Blog #7: The Bill of Rights - In action or not?

Directions:

Actively read the following article posted below (also available for view at: http://query.nytimes.com/gst/fullpage.html?res=9906E2D91438F933A15756C0A9649C8B63&sec=&spon=&pagewanted=print)

1. Based in the following NY Times article, summarize Richard Minsky’s (the artists’) view on the Bill of Rights and it’s role in modern US society.

2. Analyze two of his criticisms based on your knowledge of US government and the Bill of Rights.

3. Finally, respond to the following question:Is the Bill of Rights reflected in or distorted in modern US society. Refer to anecdotal (personal stories) or academic evidence to support your answer.

Your blog must be a miniminum of 200 words and include a response to at least one other student's post.For your reference, a copy of the Bill of Rights is available on page and at: http://www.archives.gov/national-archives-experience/charters/bill_of_rights_transcript.html

------------------------------------------------------------------------------------------------May 20, 2002 "Artist Depicts the Bill of Rights in a World Out of Joint"

By RALPH BLUMENTHAL

''I like art that gives you a reality fix,'' says Richard Minsky. A reality he treasures is the Bill of Rights, so Mr. Minsky, 55, a Greenwich Village artist and professional bookbinder, has found a way to exemplify the first 10 amendments to the Constitution as artworks.For the First Amendment protecting freedom of expression, for example, he burned a copy of Salman Rushdie's ''Satanic Verses'' and sealed up the charred volume in an arabesque windowed reliquary.For the Sixth Amendment guaranteeing a speedy and public trial, he glued a black-leather glove daubed with red onto a copy of Jeffrey Toobin's best seller ''The Run of His Life: The People v. O. J. Simpson.'' (''I used paint, not real blood,'' Mr. Minsky said, ''not that I haven't, or wouldn't.'')And for the Eighth Amendment, barring cruel and unusual punishment, he took a book on penology, ''Forlorn Hope: The Prison Reform Movement'' by Larry E. Sullivan, a professor of criminal justice, rebound it in stripes and chained it to a little jail. ''You can take the book out for exercise,'' Mr. Minsky said, ''but then it must go back to its cell.''

The 10 works are on display at the Louis K. Meisel Gallery at 141 Prince Street in Soho through June 1. Twenty-five editions of the set are being offered at $18,000 each. (The works are viewable online at www.minsky.com.)Mr. Minsky, who has been exhibiting his art for 30 years and founded the nonprofit Center for Book Arts at 626 Broadway, said he thought long and hard about celebrating the amendments, whatever their consequences. ''While you got them, enjoy them,'' he said.For the Second Amendment on the right to bear arms he chose a book about violent hate groups, ''Gathering Storm: America's Militia Threat'' by Morris Dees of the Southern Poverty Law Center. Mr. Minsky depicts the author in the bull's-eye of a target.

The Third Amendment, barring the forced quartering of soldiers in private homes, was represented by a reimagined nuclear football -- an attaché case like the one bearing the codes for unleashing atomic war. It contains a copy of ''Seven Days in May'' by Fletcher Knebel and Charles W. Bailey, a novel about the nation's top military commander seeking to commandeer the White House, and a DVD of the movie with Burt Lancaster and Kirk Douglas.For the Fourth Amendment, against unreasonable search and seizure, Mr. Minsky chose a copy of ''Neuromancer,'' William Gibson's 1984 science-fantasy novel presenting cyberspace as a realm vulnerable to governmental intrusion. He built a slipcase with an imbedded network interface card and hot-stamped it with the text of the amendment in hologram foil.The Fifth Amendment, guaranteeing due process of law for criminal defendants, was exemplified by a novel in the form of an epic poem, ''Branches'' by Mitch Cullin, about a brutal Texas sheriff who takes the law into his own hands. Mr. Minsky bound the book in khaki, affixed a badge -- and peppered the cover with nine-millimeter slugs.For the Seventh Amendment, providing for jury trials in civil cases over $20, he selected ''The Litigation Explosion: What Happened When America Unleashed the Lawsuit'' by Walter K. Olson, and rebound it in mock $20 bills that replaced the image of President Andrew Jackson with that of James Madison, father of the Bill of Rights.For the Ninth Amendment, reserving all unenumerated rights to the people, Mr. Minsky highlighted ''the right to privacy,'' using a book of that name by Ellen Alderman and Caroline Kennedy and re-illustrating it with photos of Diana, Princess of Wales, including endpapers depicting her fatal car crash.The 10th Amendment, protecting states' rights, stumped Mr. Minsky for some time. ''I was wracking my brain, and then, out of nowhere, I thought of November-December 2000.'' He downloaded the United States Supreme Court decision intervening in the Florida-vote controversy and handing the presidential election to George W. Bush. Mr. Minsky bound the docket in brown leather like a law book with the spine title off-center. ''It's a little crooked,'' he said.

The works are available only as a set, Mr. Minsky said. ''People ask me, 'Can I get one?''' he said. ''I say, 'The government is trying to take them away one by one; you have to have them all.'

''Correction: May 23, 2002, Thursday An article in The Arts on Monday about Richard Minsky, an artist and bookbinder who has created artworks representing the Bill of Rights, gave an outdated address for the Center for Book Arts, a nonprofit group he founded in New York. It is at 28 West 27th Street, third floor

Extra Credit: create your own original work of art or propaganda reflecting the application or defiance of the Bill of Rights in modern US society. ( You may refer to one or more of the amendments)

Women's rights in developing democracies

In a famous correspondence with her husband, John Adams, Abigail Adams demands that the Constitutional Convention "Remember(s) the ladies... do not put such unlimited power into the hands of the Husbands. Remember all men would be tyrants if they could If perticular cartwe and attention is not paid to the ladies we ar edetemined to foment a Rebellion, and will not hold ourselves bound by any laws in which we have no voice or representation."
Her comments reflect a radical feminist position - that all men AND women are created equal - and that equality should be established by the US Constitution or women simply would not support it. Sadly, women's suffrage would not be guaranteed by law until 1920, when the 19th Amendment was passed. Certainly, women's equality and poltiical representation remains a challenge in modern society. At the same time, the US remains ahead of most modern nations in asserting gender equality.

