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 Post subject: Fun School activities.
PostPosted: Sat Apr 13, 2013 6:47 am 
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http://www.foxnews.com/us/2013/04/13/re ... al-rights/

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A Florida father says he was shocked to find a note in his fourth-grade son's backpack suggesting that his teacher instructed students to write letters on their willingness to give up their constitutional rights.

Aaron Harvey told WOKV.com that his 10-year-old son was told to write a note reading, "I am willing to give up some of my constitutional rights in order to be safer or more secure," after a civics lesson at the end of last year.

Harvey said he found the note earlier this month and obtained the curriculum guide for the lesson, which he said was geared toward helping students "determine their opinions on which rights they value most and least," the report states.

He told the station that his son's teacher instructed several students in the class to write the statement and sign it. He said the story was corroborated by other parents with children in the class.

Harvey, a military veteran, told FirstCoastNews.com he thinks the statement reflects the teacher's personal opinion.

"I don't believe that any American or American child should be asked to write this," he said.

Duval County Public Schools issued a statement Friday to FirstCoastNews.com in which they said the lesson was consistent with the district's "efforts to broaden civics-based education and develop critical thinking skills among our students."

"The lesson builds awareness of First Amendment rights through a partnership with an association of local attorneys. Our possible concern rests with a follow-up activity that may have been conducted after the lesson," the statement read.


http://www.foxnews.com/us/2013/04/12/ne ... ssignment/

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An upstate New York school district apologized Friday for a high school writing assignment that asked students to “argue Jews are evil” while making a persuasive argument blaming them for the problems of Nazi Germany.

Superintendent Marguerite Vanden Wyngaard said administrators were discussing what official action the unidentified 10th-grade teacher at Albany High School will face for the assignment given to students on Monday.

According to The Epoch Times, the teacher has been removed from the class.

The assignment, first reported Friday by the Albany Times Union, asked students to research Nazi propaganda, then assume their teacher was a Nazi government official who had to be convinced of their loyalty. The assignment told students they "must argue that Jews are evil."

"This assignment for some of our students at Albany High School was completely unacceptable. It displayed a level of insensitivity that we absolutely will not tolerate in our school community," Wyngaard said at a news conference Friday at the United Jewish Federation. "I'm deeply apologetic to all of our students, all of our families and the entire community."

Wyngaard spoke in a room full of books on the Holocaust and was flanked by school board officials and representatives of Jewish organizations. Speakers said the Anti-Defamation League will run sensitivity programs at the school for staff and students.

"After this unfortunate lesson we know that the Albany School District will rededicate themselves to teaching about how prejudice led to genocide and to help their students build a better community," said Shelly Shapiro, director of the Holocaust Survivors & Friends Education Center.

School officials say they don't believe the teacher who handed out the assignment had malicious intent. The purpose of the assignment was to have students make an argument based on limited information, but it should have been worded differently, officials said.

The school district has not named the teacher, who was described as a veteran. The assignment was brought to administrators' attention by a parent of one of the students. Some students refused to write the assignment.

The teacher's assignment told students they "must argue that Jews are evil, and use solid rationale from government propaganda to convince me of your loyalty to the Third Reich!"

Earlier this year, a teacher at Public School 59 in Manhattan caused a controversy by giving fourth-graders a math homework assignment that used scenarios about killing and whipping slaves. The school's principal ordered sensitivity training for the entire staff.

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PostPosted: Sat Apr 13, 2013 10:35 am 
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I find the first one far more disturbing than the second, which is tasteless, crass, and poorly-thought-out, but does have value as a lesson in how things might work inside a Nazi regime. Also, high school students are a more appropriate audience for that sort of thing than 4th graders.

That is a striking change from when I was in middle school/high school. Middle school especially was one constant bombardment about the Holocaust. If we weren't studying in social studies for the umplteenth time, and usually just by reading poems and stories about how awful it was (duh) we were going to some special presentation with a bunch of local Jewish college students (never the same ones) who just wanted to stomp around on a stage doing impressionistic blathering on about the evils of totalitarianism and genocide, as if that was a difficult concept to grasp. "Hey kids, slaughtering people by the millions just to have a regime scapegoat is bad, mmmmkay?" Yeah, no kidding. You think?

