the leading scientific academies throughout the world. He gained numerous awards in recognition of his work, including the Copley Medal of the Royal Society of London in 1925, and the Franklin Medal of the Franklin Institute in 1935.
Einstein's gifts inevitably resulted in his dwelling much in intellectual solitude and, for relaxation, music played an important part in his life. He married Mileva Maric in 1903 and they had a daughter and two sons; their marriage was dissolved in 1919 and in the same year he married his cousin, Elsa Löwenthal, who died in 1936. He died on April 18, 1955 at Princeton, New Jersey.
Thursday, August 16, 2007
John Barry article for Washington Post: "Pittsburgh cabbie has stake in saving La's coastline"
Pittsburgh cabbie has a stake in saving La.'s coast / John Barry
May 12 Washington Post.
John M. Barry is the author of the book Rising Tide, an award-winning
examination of the Miss. flood of 1927.
There has been much debate in the past 20 months over protecting Louisiana from another lethal hurricane, but nearly all of it has been conducted without any real understanding of the geological context. Congress and the Bush administration need to recognize six facts that define the national interest.
Fact 1: The Gulf of Mexico once reached north to Cape Girardeau, Mo. But the Mississippi River carries such an enormous sediment load that, combined with a falling sea level, it deposited enough sediment to create 35,000 square miles of land from Cape Girardeau to the present mouth of the river.
This river-created land includes the entire coast, complete with barrier islands, stretching from Mississippi to Texas. But four human interventions have interfered with this natural process; three of them that benefit the rest of the country have dramatically increased the hurricane threat to the Gulf Coast.
Fact 2: Acres of riverbank at a time used to collapse into the river system providing a main source of sediment. To prevent this and to protect lives and property, engineers stopped such collapses by paving hundreds of miles of the river with riprap and even concrete, beginning more than 1,000 miles upriver — including on the Ohio, Missouri and other tributaries — from New Orleans. Reservoirs for flood protection also impound sediment. These and other actions deprive the Mississippi of 60 to 70 percent of its natural sediment load, starving the coast.
Fact 3: To stop sandbars from blocking shipping at the mouth of the Mississippi, engineers built jetties extending more than two miles out into the Gulf of Mexico. This engineering makes Tulsa, Kansas City, Minneapolis, Cincinnati, Pittsburgh and other cities into ports with direct access to the ocean, greatly enhancing the nation's economy. The river carries 20 percent of the nation's exports, including 60 percent of its grain exports, and the river at New Orleans is the busiest port in the world. But the jetties prevent any of the sediment remaining in the river from replenishing the Louisiana and Mississippi coasts and barrier islands; instead, the jetties drop the sediment off the continental shelf.
Fact 4: Levees that prevent river flooding in Louisiana and Mississippi interfere with the replenishment of the land locally as well.
Fact 5: Roughly 30 percent of the country's domestic oil and gas production comes from offshore Louisiana, and to service that production the industry created more than 10,000 miles of canals and pipelines through the marsh.
Every inch of those 10,000-plus miles lets saltwater penetrate, and eat away at, the coast. So energy production has enormously accelerated what was a slow degradation, transforming a long-term problem into an immediate crisis. The deprivation of sediment is like moving a block of ice from the freezer to the sink, where it begins to melt; the effect of the canals and pipelines is like attacking that ice with an ice pick, breaking it up.
As a result, 2,100 square miles of coastal land and barrier islands have melted into the Gulf of Mexico. This land once served as a buffer between the ocean and populated areas in Louisiana and part of Mississippi, protecting them during hurricanes. Each land mile over which a hurricane travels absorbs roughly a foot of storm surge.
The nation as a whole gets nearly all the benefits of engineering the river. Louisiana and some of coastal Mississippi get 100 percent of the costs. Eastern New Orleans (including the lower 9th Ward) and St. Bernard Parish — nearly all of which, incidentally, is at or above sea level — exemplify this allocation of costs and benefits. Three man-made shipping canals pass through them, creating almost no jobs there but benefiting commerce throughout the country. Yet nearly all the 175,000 people living there saw their homes flooded not because of any natural vulnerability but because of levee breaks. These levee breaks were along these three man-made shipping canals.
Fact 6: Without action, land loss will continue, and it will increasingly jeopardize populated areas, the port system and energy production. This would be catastrophic for America. Scientists say the problem can be solved, even with rising sea levels, but that we have only a decade to begin addressing it in a serious way or the damage may be irreversible.
Despite all this and President Bush's pledge from New Orleans in September 2005 that "we will do what it takes" to help people rebuild, a draft White House cuts its own recommendation of $2 billion for coastal restoration to $1 billion while calling for an increase in the state's contribution from the usual 35 percent to 50 percent. This turns the idea of the Union on its head. Generating benefits to the nation is what created the problem, and the nation needs to solve it. Put simply: Why should a cab driver in Pittsburgh or Tulsa pay to fix Louisiana's coast? Because he gets a stronger economy and lower energy costs from it, and because his benefits created the problem.
