Social Studies Signal

Total Page:16

File Type:pdf, Size:1020Kb

Social Studies Signal September 2019 A monthly newsletter for social studies educators Updates from the Ohio Department of Education Revised Model Curriculum update Ohio’s Model Curriculum for Social Studies that was approved in June by the State Board of Education has been posted. Transition Tools are available, including include crosswalks and a suggested timeline. Release of spring 2019 Ohio’s State Tests items A release of items from the spring 2019 Ohio’s State Tests in Social Studies now is available in the Ohio State Test portal. These released items give educators insight into the kinds of questions students experienced and are a useful tool to inform classroom instruction. Both teachers and parents may use this resource to help students know what to expect. The associated learning standard(s) and scoring rubric are included with each released item. Examples of student responses also are available to illustrate actual work and the corresponding points earned on the student examples. • American Government Item Release Scoring Guide • American History Item Release Scoring Guide Remember requirement to observe Constitution Day Each year, on Sept. 17, schools nationwide take part in observing the day in 1787 that the U.S. Constitution was signed. Educational institutions receiving federal funding must plan an education program celebrating Constitution Day. Below are organizations with links to resources for Constitution Day. • National Constitution Center • National Council for the Social Studies The U.S. Constitution also is one of the historical documents the Ohio Revised Code 3301.079(A)(1)(b) requires schools to teach and assess in high school American history and American government courses. The law requires the instruction of these documents in their original text and historical context. It also requires the assessment of the documents in the state end-of-course tests for American history and American government. Twenty percent of the value of the American government test must be based on historical documents. The historical documents are identified in the American history and American government course syllabi and model curricula. Click here for more information. State organizations offering opportunities and resources Ohio History Connection needs teachers for research study Teaching the Past: A Panel of the Ohio History Connection is a research study to learn more about how the Ohio History Connection can provide more effective history and social studies programming for teachers and their students. The organization is seeking up to 50 Ohio educators with a variety of experience levels to share their thoughts. The study will take place in a secure, moderated, online space from Sept. 25 to Oct. 30. Participants will be asked to thoughtfully answer up to 10 questions during that time period. Those who complete the research will receive either a $50 gift card for Amazon.com or a $50 donation to a participant-selected Donors Choose project as a thank you. Interested teachers must complete a short survey on the website. For further questions, contact Susie Wilkening at [email protected] or Ly Foor at [email protected]. The Ohio Center for Law-Related Education offers opportunities to enhance citizenship education. • Fall Conference. The Ohio Center for Law-Related Education’s Law & Citizenship Conference is an annual statewide gathering of teachers, professors, lawyers and other civic and law-related education professionals who come together to share curriculum, effective teaching strategies, best practices and the latest hot topic issues important to teachers. This annual conference will take place in Columbus on Monday, Sept. 23. The theme is Tackling Tough Issues: Current Events and Controversy in the Classroom. Join teachers, lawyers and other civic-education professionals to gather strategies and tips for addressing controversial issues with students. There will be several mock trial professional development workshops for new and experienced advisors. • Constitution Camp The Ohio Center for Law-Related Education (OCLRE) will host a two-day Constitution Camp Oct. 28-29 to give teachers an in-depth look at teaching the principles of government, specifically separation of powers. Hear from content experts, leave with hands-on materials to enhance your teaching and learn about OCLRE programs We the People and Moot Court that will get your students excited about learning. For more information or registration, check out OCLRE’s Professional Development page or contact Ryan Suskey at [email protected] or (614) 485-3506. Ohio YMCA Youth & Government program is gearing up for its 69th high school program year The Ohio YMCA Youth & Government Program is gearing up for its 69th high school program year and fifth year for middle school. OYG gives teens the chance to build leadership skills, gain self-confidence and discover how the government operates. Through this program, students debate techniques and earn community service hours, scholarship opportunities