Showing posts with label World history. Show all posts
Showing posts with label World history. Show all posts

Wednesday, July 2, 2014

Franklin and Winston

Journalist Jon Meacham has written a fascinating memoir in Franklin [Roosevelt]) and Winston [Churchill]: an Intimate Portrait of  an Epic Friendship (2003, Random House, New York). The book should be read by every president that manufactures alliances and manages international conflicts. That would be every one! If our current president had read this book he may not have as quickly characterized Churchill as a reactionary colonialist and removed the Churchill bust from the White House. Churchill was a defender of the British Empire and unwilling to let colonial people have self-determination, but he was also the last European hope against Hitler. His success in lining up American help against the Nazi's, not an easy task in isolationist America, not only saved Britain. Churchill was instrumental in getting the U.S. in the war before it was too late for the free world.

Meacham analyzes the contrasting management styles of Roosevelt and Churchill. Roosevelt was practical, devious, always withholding a part of himself. He controlled his emotions completely, met women he wasn't supposed to see, and could completely compartmentalize his personal and private life from his public duties. He was a fair weather friend--publicly embarrassing and ignoring Churchill when, acting in matters of state as he saw them, he cozied up to Stalin. Roosevelt had utmost faith in his ability to charm anyone, even the Soviet dictator, and had he lived until the end of 1945, he may have been able to convince Stalin to act less aggressively in Poland and the rest of Eastern Europe. Roosevelt may have reacted less vociferously than Truman to Soviet provocations, keeping tensions between America and the Russians below the boiling point. Right before his death, Roosevelt avoided confrontation and suggested a middle course with Stalin (P.341).

In contrast to FDR, Churchill was a straight shooter, courageous, honest, devoted, warmhearted, magnanimous, and an ornate, brilliant orator. He saw black and white, good and evil, when battling Naziism, and history shows his was the correct attitude, when many in his government wanted to make a negotiated peace with Hitler. He was also prescient in predicting and exposing the nefarious intentions of the Soviet empire after the war was over. Roosevelt was starting to come around to Churchill's view of Stalin when Roosevelt suffered the cerebral hemorrhage that ended his life.

Two themes run through the book that also resonate throughout the history of 20th and 21st century presidents. Should a president campaign as though he is healthy even though he is gravely ill, and how much time does a president need in order to recuperate from the weighty pressures of the office?
Roosevelt had congestive heart failure and  hypertension, which eventually killed him. At some level he knew he was dying but felt he had to lead the war to a successful conclusion, and no one else could have done it as well. The last point is debatable, but it was obvious to all who met him that FDR looked terrible by mid 1944. He looked haggard, had lost weight, and had energy for only four hours of hard work each day, when the war demanded much more time from the leader of the western world. Roosevelt campaigned like a champion in the 1944 election for a fourth term, slogging through a nasty storm in New York City in an open car. The press put the photographs in all the newspapers. He was fine the voters thought or, wanted to think.

John F. Kennedy was also much sicker than voters knew. Despite his chronic ill health he looked like Adonis (according to journalist and newscaster Walter Cronkite) in his critical televised debate with Nixon and governed with youthful vigor. (See my review of Kennedy here.) If voters knew the truth about Kennedy's health would they have voted for him over Nixon? Woodrow Wilson was cursed with chronic ill health before his debilitating stroke near the end of his second term. Running against the athletic and larger-than-life Theodore Roosevelt in 1912, Wilson could not afford to let the American people know he was a frail academic.

Do presidents need to be flying to Camp David, playing golf, attending lavish banquets, and just plain enjoying themselves as much as they do? Presidents are always "on" and Meacham's book gives the reader more respect for the formidable pressures of the office, especially in war time. Older, sicker men need time to recharge, whether it's collecting stamps (FDR) or collecting conquests  vacationing at Hyannis Point (JFK). The American people can rightly ask if a president is vacationing in order to work better or, like a Roman emperor, taking the job for what it's worth in order to enjoy frequent, free and lavish vacations.




Sunday, November 25, 2012

Introduce Marxism with a Short Skit In World History or Economics Class



I have used this short skit successfully in World History (in the study of the industrial revolution), and American Government and Economics. Feel free to copy and use it, and please let me know how the lesson went. The teacher may wish to prepare a short presentation comparing laissez-faire capitalism to Marxism and examine the vocabulary words (below) before doing the skit. The teacher may do the skit alone or have students perform it. Enjoy!
- Mike


Mike Spinrad, San Marin High School, Novato, California
Karl Marx Encounters Capitalist

Scene:  London 1850

Marx:  My backside hurts from boils, probably because I’ve already sat and read in the public library for six hours today. Who’s coming to greet me?