The failure of Congress and the president to act aggressively to repair the coastline at the mouth of the Mississippi River could threaten the economic vitality of the nation. Louisiana, one of the poorest states, can no longer afford to underwrite benefits for the rest of the nation.
May 12 Washington Post.
John M. Barry is the author of the book Rising Tide, an award-winning
examination of the Miss. flood of 1927.
There has been much debate in the past 20 months over protecting Louisiana from another lethal hurricane, but nearly all of it has been conducted without any real understanding of the geological context. Congress and the Bush administration need to recognize six facts that define the national interest.
Fact 1: The Gulf of Mexico once reached north to Cape Girardeau, Mo. But the Mississippi River carries such an enormous sediment load that, combined with a falling sea level, it deposited enough sediment to create 35,000 square miles of land from Cape Girardeau to the present mouth of the river.
This river-created land includes the entire coast, complete with barrier islands, stretching from Mississippi to Texas. But four human interventions have interfered with this natural process; three of them that benefit the rest of the country have dramatically increased the hurricane threat to the Gulf Coast.
Fact 2: Acres of riverbank at a time used to collapse into the river system providing a main source of sediment. To prevent this and to protect lives and property, engineers stopped such collapses by paving hundreds of miles of the river with riprap and even concrete, beginning more than 1,000 miles upriver — including on the Ohio, Missouri and other tributaries — from New Orleans. Reservoirs for flood protection also impound sediment. These and other actions deprive the Mississippi of 60 to 70 percent of its natural sediment load, starving the coast.
Fact 3: To stop sandbars from blocking shipping at the mouth of the Mississippi, engineers built jetties extending more than two miles out into the Gulf of Mexico. This engineering makes Tulsa, Kansas City, Minneapolis, Cincinnati, Pittsburgh and other cities into ports with direct access to the ocean, greatly enhancing the nation's economy. The river carries 20 percent of the nation's exports, including 60 percent of its grain exports, and the river at New Orleans is the busiest port in the world. But the jetties prevent any of the sediment remaining in the river from replenishing the Louisiana and Mississippi coasts and barrier islands; instead, the jetties drop the sediment off the continental shelf.
Fact 4: Levees that prevent river flooding in Louisiana and Mississippi interfere with the replenishment of the land locally as well.
Fact 5: Roughly 30 percent of the country's domestic oil and gas production comes from offshore Louisiana, and to service that production the industry created more than 10,000 miles of canals and pipelines through the marsh.
Every inch of those 10,000-plus miles lets saltwater penetrate, and eat away at, the coast. So energy production has enormously accelerated what was a slow degradation, transforming a long-term problem into an immediate crisis. The deprivation of sediment is like moving a block of ice from the freezer to the sink, where it begins to melt; the effect of the canals and pipelines is like attacking that ice with an ice pick, breaking it up.
As a result, 2,100 square miles of coastal land and barrier islands have melted into the Gulf of Mexico. This land once served as a buffer between the ocean and populated areas in Louisiana and part of Mississippi, protecting them during hurricanes. Each land mile over which a hurricane travels absorbs roughly a foot of storm surge.
The nation as a whole gets nearly all the benefits of engineering the river. Louisiana and some of coastal Mississippi get 100 percent of the costs. Eastern New Orleans (including the lower 9th Ward) and St. Bernard Parish — nearly all of which, incidentally, is at or above sea level — exemplify this allocation of costs and benefits. Three man-made shipping canals pass through them, creating almost no jobs there but benefiting commerce throughout the country. Yet nearly all the 175,000 people living there saw their homes flooded not because of any natural vulnerability but because of levee breaks. These levee breaks were along these three man-made shipping canals.
Fact 6: Without action, land loss will continue, and it will increasingly jeopardize populated areas, the port system and energy production. This would be catastrophic for America. Scientists say the problem can be solved, even with rising sea levels, but that we have only a decade to begin addressing it in a serious way or the damage may be irreversible.
Despite all this and President Bush's pledge from New Orleans in September 2005 that "we will do what it takes" to help people rebuild, a draft White House cuts its own recommendation of $2 billion for coastal restoration to $1 billion while calling for an increase in the state's contribution from the usual 35 percent to 50 percent. This turns the idea of the Union on its head. Generating benefits to the nation is what created the problem, and the nation needs to solve it. Put simply: Why should a cab driver in Pittsburgh or Tulsa pay to fix Louisiana's coast? Because he gets a stronger economy and lower energy costs from it, and because his benefits created the problem.
