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National Council for the Social Studies.
College and University Faculty Assembly. Send address changes to: This past June a group of social studies educators came together in Detroit to examine this question and discuss what we do as teachers and professors in response Over the course of three days members of the Rouge Forum Derrick mirikitani thesis questions of racism and national chauvinism in schools, colleges, and educational organizations and discussed the development of democratic, anti-racist, internationalist, social studies curricula in K schools as well as colleges of education In one session, over 20 social studies teachers and professors pursued issues that define the challenges of creating and sustaining democracy in schools and society Topics included: The middle works,Vol 7 pp Carbondale: Free Press Gibson, R Which side are you on?
Toward a real compact of educators, kids, and parents [Online] Available: Education for a democratic society [On-line] Available: Texts come not to convey information, to tell stories, or even to set the record straight. Of course, we live and think in the here and now ; the question is whether we can re-create any part of the past to keep us company If the poststructuralists are correct that we cannot fathom the original meaning of the texts offering us a window on other human experience, we will remain imprisoned in the present Small wonder that historians draw upon their practice of reconstructing the past in order to resist this verdict Appleby,p.
To what extent do our accounts of the past rest on the structures of emplotment, into which Derrick mirikitani thesis contextualize the documentary evidence cf White, ?
The act of constructing historical context, and thus the related acts of selection and interpretation of historical texts, are infused with present, contemporary concerns As LaCaprap. In addition, a fourth point addressed the specifically pedagogical question: Though I will introduce the studentteachers' academic backgrounds below, the assignments were chosen on the basis of their own strengths and weaknesses, and not on the basis of their authors' academic backgrounds.
I can trust to the intelligence of this House, and the patriotism of this country, I can trust not only to the patriotism but to the common sense of this country to carry out an arrangement which will give us all we want, which will satisfy all the loyal legitimate aspirations which will give us a great, an united, a rich, an improving, a developing Canada, instead of making us tributary to American laws, to American railways, to American bondage, to American tolls, to American freights, to all the little tricks and big tricks that American railways are addicted 1RSE Summer t 3 1 7 PAGE 19 to for the purpose of destroying our road quoted in Neidhardt, This text locates the speaker's position definitively at the center of potent interpretive themes in Canadian history: You want people to pick up a lot from just Derrick mirikitani thesis Interview, Jan 22, The elevated rhetoric of the passage conveys the notion that the speaker's position rests not only on a calculation of various private interests, but of the public good, of right vs wrong, of "intelligence" and "patriotism" vs "little tricks.
S railroads was fair or not, or whether his assessment of Canadian patriotism was accurate, is secondary to the fact that he said these things at all The position and perspectives of the speaker, himself, constitute the core of our interest and thus our investigation of the source Did Diane Arkwright understand the beauty of her choice, and would she be able to help her students to mine this document for historical understanding?
We turn now to her questions and what she had to say about them She articulated her objectives as wanting students to "be able to distinguish between a primary and a secondary source," to "interpret meaning" from a primary source, and to see "a historical event or issue.
How we're so influenced by American ways. What insight does his perspective give you into the subject? What kind of benefits did he think the railway would bring? What strategies does he use?
Collectively, these three questions relate text to context, and help students to construct an interpretive stance towards the source Question 1, calls for a synthetic judgement of the whole passage, all of its language, its rhetorical strategies, its factual assertions, its definitions of right and wrong, good and bad It does so before drawing students' attention to any of the pieces Questions 2 and 3, again, though somewhat mor e limited, ask questions of the entire passage If students are able to read and decode the pieces of the source independently, then these three questions may be helpful For students who are unable to do so, however, these three questions, placed at the outset of the question sequence, are unlikely to provide much assistance The next three questions do investigate the passage's specific rhetorical strategies: Given the implication of this comparison, what assumptions are revealed?