and an experience to remember at the Statehouse in Columbus. At the Statehouse, students learn responsible leadership in the American democratic process and experience law-making through five program areas: Executive, Legislative, Judicial, Lobbyist and the Press Corps. The student-driven program allows students to learn legislative protocol, formulate arguments and practice debate techniques by learning to debate ideas instead of people. In the weeks leading up the State Assembly, students will learn to draft, research and present a bill in order for it to become a state law. Then, the students will have the opportunity to travel to Columbus to present their authored bills in front of their peers. Nearly 900 Ohio students experienced the program this school year. For more information, visit the program’s website or contact State Director Charlie Myers at (419) 632-1000 or at [email protected]. The organization will come to the school to assist students in preparing for the next conference. Federal Reserve Educator Night The 2019 Federal Reserve Educator Appreciation Night is an open house for educators of all subjects and grade levels to learn about the free resources and programs available from the Cleveland Fed’s Education & Outreach department. Throughout the evening, participants will have the opportunity to: • Explore the free resources and participate in hands-on activities; • Tour the Cash Processing Operations (Cincinnati) or visit the Money Museum (Cleveland); • Learn about field trip options and travelling exhibits; and, • Receive a complementary swag bag of classroom resources. The event will take place in Cincinnati on Sept. 18 and in Cleveland on Sept. 24. Both events take place 5 – 6:30 p.m. Advanced registration is required by Tuesday, Sept. 17. Holocaust & Humanity Center to host last living Nuremberg prosecutor • Last living Nuremberg prosecutor to speak. The last living Nuremberg prosecutor, Ben Ferencz, will join Holocaust & Humanity Center for a Skype discussion following a screening of the documentary film Prosecuting Evil: The Extraordinary World of Ben Ferencz. As a war crimes investigator, Ferencz witnessed Nazi concentration camps shortly after liberation. He became the Chief Prosecutor for the United States Army in the Einsatzgruppen case at the Nuremberg trials. He went on to advocate for restitution for Holocaust victims and the establishment of the International Criminal Court. The event takes place Tuesday, Sept. 10 at 7 p.m. in Reakirt Auditorium at the Cincinnati Museum Center, 1301 Western Ave, Cincinnati, OH 45203. It is free and open to the public. Participants may tour the center’s museum at no charge from 6 – 7 p.m. For questions, contact Sarah Schneider at [email protected] or (513) 487-3055. Register by Sept. 10. • School tour bookings for 2019-2020 now open. To book a tour for 15 or more, contact CMC guest services at (513) 287-7021, Monday-Friday, 9 a.m. -.5 p.m. or fill out a field trip reservation form. Tours can be coordinated around our Holocaust Speaker Series for a more comprehensive experience. Speakers are scheduled on Wednesdays from 11 a.m. - noon. and Sundays from 2-3 p.m. Ohio Supreme Court launches new resource and offers field trip grants • Under Advisement: Ohio Supreme Court Cases On Demand is an engaging, new program created by the Supreme Court of Ohio in an effort to reach high school students across Ohio and strengthen their understanding of Ohio’s court system. Over three or four class sessions, teachers will lead students through an in-depth study of an already-decided Ohio Supreme Court case utilizing original materials, including video recordings of Supreme Court oral arguments and written documents on the Supreme Court’s online case docket. The lessons are free and are designed to align with Ohio’s Learning Standards for the High School American Government course. To provide a real-world connection to the legal profession and courtroom, the Court encourages teachers to contact a local judge or attorney to help teach some or all of the sessions. Information on contacting an attorney is included in the Educator Resource Guide. • Supreme Court field trip grants for Ohio schools will help defray the transportation cost to visit the Supreme Court of Ohio and Visitor Education Center during the 2019-2020 school year. The application window will be open from Sept. 11 to Sept.27. FinCamp in Ohio Next Gen Personal Finance is offering FinCamp for 50 teachers on Sept. 27 at the Cleveland Airport Marriott. FinCamp is built around best practices that will transform the classroom. It is designed to be collaborative, with participants meeting other teachers to find out what is working for them, curated, so teachers will find resources to use in the classroom, and content-driven, with teachers introduced to lessons, activities, projects and bell-ringers, as well as engaging content to bring back to the students. The workshop is for teachers of personal finance, economics, financial math, family and consumer science, special education or any other practical, real-life course.