The failure of Congress and the president to act aggressively to repair the coastline at the mouth of the Mississippi River could threaten the economic vitality of the nation. Louisiana, one of the poorest states, can no longer afford to underwrite benefits for the rest of the nation.
La coastline notes, Th, Aug 16
John Barry article for Washington Post: "Pittsburgh cabbie has stake in saving La's coast"
Note-taking skills:
* Do not write complete sentences. Write key statements in brief fragments.
* Leave spaces between notes.
* Write down words new to you.
* Use appropriate sketches and symbols.
Allons a Lafayette ("Let's go to Lafayette," in French)
Make an informal sketch map of La and its neighbors.
- Rim of color around borders and along rivers.
- Identify 5 municipalities.
- Why begin a study of World bGeography with little Louisiana?
one answer: Katrina and its aftermath.
The Death Dance of Katrina:
1. African coast.
2. Atlantic
3. Along the equator across the Atlantic.
4. Enters the Caribbean.
5. Moves into the Gulf of Mexico.
6. Builds strength by encicrcling a node of warm water in the gulf.
7. Smashes into the La. coastline as Category 3 storm.
8. Levees do not hold. Why not?
Media discussion:
niche media - specialty sources of news, not in widespread use. Ex, Myspace or PBS or AM Talk Radio.
Americans no longer have a shared national source of news and perspective. The daily Times is no longer read on a near-universal basis.
Note-taking skills:
* Do not write complete sentences. Write key statements in brief fragments.
* Leave spaces between notes.
* Write down words new to you.
* Use appropriate sketches and symbols.
Allons a Lafayette ("Let's go to Lafayette," in French)
Make an informal sketch map of La and its neighbors.
- Rim of color around borders and along rivers.
- Identify 5 municipalities.
- Why begin a study of World bGeography with little Louisiana?
one answer: Katrina and its aftermath.
The Death Dance of Katrina:
1. African coast.
2. Atlantic
3. Along the equator across the Atlantic.
4. Enters the Caribbean.
5. Moves into the Gulf of Mexico.
6. Builds strength by encicrcling a node of warm water in the gulf.
7. Smashes into the La. coastline as Category 3 storm.
8. Levees do not hold. Why not?
Media discussion:
niche media - specialty sources of news, not in widespread use. Ex, Myspace or PBS or AM Talk Radio.
Americans no longer have a shared national source of news and perspective. The daily Times is no longer read on a near-universal basis.
World geography syllabus and working schedule
World Geography syllabus / Robert Trudeau
"Participation is the key."
Semester One
Introduction to Social Studies & CMHS 1 week
Louisiana coastline & New Orleans 1 week
China & Japan: Big changes in East Asia 5 weeks
Vietnam & Thailand: Remembering the Vietnam Conflict 1 week
India & Mohandas Gandhi: Ancient traditions, Modern upheavals 3 weeks
Saudi Arabia & the Persian Gulf: Arab history, Global oil 3 weeks
Israel & the Middle East: Conflict from the Biblical to the Modern 4 weeks
Semester Two
New York City & Los Angeles: Megalopoli 2 weeks
West Africa / Senegal to Angola: Part of America's Roots 3 weeks
Golden Age in Greece: Democracy & Philosophy 3 weeks
Roman Empire & Italy: Technology & Christianity 3 weeks
France: Kings & Cuisine 2 weeks
England: Language & Government 2 weeks
Geography is a social studies regimen in which students take a humanities approach appropriate to a college-oriented high school curriculum. The class integrates
* study of language (especially Greek and Latin roots)
* literature (often through classic films such as Gandhi)
* architecture (students make abbreviated models of buildings such as the Taj Mahal and the Great Mosque at Mecca)
* cuisine (taste this Japanese nori, or cultivated seaweed, and write down 5 sensory words)
* music (ethnic or classical music is played in the classroom daily)
* map study (students can draw and label a map comprising the entire world by year's end), * economy (per capita income, standard of living) and
* history (kings & queens, empires, wars).
Subject-matter units may vary in order and substitutions may occur according to world conditions.
Skills emphasized in geography class comprise the higher thinking modes: analysis, synthesis, evaluation, composition and questioning. The primary theme is that students are encouraged to gather information about a nation / culture and compare it to previously-studied nations.
Analysis: to take apart the elements of a culture:
* land - ex., from the cold Himalayas to bustling Shanghai
* resources - petroleum, alumina, arable land, work ethic
* history - golden eras, wars, colonialization, empire
* arts - architecture, painting, sculpture, literature, clothing
* philosophy - What is the theme of Confucianism? can you identify the difference between Buddhism and Taoism?