William Pound: It’s me, William Pound.

Marx: Ah yes. Pound, I called you to discuss your ridiculous beliefs about factory owners. Why don’t you understand that every time a factory produces something, workers are exploited?

William Pound: The workers trade their labor for pay. It’s a free exchange where both owner and worker agree, without coercion, to engage in a contract. What could be wrong with that?

Marx: The workers are paid poorly and working conditions are bad. The workers are nothing more than slaves, wage slaves.

William Pound: Working conditions have been improving for years, thanks to recent laws passed by Parliament and the power of unions. Additionally, not all factory owners treat their employees poorly.  Don’t you think a worker has mastery over his own fate and can move, working wherever he pleases?

Marx: I am a determinist. I do not believe in free will. It’s an economic system, not individuals that determine history. As it has been said, the system makes people act the way they do.

William Pound: What nonsense are you saying? An economic system produced the ambition of Napoleon and genius of the Duke of Wellington? People, not systems make choices in their lives and create history.

Marx: You sound like my Jewish grandfather. He thought that people have choices too. I’m glad I was baptized as a young child and that you’re not Jewish.

William Pound: Karl, you’re a vicious anti-Semite as well as the originator of catchy but superficial ideas. Naturally, no one wants to be against workers earning a good living. Few common people care about liberty, however, until it’s gone. Just how do you propose the change to socialism will occur?

Marx: I believe that the capitalist system will destroy itself by producing enough disgruntled workers. These workers will take over and replace capitalism with a socialist paradise. We won’t need liberty in this socialist paradise.
________________________________________________________



Name ______________________


Define the following words and answer the questions:

Liberty



Determinist



Exploited



Anti-Semite



Coercion



_____________________________________________________________
What is more important to you, liberty or equality of outcome? Why?





Do you believe in determinism or free will?  Why?

Sunday, July 8, 2012

How I Will Change My Teaching of a Low-Level History Class

Bloom's Taxonomy
Sophomore World History is a challenging class to teach at my high school. The best students are diverted into our AP program, leaving me three or four classes filled with many uninterested and unmotivated kids that have a history of behavioral problems. I taught four sections of these kids last year. Here are the harsh realities I observed working with this struggling population:
  • Half the students will do homework some of the time.
  • About one third will not complete ANY homework on time for the entire year.
  • Half the students hate reading and do not understand what they read
  • Half will take notes only if forced. Next to none will use notes to prepare for a test. (They prefer using the textbook, amazingly.)
  • The students are unwilling to do true group work. One student in the group would do the work and the rest would watch or be off task.
  • Activities such as skits and reenactments are only partially effective, because so many of the kids have too little background knowledge to understand the relevance of the activity.
I do convince a few students that history is interesting. I do help some students to enjoy reading, and I do get some students to take notes more effectively. However, too many students in these classes were not fully engaged by my methods last year. So I plan to do a few things differently.
  • I will assign fewer readings as homework. We will do almost all reading in the classroom.
  • Most lectures will be read-alouds of the textbook. Only after that will students be assigned an in-class reading of the same material.
  • I used a variation of Cornell notes last year. Few students benefited. This year we will learn by presenting the material and going over it with frequent informal formative assessments such as fast-paced in-class questions ("peppering").
  • I plan more summative assessments that include writing--short essay questions that ask for items high on Bloom's Taxonomy such as evaluating why one leader was better than another. These questions will be complex, so no two answers should be alike.
I hope these changes result in greater student engagement and achievement.

Postscript: January 7, 2012:  These changes have produced better though not radically improved grades. Additionally, I will examine the results of standardized testing, available in August.2013.

Friday, August 12, 2011

Freud Encounters Nietzsche's Ghost




Freud Encounters Nietzsche’s Ghost

Scene: Vienna, 1922

Sigmund Freud: What is that spectral image in the likeness of the German philosopher Nietzsche doing in my study? Have you come to haunt me? I’m busy putting together my theories on the id and the ego. Be gone!

Friedrich Nietzsche: I just wanted to thank you for your determinism. Because of you, people believe that their unconscious desires control them, not their will. You will help remove from society all the idiots, imbeciles and dimwits that believe such nonsense.

Sigmund Freud: What do you believe, my long dead German friend?