Recommended publications
  • Constitutionally Compromised Democracy: the United States District Clause, Its Historical Significance, and Modern Repercussions Bradley Raboin
    Hastings Constitutional Law Quarterly Volume 45 Article 3 Number 4 Summer 2018 1-1-2018 Constitutionally Compromised Democracy: The United States District Clause, Its Historical Significance, and Modern Repercussions Bradley Raboin Follow this and additional works at: https://repository.uchastings.edu/ hastings_constitutional_law_quaterly Part of the Constitutional Law Commons Recommended Citation Bradley Raboin, Constitutionally Compromised Democracy: The United States District Clause, Its Historical Significance, and Modern Repercussions, 45 Hastings Const. L.Q. 685 (2018). Available at: https://repository.uchastings.edu/hastings_constitutional_law_quaterly/vol45/iss4/3 This Article is brought to you for free and open access by the Law Journals at UC Hastings Scholarship Repository. It has been accepted for inclusion in Hastings Constitutional Law Quarterly by an authorized editor of UC Hastings Scholarship Repository. For more information, please contact [email protected]. Constitutionally Compromised Democracy: The United States District Clause, Its Historical Significance, and Modern Repercussions by BRADLEY RABOIN* Introduction On September 17, 1787, the United States Constitution was submitted for approval to the Congress of the Confederation and, subsequently, for ratification by the American States.1 This constitution was a political phenomenon: For the first time in history, an entire nation would be given the power-through popular ratification-to decide what form of government would rule over them. 2 At its core, the
    [Show full text]
  • Alexander Hamilton Letter Production
    Alexander Hamilton Letter Production Is Tremaine imperatorial or driveable after demoralizing Derrek imprecated so deceivingly? Ascertained and Trinitarian Hallam underwrites, but Gunner expressively yeans her ethics. Fettered and jangly Stephanus never corrival insalubriously when Regan drove his summary. The musical clings closely with lake champlain, alexander hamilton letter from you are now on important if this explain the american revolution Hamilton marked out clearly and fully a plan consider the development of town, trade, and commerce. Hamilton found to obtain of less importance. That miranda had distinguished himself as a benevolent, as busy as mrs. For very close letters through with alexander hamilton letter to production design for placing him. Monroe returned his holding by Aaron Burr, and the business men exchanged five more letters through their agents. Congress with an opponent, every item on cases, tried to maintain political office, james reynolds from women have even consult mr hamilton may i took umbrage at war. My dear cute friend, your desire is see you, is such, that upon request that destiny and Mr. Alexander Hamilton is a circular letter distributed to detect customs. They decide whether it has no beauty during his letters? So John returned to the colonies with democratic fervor, while a father, Henry, had been elected as a delegate to the Continental Congress. Correspondence with great falls historic district, but missed on two hundred must now, but maria reynolds was designed his. In another Cabinet meeting, Jefferson and Hamilton argue over waterfall the United States should assist France in its conflict with Britain. Philip Schuyler, a wealthy and influential New Yorker.