* government - authoritarian, socialist, democratic
* economy - free enterprise, government controlled, modified
* ethnic groups - Mongolian, Chinese, Japanese, Korean, Creole
* language - Latin, Greek, Sanskrit, Hindi, Mandarin Chinese
* religions - the degrees of fervor in Christian, jewish and Muslim communities
Synthesis: combine elements of cultures to offer a theme or thesis.
Ex., a) Write a brief essay showing the similarities in Chinese and American cultures. b) Create an annotated map that shows the influence of Buddhism across several nations in Asia.
Questions which accompany each class activity emphasize interpretation and comparison.
Ex.: if most of the world's poor population cooks over charcoal, what are the indirect stresses on the environment? answer: not only air pollution, but deforestation (charcoal being the product of partially burned trees). Deforestation leads to excessive erosion of topsoil and to an extreme danger: a decline in agricultural production.
Learning styles exploration and communication styles evaluation are the subtext for this social studies class.
* How effective is repetition? How can repetition be made bearable?
* How does art - ex., illustrations - enhance learning? Does color add significant impact to communication?
* Does a hands-on activity (for instance, a puzzle map) enhance retention of material?
* Does a multiple-choice quiz create involvement in a general audience? Is multiple-choice more appealing than a fill-in-the-blanks quiz? Why?
If students both see material on the board, write it down, add an illustration, add color, create a quiz and write an essay on the material do we reach a high level of underdtanding and retention? That is this teacher's idea of a thorough lesson.
Composition engages students in the highest mode of thinking.
Written communication must be
orderly; logic and chronology and thoughtful transitions must be in evidence. Writing must be:
* detailed - examples and documentation make a full-bodied article.
* lively - a snappy title and colorful opening are mandatory.
* credible - "according to" and a source must accompany all fact and even presentations of opinion. Meanwhile, we also avoid plagiarism.
* insightful rather than lengthy - while offering an adequate amount of evidence is important, the highest level of writing demonstrates questioning, offers a thesis and demonstrates leaps of imagination.
Materials
Rand McNally Quick Reference World Atlas is used in class virtually every day and on every quiz. It comprises demography, topography, political life, and spatial relationships. The RMQRWA offers students opportunities for exploration, memorization and global insight.
Handouts, lectures, visual presentations and activities developed by your teacher from material in the NY Times, Public Broadcasting, National Geographic, World Book and numerous additional sources.
The Class Web Site at http://myschoolonline.com/la/trudeau is designed to help create a partnership in learning between student, teacher and parents. Assignments, activities, notes, announcements and tests are updated at least weekly on the web site. Here you will find opportunities for bonus credit writing assignments and a place to catch up on notes and tests when you are ill or otherwise absent.
Time magazine is one of the world's foremost sources for in-depth social studies material. In a world dominated by news in brief from TV and internet blurbs, the weekly newsmagazine offers greater length, depth and more detailed analysis. Time hires the world's top photographers, writers, editors, designers and critics. Even the advertisements in Time are worthy because they represent the best in commercial endeavor. Times' graphics, maps and art are exemplary. Times' elevated vocabulary provides a rich environment for all students. When a person writes or says "according to Time Magazine ..." he is citing a source respected across the globe.
Guest speakers and field trips offer a first-hand learning opportunity. Students' questions are highly valued during these experiences. Post-activity essays afford us an opportunity to evaluate the experience.
Evaluation
Memorization is exercised by a regular schedule of map tests. Spelling counts, as it does all one's life.
Open Notes Multiple Choice Tests offer a challenge to students' ability to take accurate notes, to organize their notes and to use pertinent resources, such as notes from the class web site and resource books in the classroom. Also measured by Open Notes Tests is the ability to read questions and the ability to use deduction in choosing answers.
Essays
Student growth in communications and thinking skills are challenged in the most stringent way by essay questions. Students are given evidence in handouts and expected to follow essay guidelines.
Projects
Special teamwork assignments such as making Powerpoint presentations are an important part of a varied academic diet.
Independent work
Essays are the primarily recommended form of independent work. Each week I suggest several topics for research and writing. From time to time I may allow students to bring a taste of a foreign cuisine to school. I also encourage audio-visual projects such as video and other photography projects.
Email is my way of extending my care to the 143 students I teach each day. Email may be used for bonus work or regular assignments when needed.
Parents and students' questions are answered efficiently by the use of email.
Benchmarks
Instruction and student achievement will be based on these items, as mandated by the Department of Education:
Solving geographic problems by use of geographic materials.
Organizing material by formulating mental maps.
Determining how location and social, cultural, and economic processes affect the features and significance of regions.
Analyzing the structure and interconnectedness of regions.
Determining the social factors that impact human systems.
Analyzing demographic materials.
Comparing economic systems.
Examining the role of technology in human achievement.
Describing the earth's physical challenges and searching for solutions.