This all raises an interesting questions that will frame your blog reflections this week- should women's rights be a priority in newly emerging democracies? Should the Declaration of Independence have promoted equal rights for American women?

Directions:
Read the text of the following article and speech outlining President Bushs' views on women's rights in Iraq and other developing democracies:
http://usinfo.state.gov/xarchives/display.html?p=washfile-english&y=2006&m=March&x=20060307142624eaifas0.3840906

Then, read some background information on the Daughters of Liberty, a women's organization that promoted equal rights during the American Revolution at :
http://www.nps.gov/archive/fopo/exhibits/women/women2.htm

For additional information and access to primary sources on the American Revolution and the colinial women's movement, check out the Daughter's of the American Revolution Museum online at:
http://www.dar.org/

Reflect on the questions above and the blog responses of at least one other classmate - 200 word minimum. Due by 7 am on Friday, 10/26.

Blog #4: Does popular culture promote a nationalistic view of U.S. History? (American Revolution case study)

Inspiration:
"Ms. Francis, this class has challenged everything I know about US History!" - Sam Goon

Context:
Many of you have noted, as Sam did, that a lot of what is taught about US history in grammar and middle school is lacking historical context and accuracy. In fact, many historians argue that the conventional approach to teaching US History in public schools often " perpetuates popular myths (e.g., the first Thanksgiving)...lies by omission... leaves false impressions.... avoids negative images even from primary sources... fails to portray whole people, distort events and attitudes ... avoid conflict and controversy at all costs ...and fundamentally shun anything that would put history, people, and movements into context... Instead, students memorize the archetypes and the myths built around them without thinking about their likelihood—or improbability." (Scriff, Diane, 2004. http://www.slywy.com/bookreviews/liestold.html)

With that critical lens in mind, I'd like to devote this week's blog to reconsidering some popular culture potrayls of the American Revolution and the foundational principles of American Democracy.

Directions:
"Schoolhouse Rock" was a saturday morning cartoon show that aired in the late 1970's- 1989. It covered everything from algebra to zoology. Predictably, my favortie episodes were those that focused on US History and Government. These resources are basic in their teachings but directly reflect the general public's understanding of critical events from US history.

1. Watch "No More Kings" http://www.youtube.com/watch?v=ofYmhlclqr4
lyrics available at: http://www.postdiluvian.org/~gilly/Schoolhouse_Rock/HTML/history/nomorekings.html

and

"The Shot Heard Around the World":http://www.youtube.com/watch?v=7VQA5NDNkUM

lyrics available at: http://www.postdiluvian.org/~gilly/Schoolhouse_Rock/HTML/history/shot.html

2. Assess the historical accuracy of these cartoons by comparing and contrasting them to our current class materials on the American Revolution. Then share your thoughts on the following questions:

Does popular culture promote a nationalistic view of US History? What cultural, political or economic purpose does this serve in modern US society?

Expectations:
I remind you to draw on direct facts from our current unit of study in your response. Also, remember to reflect on at least one other blog. 200 word minimum is required for a grade higher than N on this assignment.

Extra Credit:
Create your own creative representation of the american Revolution through images, music or video. It can be posted on the blog or emailed to me at bridgettefrancis@aol.com

Blog#3 : Would you support the American Revolution?

This week's essential question asks you to balance various perspectives on the issue of American independence. Consider all the economic, political and cultural factors that led to the American Revolution. Then factor in the risks associated with taking on the British Empire and loosing the security of the food and munitions reserves that could be provided to you as colonists if a crisis should incur. Would the benefits of independence (liberty, representation and tax releif) outweigh the comforts of British rule?

You may respond to this essential question from a purely analytical standpoint OR reflect on it creatively by adopting one of the following characters and creatively presenting his/her perspective:
-a young man or woman who would be aiding in the war effort
-a wealthy merchant benefitting from colonial trade
-an indentured servant or slave

So, would you support the American Revolution? (Please leave baseball and Michael Vick out of this week's discussion.)Be prepared to discuss your response in a seminar format on Friday 10/12.

Blog Assignment #2: Is history destined to repeat itself?

Due by 7 a.m. Friday, October 5

Read the articles a)"Fight for the Top of the World" : http://www.time.com/time/world/article/0,8599,1663445,00.html

and b)"CIA Expands it's Inquiry into Interrogation Tactics":

http://query.nytimes.com/gst/fullpage.html?res=9E01E3DC1F3EF93AA1575BC0A9629C8B63

Both articles make allusions to topics we've recently covered in class. Article A discusses the colonization of the Arctic and clearly relates to the scramble for colonial territories in the Americas that occurred during the 15th-17th centuries. Perhaps more controversial is the position that harsh interrogation tactics toward suspected terrorists as described in article B can be likened to the persecution of suspected witches in the New England colonies in the 17th century (collectively referred to as the Salem Witch Trials.)

Consider our recent study of culture and poltics in pre-revolutionary colonial North America. Reflect on the relationship between these current events articles and your study of history. When is the use of colonial power and harsh interrogation tactics justified? Is history destined to repeat itself?

Sound off E Block!

You may reflect on one or both of the articles assigned. Remember to respond to the question as well as the comments of at least one other classmate. Your response should be at least 200 words.

Image: "The Snow Queen", Hans Christian Anderson, 1844.