    [Show full text]
  • Federalist Politics and William Marbury's Appointment As Justice of the Peace
    Catholic University Law Review Volume 45 Issue 2 Winter 1996 Article 2 1996 Marbury's Travail: Federalist Politics and William Marbury's Appointment as Justice of the Peace. David F. Forte Follow this and additional works at: https://scholarship.law.edu/lawreview Recommended Citation David F. Forte, Marbury's Travail: Federalist Politics and William Marbury's Appointment as Justice of the Peace., 45 Cath. U. L. Rev. 349 (1996). Available at: https://scholarship.law.edu/lawreview/vol45/iss2/2 This Article is brought to you for free and open access by CUA Law Scholarship Repository. It has been accepted for inclusion in Catholic University Law Review by an authorized editor of CUA Law Scholarship Repository. For more information, please contact [email protected]. ARTICLES MARBURY'S TRAVAIL: FEDERALIST POLITICS AND WILLIAM MARBURY'S APPOINTMENT AS JUSTICE OF THE PEACE* David F. Forte** * The author certifies that, to the best of his ability and belief, each citation to unpublished manuscript sources accurately reflects the information or proposition asserted in the text. ** Professor of Law, Cleveland State University. A.B., Harvard University; M.A., Manchester University; Ph.D., University of Toronto; J.D., Columbia University. After four years of research in research libraries throughout the northeast and middle Atlantic states, it is difficult for me to thank the dozens of people who personally took an interest in this work and gave so much of their expertise to its completion. I apologize for the inevita- ble omissions that follow. My thanks to those who reviewed the text and gave me the benefits of their comments and advice: the late George Haskins, Forrest McDonald, Victor Rosenblum, William van Alstyne, Richard Aynes, Ronald Rotunda, James O'Fallon, Deborah Klein, Patricia Mc- Coy, and Steven Gottlieb.
    [Show full text]
  • Politics and Power)
    Unit 10, Periods 1-9 1 Politics and Power) This theme focuses on how different social and political groups have influenced society and government in the United States, as well as how political beliefs and institutions have changed over time. Objectives: Students should examine ongoing debates over the role of the state in society and its potential as an active agent for change. This includes mechanisms for creating, implementing, or limiting participation in the political process and the resulting social effects, as well as the changing relationships among the branches of the federal government and among national, state, and local governments. Students should trace efforts to define or gain access to individual rights and citizenship and survey the evolutions of tensions between liberty and authority in different periods of U.S. history. Thematic Objectives for Politics and Power POL-1.0: Explain how and why political ideas, beliefs, institutions, party systems, and alignments have developed and changed. POL-2.0: Explain how popular movements, reform efforts, and activist groups have sought to change American society and institutions. POL-3.0: Explain how different beliefs about the federal government’s role in U.S. social and economic life have affected political debates and policies. PAST PROMPTS (REWORDED TO MATCH NEW FRAMEWORK… Some past prompts are not included, because they are too specific or are testing topics not tested with the new framework.) 1985 Support, Refute, or Modify the following statement: “The Bill of Rights did not result from a desire to protect the liberties won in the American Revolution, but rather from a fear of the powers of the new federal government.” 1990 DBQ Jacksonian Democrats viewed themselves as the guardians of the United States Constitution, political democracy, individual liberty, and equality of economic opportunity.
    [Show full text]
  • EDU ENTRY (Filemaker)
    Junior Individual Exhibit School Title Student(s) Honorable Mention Annunciation School The Missouri Compromise Ingrid Kuhfuss Blackduck Public Schools Televising the Eichmann Trial Sadie Stroeing Avail Academy (Blaine) The Guatemalan Civil War: Corruption, Secrecy, and Becky Cerezo Conspiracy Avail Academy (Edina) The Little Rock Nine: A Conflict Over Equality Ravelle Rute Capitol Hill Gifted and Talented A Mill in Ruins: Compromised Safety and Conflicting Siri Hokanson Magnet School Viewpoints Capitol Hill Gifted and Talented The Shirtwaist Strike of 1909 Isabella Schmitt Magnet School Central Middle School (WBL) The War of Broken Trust Emma Masso Friedell Middle School The Missouri Compromise of 1820: Its Contribution to the Ryan Engstler Civil War Justice Page Middle School Stalin's Genocide Julija Pone Barton Open School Nick Ut: Power Of A Picture Ella Scott Murray Middle School The Occupation of Alcatraz Taylor Fairbanks Woodbury Middle School The Compromised Rights Which Free Men Are Entitled Elise Naidl Woodbury Middle School Loving v. Virginia: Their Fight For Marriage Claire Krois Minnesota History Day 1 Aug 2019 Junior Individual Exhibit School Title Student(s) Woodbury Middle School Dispute on Agent Orange: Effects on Its Victims (Phone Izabel Halunen Interview) Salk Middle School Asylums Exposed Madi Tveit Salk Middle School Blood Diamonds Of Sierra Leone Catie Cramer Sanford Middle School Japanese American Internment Ivy Mills Anthony Middle School Rights of a Woman: Emmeline Pankhurst and her Fight Tove Moen through Conflict in Women's Suffrage Scott Highlands Middle School Capitol Crawl: The Fight for the Americans with Disabilities Emily Hering Act Sunrise Park Middle School The Minnesota Nurses' Strike Ava Post Sunrise Park Middle School Furman v.