Using concepts such as chronology and conflict to analyze history.
Interpreting primary and secondary sources.
Conducting research in efforts to analyze historic issues.
Analyzing cause and effect relationships.
Analyzing and demonstrating an understanding of nations' changes in the modern era.
Analyzing the origins, central ideas and impact of great religions and philosophies.
Tracing the interconnectedness of peoples through research into national and cultural forces.
Grade level Expectations
Competent use of all sections of the atlas.
Mental mapping.
Comparison of cultures.
Use of graphs and diagrams in communicating geographic material.
Drawing conclusions about locations based on the evidence in maps and graphs.
Analysis of economic forces.
Demonstrate an understanding of demographics.
Inquire into the forces that create war and peace.
Describe the cultural forces that link the world's regions.
**
Teaching philosophy / Robert Trudeau
* Clarity of purpose
When the teacher can instantly and consistently respond to student behavior - recognizing what's not acceptable and what is praiseworthy - then students and parents will give him their respect. Internalizing these standards comes after years of interaction in the classroom.
* Sensitivity to students
When teachers put a priority on their students' human needs, then the instructional program will go well. Students crave warmth and recognition. They want a teacher with excellent manners and insight into student background and their needs.
* Consistency of practice
Punctuality, unflagging attendance and maintenance of themes of instructional activity bring the teacher respect and attention.
* Articulacy
Teachers are constant models for their students. Speaking with grammatical correctness and a rich vocabulary make the classroom a lab for lifetime skills. Writing classroom materials and tests with articulacy is a boon to parents and students.
* Energy
Students respond when teachers love their work and have an energetic approach to academic material. An ideal teacher is fit and vigorous and dramatic.
* Appearance
Professional dress and neatness makes the staff and student body feel secure. Dress is a visual clue to one's purpose at work.
"Participation is the key."
Semester One
Introduction to Social Studies & CMHS 1 week
Louisiana coastline & New Orleans 1 week
China & Japan: Big changes in East Asia 5 weeks
Vietnam & Thailand: Remembering the Vietnam Conflict 1 week
India & Mohandas Gandhi: Ancient traditions, Modern upheavals 3 weeks
Saudi Arabia & the Persian Gulf: Arab history, Global oil 3 weeks
Israel & the Middle East: Conflict from the Biblical to the Modern 4 weeks
Semester Two
New York City & Los Angeles: Megalopoli 2 weeks
West Africa / Senegal to Angola: Part of America's Roots 3 weeks
Golden Age in Greece: Democracy & Philosophy 3 weeks
Roman Empire & Italy: Technology & Christianity 3 weeks
France: Kings & Cuisine 2 weeks
England: Language & Government 2 weeks
Geography is a social studies regimen in which students take a humanities approach appropriate to a college-oriented high school curriculum. The class integrates
* study of language (especially Greek and Latin roots)
* literature (often through classic films such as Gandhi)
* architecture (students make abbreviated models of buildings such as the Taj Mahal and the Great Mosque at Mecca)
* cuisine (taste this Japanese nori, or cultivated seaweed, and write down 5 sensory words)
* music (ethnic or classical music is played in the classroom daily)
* map study (students can draw and label a map comprising the entire world by year's end), * economy (per capita income, standard of living) and
* history (kings & queens, empires, wars).
Subject-matter units may vary in order and substitutions may occur according to world conditions.
Skills emphasized in geography class comprise the higher thinking modes: analysis, synthesis, evaluation, composition and questioning. The primary theme is that students are encouraged to gather information about a nation / culture and compare it to previously-studied nations.
Analysis: to take apart the elements of a culture:
* land - ex., from the cold Himalayas to bustling Shanghai
* resources - petroleum, alumina, arable land, work ethic
* history - golden eras, wars, colonialization, empire
* arts - architecture, painting, sculpture, literature, clothing
* philosophy - What is the theme of Confucianism? can you identify the difference between Buddhism and Taoism?
* government - authoritarian, socialist, democratic
* economy - free enterprise, government controlled, modified
* ethnic groups - Mongolian, Chinese, Japanese, Korean, Creole
* language - Latin, Greek, Sanskrit, Hindi, Mandarin Chinese
* religions - the degrees of fervor in Christian, jewish and Muslim communities
Synthesis: combine elements of cultures to offer a theme or thesis.
Ex., a) Write a brief essay showing the similarities in Chinese and American cultures. b) Create an annotated map that shows the influence of Buddhism across several nations in Asia.
Questions which accompany each class activity emphasize interpretation and comparison.
Ex.: if most of the world's poor population cooks over charcoal, what are the indirect stresses on the environment? answer: not only air pollution, but deforestation (charcoal being the product of partially burned trees). Deforestation leads to excessive erosion of topsoil and to an extreme danger: a decline in agricultural production.