Friedrich Nietzsche: We both write about the follies, the foolishness and sickness of humankind. I also write about its potential greatness, the coming of the Overman. One who is able, by the force of will, to overcome his limitations and reach his destiny. “If one has a why he can get through any how.”

Sigmund Freud: Very poetic. How do you explain the motivations of people?

Friedrich Nietzsche: Most people live simplistic, petty, useless lives and, lickspittles that they are, accomplish next to nothing. I care about the elite, the Overman. Women are not to be noticed. They are simply playthings for the warrior. “When you are with women, remember the whip.”

Sigmund Freud: Your misogynist beliefs are certainly not trendy. You do believe, as I do, in an unconscious?

Friedrich Nietzsche: Yes, instinct tells us to follow our ancient heroic values. We must show strength, not mercy. Mercy is for the weak and is a self-destructive cancer. We must move beyond good and evil. We can’t depend on gods or on conventional morality. The gods, listening to what men said about them laughed themselves to death.

Sigmund Freud: Your philosophy is dangerous. How would a people behave in a society that actually incorporated your teachings?

Friedrich Nietzsche: I predict that Germany will twist my writings into Social Darwinism’s ideas of racial superiority. Germany will then try to conquer the world.
___________________________________________________________



1. What is determinism? Who is the determinist, Freud or Nietzsche?






2. Define misogyny and spectral.





3. Who do you relate to better, Freud or Nietzsche? Why?



Tuesday, August 9, 2011

Teaching the French Revolution

Start off your World History or European History class by getting the kids out of their seats. After they read an overview about the causes of the French Revolution, try my dramatic enactment or compose a skit of your own. As you work through the French Revolution unit, assign all the students a position (1st, 2nd, or 3rd Estate) and treat them (within reason) accordingly. For example, at first I give the nobility free cokes and chips, which normally are never allowed. I instruct the nobility to keep the goodies for themselves. When the Jacobins take over, the more educated of the third estate get the goodies, etc. If you use the skit, please give me feedback.



Mike Spinrad/San Marin High School


Name_______________________________ Date __________________


“Liberty, Equality, Fraternity” Skit

Instructions: If you were picked for a role, please come up to the front of the class. If not, please listen carefully to the skit and fill in the correct names below.

Characters
Guy Flambeau: third estate, peasant of the countryside
Ricard Poisson: third estate, cloth spinner of Paris
Cardinal Rouge: First Estate, Upper Clergy
Father Sympathique: First Estate, Lower Clergy
Baron Caniche: Second Estate
King Louis XVI: King of France
Queen Marie Antoinette: Queen of France
_________________________________________________________________
Scene…a salon, Paris, 1789

Guy Flambeau: The price of wheat is so high, I can’t feed my family. We pay so much money in taxes that I might have to sell everything and beg in the streets. We third estate peasants are all ready to revolt.

Ricard Poisson: I am with you my friend. I used to believe that it was G-d’s will that we should be poor, but I have been hearing about the ideas of the philosophes. We must fight for justice!

Baron Caniche: We will crush you scum if you dare to revolt. I can have you both put in the Bastille just for speaking out against the government. You third estate people do the work and pay the taxes. We nobles have fun at the king’s court.

Cardinal Rouge: We upper clergy have it even better! We pay no taxes, own ten percent of the land of France, and I rarely even attend church services. I just like hanging out in my chateau and scheming against certain nobles like your friends, Caniche.

Father Sympathique: Your behavior is scandalous, Cardinal. I spend all the day attending to the needs of the poor.

King Louis XVI: I am the king to the whole nation, rich or poor. I am of the long running Bourbon dynasty. I have a right to rule France that was given to me by G-d. The nobles refuse to pay any taxes. If I can’t get more tax money from the peasants, I just don’t know what I will do. I think I will take a break and fix some clocks in my shop next to Versailles.

Queen Marie Antoinette: Your highness, I’ve almost finished making you a nice sweater.

Which characters support the following policies?
1. Bourbon dynasty:_______________________________________
2. Divine right to rule:_____________________________
3. Privileges of the Second Estate:____________________________________
4. Desperation of the peasants:_______________________________________
5. Third estate pays the taxes and does the work:_______________________________
6. Influence of the philosophes:__________________________
7. Attends to the needs of the poor:__________________________________
8. Is attuned only to the needs of the king:________________________________
9. Is not particularly religious:__________________________

Extra Credit: What is the difference in point of view of Guy Flambeau and Ricard Poisson? Why do they look at the situation differently?
________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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