    [Show full text]
  • Compromise and Constitutionalism Article 2
    Pepperdine Law Review Volume 38 Issue 5 Compromise and Constitutionalism Article 2 4-20-2011 Compromise and Constitutionalism Sanford Levinson Follow this and additional works at: https://digitalcommons.pepperdine.edu/plr Part of the Constitutional Law Commons, Dispute Resolution and Arbitration Commons, and the Legal Ethics and Professional Responsibility Commons Recommended Citation Sanford Levinson Compromise and Constitutionalism, 38 Pepp. L. Rev. Iss. 5 (2011) Available at: https://digitalcommons.pepperdine.edu/plr/vol38/iss5/2 This Lecture is brought to you for free and open access by the Caruso School of Law at Pepperdine Digital Commons. It has been accepted for inclusion in Pepperdine Law Review by an authorized editor of Pepperdine Digital Commons. For more information, please contact [email protected], [email protected], [email protected]. Compromise and Constitutionalism Sanford Levinson* I. INTRODUCTION II. CONSTITUTIONAL DESIGN AND COMPROMISE III. PRESERVING INSTITUTIONAL POWER AT THE COST OF LITIGANTS' RIGHTS IV. INTRA-COURT COMPROMISE V. CONCLUSION I. INTRODUCTION I am extremely pleased-and honored-to be here today at Pepperdine to deliver this Brandeis Lecture. Both the particular venue (and I'm not referring to Malibu!) and the person for whom this lecture is named have encouraged me to offer some reflections about a subject that increasingly interests me: "compromise." As someone interested in both constitutional design and constitutional interpretation, not to mention the institutional history of the United States Supreme Court, I find the presence of "compromise" both ubiquitous and, at least at times, highly problematic. I want to share with you today three particular examples of the problem.
    [Show full text]
  • Economic Lessons from the Musical Hamilton
    Economic Lessons from the Musical Hamilton The musical Hamilton is the most popular musical in recent history and might be the best single album one could use to teach economic concepts. We explore how the songs in Hamilton can be used to teach about opportunity cost, trade-offs, time preferences and time-inconsistent preferences, the Federal Reserve System and central banking, economic freedom, and more. We also provide discussion questions that educators could use to teach concepts presented in Hamilton. Matthew C. Rousu† Courtney A. Conrad† †Susquehanna University © 2017 Journal of Economics Teaching. All rights reserved. Rousu and Conrad / Journal of Economics Teaching (2017) 1. Introduction While it is still the primary way instructors are teaching economics, educators are slow- ly shifting away from the traditional “chalk-and-talk” method of instructing (Becker & Watts, 1996, 2001; Becker, Becker, & Watts, 2006; Watts & Schaur, 2011). Some economics instructors are using non-traditional methods to teach, including using works of art (Watts & Christopher, 2012; Al-Bahrani, Holder, Patel, & Wooten, 2016), historical novels (Cotti & Johnson, 2012), mov- ies (Mateer, O’Roark, & Holder, 2016; Mateer & Stephenson, 2011), television series (Kuester, Mateer, & Youderian, 2014; Ghent, Grant & Lesica, 2011), and social media (Al-Bahrani & Patel, 2015). By incorporating these alternative methods, educators are attempting to better reach their students. Yet another way teachers are innovating is by using music in their courses, and many in- structors have touted the benefits of this practice (Lawson, Hall, & Mateer, 2008; Krasnozhon, 2013; Tinari & Khandke, 2000; Hall & Lawson, 2008; Holder, Hoffer, Al-Bahrani, & Lindahl, 2015). To this point, economists touting the use of music to teach have illustrated how multiple songs from multiple sources can be used.