Learning styles exploration and communication styles evaluation are the subtext for this social studies class.
* How effective is repetition? How can repetition be made bearable?
* How does art - ex., illustrations - enhance learning? Does color add significant impact to communication?
* Does a hands-on activity (for instance, a puzzle map) enhance retention of material?
* Does a multiple-choice quiz create involvement in a general audience? Is multiple-choice more appealing than a fill-in-the-blanks quiz? Why?
If students both see material on the board, write it down, add an illustration, add color, create a quiz and write an essay on the material do we reach a high level of underdtanding and retention? That is this teacher's idea of a thorough lesson.
Composition engages students in the highest mode of thinking.
Written communication must be
orderly; logic and chronology and thoughtful transitions must be in evidence. Writing must be:
* detailed - examples and documentation make a full-bodied article.
* lively - a snappy title and colorful opening are mandatory.
* credible - "according to" and a source must accompany all fact and even presentations of opinion. Meanwhile, we also avoid plagiarism.
* insightful rather than lengthy - while offering an adequate amount of evidence is important, the highest level of writing demonstrates questioning, offers a thesis and demonstrates leaps of imagination.
Materials
Rand McNally Quick Reference World Atlas is used in class virtually every day and on every quiz. It comprises demography, topography, political life, and spatial relationships. The RMQRWA offers students opportunities for exploration, memorization and global insight.
Handouts, lectures, visual presentations and activities developed by your teacher from material in the NY Times, Public Broadcasting, National Geographic, World Book and numerous additional sources.
The Class Web Site at http://myschoolonline.com/la/trudeau is designed to help create a partnership in learning between student, teacher and parents. Assignments, activities, notes, announcements and tests are updated at least weekly on the web site. Here you will find opportunities for bonus credit writing assignments and a place to catch up on notes and tests when you are ill or otherwise absent.
Time magazine is one of the world's foremost sources for in-depth social studies material. In a world dominated by news in brief from TV and internet blurbs, the weekly newsmagazine offers greater length, depth and more detailed analysis. Time hires the world's top photographers, writers, editors, designers and critics. Even the advertisements in Time are worthy because they represent the best in commercial endeavor. Times' graphics, maps and art are exemplary. Times' elevated vocabulary provides a rich environment for all students. When a person writes or says "according to Time Magazine ..." he is citing a source respected across the globe.
Guest speakers and field trips offer a first-hand learning opportunity. Students' questions are highly valued during these experiences. Post-activity essays afford us an opportunity to evaluate the experience.
Evaluation
Memorization is exercised by a regular schedule of map tests. Spelling counts, as it does all one's life.
Open Notes Multiple Choice Tests offer a challenge to students' ability to take accurate notes, to organize their notes and to use pertinent resources, such as notes from the class web site and resource books in the classroom. Also measured by Open Notes Tests is the ability to read questions and the ability to use deduction in choosing answers.
Essays
Student growth in communications and thinking skills are challenged in the most stringent way by essay questions. Students are given evidence in handouts and expected to follow essay guidelines.
Projects
Special teamwork assignments such as making Powerpoint presentations are an important part of a varied academic diet.
Independent work
Essays are the primarily recommended form of independent work. Each week I suggest several topics for research and writing. From time to time I may allow students to bring a taste of a foreign cuisine to school. I also encourage audio-visual projects such as video and other photography projects.
Email is my way of extending my care to the 143 students I teach each day. Email may be used for bonus work or regular assignments when needed.
Parents and students' questions are answered efficiently by the use of email.
Benchmarks
Instruction and student achievement will be based on these items, as mandated by the Department of Education:
Solving geographic problems by use of geographic materials.
Organizing material by formulating mental maps.
Determining how location and social, cultural, and economic processes affect the features and significance of regions.
Analyzing the structure and interconnectedness of regions.
Determining the social factors that impact human systems.
Analyzing demographic materials.
Comparing economic systems.
Examining the role of technology in human achievement.
Describing the earth's physical challenges and searching for solutions.
Using concepts such as chronology and conflict to analyze history.
Interpreting primary and secondary sources.
Conducting research in efforts to analyze historic issues.
Analyzing cause and effect relationships.
Analyzing and demonstrating an understanding of nations' changes in the modern era.
Analyzing the origins, central ideas and impact of great religions and philosophies.
Tracing the interconnectedness of peoples through research into national and cultural forces.
Grade level Expectations
Competent use of all sections of the atlas.
Mental mapping.
Comparison of cultures.
Use of graphs and diagrams in communicating geographic material.
Drawing conclusions about locations based on the evidence in maps and graphs.
Analysis of economic forces.
Demonstrate an understanding of demographics.
Inquire into the forces that create war and peace.