To hear them tell it, you wouldn't even know there was a war going on at the time.

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PostPosted: Sat Apr 13, 2013 11:37 am 
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Diamondeye wrote:
I find the first one far more disturbing than the second, which is tasteless, crass, and poorly-thought-out, but does have value as a lesson in how things might work inside a Nazi regime. Also, high school students are a more appropriate audience for that sort of thing than 4th graders.


Agreed. The second is potentially a useful thought excersize. It is not enough to just say something was "evil" and unacceptable. Nazi Germany had real motivations for what it did. Understanding them and then deconstructing them is useful in helping people understand why we don't accept it. Playing the devil's advocate is a useful process.

The first... yeah, that's just a bad idea. Individual rights trump everything else, and it doesn't seem designed to help explain that, but rather a brainwashing technique to get kids to disbelieve it.

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PostPosted: Sat Apr 13, 2013 12:21 pm 
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I guess I take the opposite tack. Just thinking and explaining which rights you most highly value and which ones you would be willing to sacrifice for which reason is a valid thought experiment. No one is asking them to actually give them up. My reading is more that the teacher was appalled by the students willingness to surrender rights and had them write a note so parents could address that.


Furthermore, historically people have been willing to sacrifice some rights, and some limitations on rights for security.

Much of MY social science education was focused on understanding alternate perspectives, including other societies. It in no way implies that I agree with them, but I can at least understand some of the mindset that has led to dictatorial regimes for example
YMMV


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PostPosted: Sat Apr 13, 2013 12:51 pm 
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TheRiov wrote:
I guess I take the opposite tack. Just thinking and explaining which rights you most highly value and which ones you would be willing to sacrifice for which reason is a valid thought experiment. No one is asking them to actually give them up. My reading is more that the teacher was appalled by the students willingness to surrender rights and had them write a note so parents could address that.


Furthermore, historically people have been willing to sacrifice some rights, and some limitations on rights for security.

Much of MY social science education was focused on understanding alternate perspectives, including other societies. It in no way implies that I agree with them, but I can at least understand some of the mindset that has led to dictatorial regimes for example
YMMV


This might be true for older children or college students, but for kids who are still in elementary school the concept of a thought experiment is something they really don't yet grasp for the most part (obviously there might be exceptions). Even adolescents have a hard time keeping sight of the difference between "is" and "should be"; that's part of what makes them adolescents rather than adults, but with adolescents, introducing them to such things helps them develop into adults. Smaller children don't yet have adolescent thought tools.

The making them sign their name to it part is especially disturbing though, because even fourth garders know that when an adult signs, it's Something Serious. There was absolutely no reason to do that, no matter what other merits the assignment may or may not have had.

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PostPosted: Sat Apr 13, 2013 5:47 pm 
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This is the United States, consequently any Civics class starts with mastery of the Preamble to the Constitution and the Constitution itself, which clearly state otherwise, TheRiov.

You don't give up Rights in this Country. In fact, we have the 9th and 10th Amendment, which are effectively the first real American legal disclaimers: "We didn't get all the rights and privileges protected by this document on paper; those we forgot are the province of the People of the States, and we can't do **** about that."

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PostPosted: Sat Apr 13, 2013 11:36 pm 
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Khross wrote:
This is the United States, consequently any Civics class starts with mastery of the Preamble to the Constitution and the Constitution itself, which clearly state otherwise, TheRiov.

You don't give up Rights in this Country. In fact, we have the 9th and 10th Amendment, which are effectively the first real American legal disclaimers: "We didn't get all the rights and privileges protected by this document on paper; those we forgot are the province of the People of the States, and we can't do **** about that."


Only if you encourage the study of what the paper says and not what has actually happened.

I'm not debating the merits of that, simply stating that historically it has happened and if one is to understand history one must understand the mindset of those who lived during those times.


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