    [Show full text]
  • UVA LAW | Fed Soc- Hamilton Event
    UVA LAW | Fed Soc- Hamilton Event INTERVIEWER: Welcome, everyone, to our last event of the semester, "An Original Document For Every Song InH amilton." Today, we're honored to be joined by Judge Charles Eskridge of the US district court for the Southern District of Texas. Judge Eskridge was appointed to the bench in 2019. He also serves as an adjunct professor at the University of Houston Law Center, teaching on the origins of the Constitution and as a member of the American Law Institute. JUDGE Thank you. Thank you very much, and I'm so glad to be here and to have had the invitation to speak to the CHARLES University of Virginia. I have done this presentation on Hamilton many times at many different law schools, and I ESKRIDGE: have to say that doing it for the University of Virginia, which has obviously such a close connection to Thomas Jefferson but also geographically to James Madison and George Washington, that plays such a big role, each of them in this show, that this really does have extra meaning for me. So now, I wouldn't necessarily say that I'm obsessed withH amilton, but I was all over the soundtrack when it came out. And then-- let me get the share screen started here. And then, my wife noticed a Facebook meme that year and said it applied to me. My thoughts have been replaced by Hamilton lyrics, and it was not just a few lyrics, mind you. 20,520 words to be precise. That works out to about 140 words per minute in the show.
    [Show full text]
  • The Room Where It Happened.” Negotiated the Compromise That Is Now and Frequent — Dinner Parties
    RETHINKING JEFFERSON’S PRIVATE SUITE PAGE 6 FALL/WINTER 2016 monticello.org VOLUME 27, NUMBER 2 THE ROOM WHERE IT H PPENED GAYLE JESSUP WHITE Known in history as the Great Compromise of 1790, Jefferson’s most Community Engagement Officer famous power dinner happened when the United States was a young and fragile Thomas Jefferson’s tombstone listed union of 13 states that, in spite of the the achievements for which he wanted recent signing of the U.S. Constitution, to be remembered — author of the was decidedly un-united. Adding to Declaration of Independence and the the turmoil, the founders had radically Virginia Statute for Religious Freedom, different visions for America’s future, and father of the University of Virginia. threatening the nation’s very survival. But the Sage of Monticello probably The stakes were high in June 1790 wouldn’t have imagined that 190 when Jefferson invited Treasury years after his death he would also Secretary Alexander Hamilton and be celebrated as one of America’s first Virginia Congressman and future “foodies,” popularizing delicacies he president James Madison to dine at his imported from Europe, like ice cream home in New York City, then the nation’s and macaroni. Now, thanks to the temporary capital. Jefferson hoped success of the Broadway sensation that the dinner would help solve the Hamilton: An American Musical, many legislative gridlock about the new federal are learning that Jefferson also hosted government’s role and scope. America’s most famous “power dinner,” “The Room Where It Happens,” the hip- Even the threat of bankruptcy didn’t a probable precursor to today’s “power After enjoying copious French wine and a meal prepared by the enslaved hop interpretation of how the founders stop Jefferson from hosting elaborate — lunch,” in “the room where it happened.” negotiated the compromise that is now and frequent — dinner parties.