Describe the cultural forces that link the world's regions.
**
Teaching philosophy / Robert Trudeau
* Clarity of purpose
When the teacher can instantly and consistently respond to student behavior - recognizing what's not acceptable and what is praiseworthy - then students and parents will give him their respect. Internalizing these standards comes after years of interaction in the classroom.
* Sensitivity to students
When teachers put a priority on their students' human needs, then the instructional program will go well. Students crave warmth and recognition. They want a teacher with excellent manners and insight into student background and their needs.
* Consistency of practice
Punctuality, unflagging attendance and maintenance of themes of instructional activity bring the teacher respect and attention.
* Articulacy
Teachers are constant models for their students. Speaking with grammatical correctness and a rich vocabulary make the classroom a lab for lifetime skills. Writing classroom materials and tests with articulacy is a boon to parents and students.
* Energy
Students respond when teachers love their work and have an energetic approach to academic material. An ideal teacher is fit and vigorous and dramatic.
* Appearance
Professional dress and neatness makes the staff and student body feel secure. Dress is a visual clue to one's purpose at work.
Tuesday, August 14, 2007
First multiple-choice, open-notes test on Th, Aug 23
Our first test will be next Thur, Aug 23. Please try to give Thursdays special status. In geography class most tests and / or project due dates will be on Thurs.
The material will come from handouts and class notes / web site notes. There will be approximately 15 multiple-choice questions. In the web site archives you should be able to find samples of last year's tests for preparing yourself. There will also be one short essay to be written - for 3 to 5 pts. Short essays are graded on language and logic.
Each week there will be a project that will be introduced and initiated in class. Usually the project will combine written material with a map and other graphics. The value will be 5 to 10 pts and will be completed
at home.
This week's project will be created around a map of Louisiana. Emphasis will be on the Mississippi River and the loss of coastal wetlands.
The material will come from handouts and class notes / web site notes. There will be approximately 15 multiple-choice questions. In the web site archives you should be able to find samples of last year's tests for preparing yourself. There will also be one short essay to be written - for 3 to 5 pts. Short essays are graded on language and logic.
Each week there will be a project that will be introduced and initiated in class. Usually the project will combine written material with a map and other graphics. The value will be 5 to 10 pts and will be completed
at home.
This week's project will be created around a map of Louisiana. Emphasis will be on the Mississippi River and the loss of coastal wetlands.
Presentations: developing a lifetime skill
Over the next 3 classes students will work on the skill of making a brief introductory presentations on their classmates. To be emphasized:
1. spelling of the person's name.
2. clarity in speech.
3. appropriate posture.
4. proper language.
1. spelling of the person's name.
2. clarity in speech.
3. appropriate posture.
4. proper language.
Going to find additional books for school and Just in Time supply
Just In Time (JIT) is an inventory strategy implemented to improve the return on investment of a business by reducing in-process inventory and its associated costs, says Wikipedia.org.
The process is driven by a series of signals, or Kanban, that tell production processes when to make the next part. Kanban are usually 'tickets' but can be simple visual signals, such as the presence or absence of a part on a shelf. When implemented correctly, JIT can lead to dramatic improvements in a manufacturing organization's return on investment, quality, and efficiency.
New stock is ordered when stock drops to the re-order level. This saves warehouse space and costs. However, one drawback of the JIT system is that the re-order level is determined by historical demand. If demand rises above the historical average demand, the firm will deplete inventory faster than usual and cause customer service issues.
Thus store clerks do not "Go to the back" to replenish stock today. Closets and warehouses are kept empty by businesses trying to be competitive. When an item is depleted retailers will fill customers needs by saying "We will order it. Should arrive in 5 to 7 days."
In other words, beware the assumption that a store will carry plenty of copies of the Rand McNally Quick Reference World Atlas. Call before you go, please.
The process is driven by a series of signals, or Kanban, that tell production processes when to make the next part. Kanban are usually 'tickets' but can be simple visual signals, such as the presence or absence of a part on a shelf. When implemented correctly, JIT can lead to dramatic improvements in a manufacturing organization's return on investment, quality, and efficiency.
New stock is ordered when stock drops to the re-order level. This saves warehouse space and costs. However, one drawback of the JIT system is that the re-order level is determined by historical demand. If demand rises above the historical average demand, the firm will deplete inventory faster than usual and cause customer service issues.
Thus store clerks do not "Go to the back" to replenish stock today. Closets and warehouses are kept empty by businesses trying to be competitive. When an item is depleted retailers will fill customers needs by saying "We will order it. Should arrive in 5 to 7 days."
In other words, beware the assumption that a store will carry plenty of copies of the Rand McNally Quick Reference World Atlas. Call before you go, please.