Question 4 highlights a key term in the passage, offers a definition, and asks how it constructs the relationship between Canada and the US This question provides the close guidance for students who need it which is missing in 1, 2, and 3 Like 4, question 6, placed prior to the br oad interpretive questions, could assist students in constructing their other answers In Question 5 it is unclear both to me, and to Arkwright, herself, in her subsequent interview what "central comparison" is meant The final three questions return to broader issues of contextualization: Question 7 suggests a sharp divide between Canadian and American responses It is potentially misleading, in that it does not allow for the sharply contrasting reactions that Canadians actually had Macdonald, of course, wanted his audience to believe that all "loyal" Canadians would fall into line But Arkwright's question conflates Macdonald's intention with his audience's response Macdonald had a job to do, to unite Canadians behind generous state support for a private railroad scheme If all Canadians had been easily receptive to this speech, then Macdonald would not have needed to deliver it In fact, the Liberal Canadian opposition attacked the scheme vehemently Macdonald's hyperbolic terms were aimed, not at Americans at all, but at Canadian resistance to his plan In her subsequent interview, Arkwright demonstrated her knowledge of the variation in Canadian opinion: I think you'd get a pretty good range of opinion [among Canadians], probably more so on the supporting it, that they would felt as he felt, especially given the context and the time That would have been a good debate Interview, Jan 22, So here the problem was rooted, not in her own historical interpretation, but in moving from that interpretation to a well-formulated question for her students Perhaps Arkwright's students would recover the interpretive thread with Question 8 about Macdonald's purposes Working with this ques3 2 0 t Summer 11 E PAGE 22 tion would give them an opportunity to see Macdonald and this speech as major players in the conflicts of the historical period At the same time, it would enhance their understanding of the ways in which those struggles were engaged: She understood that the students might use the speech to approach this issue: I think they can get a lot out of a speech that was written so long ago and realize that it hasn't changed that much, that there are still a lot of similar affairs and the way that politicians can inflate or exaggerate situations.
Interview, Jan 22, How students will respond, given the wording of her question, remains unknown Will students achieve the comparison she wanted?
Will the question stimulate a nuanced and multivalent response? What aspects of the past are being extracted from the speech for comparative purposes? If she was thinking about the dangers of the American threat, the answers should be quite different than if she was asking about funding for the transcontinental railroad The role of Canadian elites in fostering antiAmericanism for their own benefit entails a rich set of issues, whose configuration has changed, moreover, in the current era of the North American Free Trade Agreement Arkwright thus chose a source which could call up the particular historical context of railroadand nation-building in the late nineteenthcentury, revise students' contextual understanding of Canadian politics in that era, and extend to potent contemporary issues which both enrich the contextual narrative and enable a cogent interpretation of the text By the time we discussed the assignment on tape, Arkwright, having spent two weeks in schools, was already eager to revise it in the light of her thinking about students' thinking: I know like this is way too hard for Grade 8, way beyond their abilities Grade 10 it probably still is a little bit too hard, even the whole idea of perspective [from question 11 I mean that's like a concept that they may not be too sure of.
I have ever been opposed to ecclesiastical domination ; it is at enmity with the free spirit of christianity: How does the author feel about it? If so why would he [sic] do so at this time?Mirikitani, Derrick Takeshi Sequential recurrent connectionist algorithms for time series modeling of nonlinear dynamical benjaminpohle.comal thesis, Goldsmiths, University of London [Thesis].
WAIMEA BAY (HawaiiNewsNow) – Nine days after being almost killed by a wipeout while surfing Waimea Bay, accomplished amateur Derrick Mirikitani returned to thank the lifeguards and paramedics who saved his life.
Bulls , Bobcats 84 CHARLOTTE, N.C. — Derrick Rose and Kyle Korver scored 20 points apiece, and Chicago pulled away in the fourth quarter to beat Charlotte, a victory dimmed by Carlos Boozer.
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and Mr Derrick Mirikitani offered their help in understanding Xenakis’s computer programs. Demetris Ghikas for reading and discussing the technical aspects of Part II.
continuous support during the frequently difficult generation of this thesis. Iannis Xenakis and Sieve Theory An Analysis of the Late Music () This thesis is divided in three parts, the first two of which are theoretical and the third Mohammed Daoudi, Dr Mick Grierson, and Mr Derrick Mirikitani offered their help in understanding Xenakis’s computer programs.
This project would have been impossible.