    [Show full text]
  • John Quincy Adams and the Dorcas Allen Case, Washington, DC
    University of New Hampshire University of New Hampshire Scholars' Repository Doctoral Dissertations Student Scholarship Fall 2010 Slavery exacts an impossible price: John Quincy Adams and the Dorcas Allen case, Washington, DC Alison T. Mann University of New Hampshire, Durham Follow this and additional works at: https://scholars.unh.edu/dissertation Recommended Citation Mann, Alison T., "Slavery exacts an impossible price: John Quincy Adams and the Dorcas Allen case, Washington, DC" (2010). Doctoral Dissertations. 531. https://scholars.unh.edu/dissertation/531 This Dissertation is brought to you for free and open access by the Student Scholarship at University of New Hampshire Scholars' Repository. It has been accepted for inclusion in Doctoral Dissertations by an authorized administrator of University of New Hampshire Scholars' Repository. For more information, please contact [email protected]. SLAVERY EXACTS AN IMPOSSIBLE PRICE: JOHN QUINCY ADAMS AND THE DORCAS ALLEN CASE, WASHINGTON, D.C. BY ALISON T. MANN Bachelor of Arts, Rutgers University, 1991 Master of Arts, University of New Hampshire, 2003 DISSERTATION Submitted to the University ofNew Hampshire In Partial Fulfillment of The Requirements for the Degree of Doctor of Philosophy in History September, 2010 UMI Number: 3430785 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. UMT Dissertation Publishing UMI 3430785 Copyright 2010 by ProQuest LLC. All rights reserved.
    [Show full text]
  • FALL 2021 Michael Pye Europe's Babylon the Rise and Fall of Antwerp's Golden Age
    PEGASUS BOOKS FALL 2021 Michael Pye Europe's Babylon The Rise and Fall of Antwerp's Golden Age A revelatory history of Antwerp—from its rise to a world city to its fall in the Spanish Fury—by the New York Times Notable author of The Edge of the World. As Europe emerged from decades of religious warfare, the Age of Exploration began to flower in the middle of the 16th century. It was then that Antwerp grew from a modest port town into a city where the trade of the whole world would converge. As the city entered its "Golden Age," Antwerp became a melting-pot of merchants and spies, pirates and philosophers, artists and intellectuals, all interacting in a heady mix of sweeping social change, urban development, and multi-lingual excitement that gave Antwerp the energery of a real-life Babylon. The mighty Portugeuse and Spanish empires had made Antwerp one of their main shipping hubs for bringing in spices from Asia and trading them for textiles and metal goods. Antwerp's trade expanded to textiles, wine, salt, and wheat from England, Italy, Germany, France and the Baltic. The city's skilled workers processed soap, fish, sugar, and cloth. Banks emerged to help finance the trade, the merchants, and the manufacturers that made up this cosmopolitan milieu. But tension was brewing. HARDCOVER In Europe's Babylon, critically acclaimed author Michael Pye On Sale: 09/07/21 Pegasus Books reveals the cultural transformation of Antwerp, and through it, an 9781643137773 entire continent. He brings an entire era to vivid life, and brilliantly History pieces together how it all exploded in the violent Spanish Fury—the First Print: 15,000 bloodiest event in Belgium's history.
    [Show full text]
  • A 90 Day Study United States Congress
    A 90 Day Study United States Congress and the Constitution Fire on the Floor: The Rules, Conflict, and Debate that Fuel the United States Congress Starting Presidents Day, February 19, 2018 Featuring Essays by Constituting America’s Guest Constitutional Scholars Edited and Compiled by Amanda Hughes 2 Fire on the Floor: The Rules, Conflict, and Debate that Fuel the United States Congress Constitutional Scholar Essayists David Alvis, Associate Professor of Government, Wofford College; Author, The Removal Power Controversy 1789-2010, and Statesmanship and Progressive Reform James D. Best, Author, Tempest at Dawn, a novel about the 1787 Constitutional Convention; and Principled Action, Lessons from the Origins of the American Republic Marc Clauson, Professor of History and Political Economy, and Professor in Honors, Cedarville University Daniel A. Cotter, Adjunct Professor, The John Marshall Law School; Immediate Past President, The Chicago Bar Association Patrick Cox, Award-winning and acclaimed historian, author, and conservationist; President, Patrick Cox Consultants, LLC Bruce Dierenfield, Professor of History, Canisius College Scot Faulkner, Served as Chief Administrative Officer, U.S. House of Representatives and as a Member of the Reagan White House Staff; Financial Adviser; President, Friends of Harpers Ferry National Historical Park Patrick Garry, Professor of Law, University of South Dakota; Author, Limited Government and the Bill of Rights, and The False Promise of Big Government: How Washington Helps the Rich and Hurts the Poor
    [Show full text]