Demographics: study of trends in the population
On the first day in geography class the term was 'demographics." We looked at a profile of Trudeau's classes' middle school background. A little over 50% of students said they were from Caddo Middle. After that school, the distribution was widespread. A dozen schools are represented. Sadly, only one student in some 140 said they'd gone to a school outside of North La.
Detecting patterns, or trends, in the statistics is the more difficult task. One interpretation of the effect of a wide number of schools represented in the first-year group is to assume most students are looking for new friends.
The lack of regional diversity - almost no out of state students - is evidence of stagnation, said Trudeau. Indeed, the Times recently reminded the public that Shreveport's population is shrinking.
Demographics refers to selected population characteristics, says Wikipedia.org, as used in government, marketing or opinion research, or the demographic profiles used in such research.
Commonly-used demographics include race, age, income, disabilities, mobility (in terms of travel time to work or number of vehicles available), educational attainment, home ownership, employment status, and even location.
Demographic trends describe the changes in demographics in a population over time. For example, the average age of a population may increase.
Asking students whether they had a Myspace page or Facebook page (or both) produced one type of profile of student internet usage. Some 80% of students responded that they are active on one of the popular sites. Perhaps 15% said they were active on both sites.
A profile of the current generation as cited by Wikipedia says:
Generation Y cohort, also called N Generation (born from 1984 to 2001)
* Memorable events: rise of the internet, September 11 attacks, cultural diversity, 2 wars in Iraq.
* Key characteristics: quest for physical security and safety, patriotism, heightened fears, acceptance of change, technically savvy, environmental issues.
From the Greek de·mos (dē'mŏs') n.
1. The common people; the populace.
2. The common people of an ancient Greek state.
graphy: writing
Detecting patterns, or trends, in the statistics is the more difficult task. One interpretation of the effect of a wide number of schools represented in the first-year group is to assume most students are looking for new friends.
The lack of regional diversity - almost no out of state students - is evidence of stagnation, said Trudeau. Indeed, the Times recently reminded the public that Shreveport's population is shrinking.
Demographics refers to selected population characteristics, says Wikipedia.org, as used in government, marketing or opinion research, or the demographic profiles used in such research.
Commonly-used demographics include race, age, income, disabilities, mobility (in terms of travel time to work or number of vehicles available), educational attainment, home ownership, employment status, and even location.
Demographic trends describe the changes in demographics in a population over time. For example, the average age of a population may increase.
Asking students whether they had a Myspace page or Facebook page (or both) produced one type of profile of student internet usage. Some 80% of students responded that they are active on one of the popular sites. Perhaps 15% said they were active on both sites.
A profile of the current generation as cited by Wikipedia says:
Generation Y cohort, also called N Generation (born from 1984 to 2001)
* Memorable events: rise of the internet, September 11 attacks, cultural diversity, 2 wars in Iraq.
* Key characteristics: quest for physical security and safety, patriotism, heightened fears, acceptance of change, technically savvy, environmental issues.
From the Greek de·mos (dē'mŏs') n.
1. The common people; the populace.
2. The common people of an ancient Greek state.
graphy: writing
Monday, August 13, 2007
Welcome to Magnet!
Most of my students are first-years and are ambitious about college and careers. Today, 14 year-old students are aware that the first day at high school is like reporting to work. You don't get an immediate salary; the payoff comes in the summers when you apply for jobs, camps and internships. The biggest payoff comes at the end of 4 years. Graduation will bring serious scholarship money to many of you.
One of your keys to success in testing and general academics will be methods developed in your social studies class. We will work on the communications skills needed in the fast-paced and challenging world you will hit in about 2015.
One of my tasks is to make the learning as much fun as it can be.
The skills? Among them are -
- accuracy and comprehension in reading.
- fluency in essay writing.
- organized approach to notes and projects.
- test-taking skills.
- digital presentations.
- ethics and manners.
We will build a community of scholars. It's cool to be intelligent and responsive at Cmhs. You're going to like that factor. It's cool not to stick with a clique at Magnet. Our students have a history of being friends with a wide cross-section of classmates. You're about to find a large pool of students who are looking for new friends. What could be finer?
One of your keys to success in testing and general academics will be methods developed in your social studies class. We will work on the communications skills needed in the fast-paced and challenging world you will hit in about 2015.
One of my tasks is to make the learning as much fun as it can be.
The skills? Among them are -
- accuracy and comprehension in reading.
- fluency in essay writing.
- organized approach to notes and projects.
- test-taking skills.
- digital presentations.
- ethics and manners.
We will build a community of scholars. It's cool to be intelligent and responsive at Cmhs. You're going to like that factor. It's cool not to stick with a clique at Magnet. Our students have a history of being friends with a wide cross-section of classmates. You're about to find a large pool of students who are looking for new friends. What could be finer?
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