DOCSLIB.ORG

US History, Bencivenni, HIS211

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
US History, Bencivenni, HIS211 Hostos Community College (CUNY) Syllabus Checklist for Writing Intensive (WI) Courses Course Name: United States History From Reconstruction to the Present Course number: HIS 4665 Credit Value: 3 credits Department: Behavioral and Social Sciences Prepared by: Professor Marcella Bencivenni 1. Indicate which of the following informal “writing to learn” activities you plan to utilize in your WI course. After each item you check, indicate the frequency with which you plan to utilize each activity. Please provide examples of some “writing to learn” assignments or activities. once/month twice/month once/week twice/week Summary writing _____ _____ _____ _____ Journal/log writing _____ _____ _____ _____ Double or triple-entry journal _____ _____ _____ _____ Letter Writing _____ _____ _____ _____ E-mail discussion/forum _____ _____ _____ _____ Responding to prepared questions _____ __x__ _____ _____ Homework Defining key terms or concepts _____ _____ __x__ _____ Personal response writing _____ _____ __x__ _____ Free Writing _____ _____ _____ _____ Other (please specify) ___x_ _____ _____ _____ Group Paragraphs 2. The WI guidelines require a minimum of 10-12 pages of formal writing in all WI courses. Indicate which of the following formal writing assignments you plan to use in your WI course. Indicate also the number of pages of writing you require for each type of assignment. number of pages Personal response essay ____ ______ Summary essay ____ ______ Expository essay __1__ __2-3_ Compare/contrast essay __1__ __4-5_ Research paper ____ ______ Book report __1__ __2-3_ Lab report ____ ______ Poster presentation ____ ______ Other (please specify)__1___ __2-3_ Analyzing a Primary Source Total number of pages of formal writing _10-14_ 1 3. Of the total number of formal writing assignments you plan to give in your WI course, indicate the percentage of assignments in which students will have the opportunity to revise and resubmit their work for evaluation. 10-25% 26-50% 51-75% 76-100% 4. Indicate the total number of exams you plan to give in your WI Course. Then indicate what percentage of these exams requires writing by students. (Note: Exams do not need to contain writing.) There will be 2 exams. The final will include a book review. 5. WI guidelines stipulate that grades in WI courses “should be based in substantial part on students’ written work.” In determining the final grade for your WI course, indicate what percentage of the grade involves written work by students. Circle one. 10-25% 26-50% 51-75% 76-100% 6. Does the syllabus for your WI course clearly indicate the type of written work to be completed at particular times in the semester? Yes 7. Please identify or explain any terms you use in your WI syllabus for types of writing assignments that correspond to other commonly used labels (e.g., writing exercise for composition or reaction paper for personal response essay). See attached 8. Along with your WI course syllabus, please provide examples of written assignments which comprise the formal writing assignments for this course. See attached Please indicate any departmental pre- or co-requisites for your section: _________________ Please indicate English co-requisite: ___x___ ENG 1302 ______ ENG 1300/1301 Prepared by the Hostos Writing-Across-the-Curriculum (WAC) Task Force 2 HOSTOS COMMUNITY COLLEGE – SPRING 2007 HIS 4665: US HISTORY FROM THE RECONSTRUCTION TO THE PRESENT - WI Class Session: Classroom: Prof. Marcella Bencivenni Behavioral & Social Sciences Office Hours: Office Room: B-325 Tel.: 718-518-6573 (Department Tel. 718-518-6781) E-mail: [email protected] Course description: HIS 4665 is the second of the two introductory courses in United States history offered at Hostos Community College. It examines major issues and developments in the making of the United States from the Reconstruction Era (1866-1876) to the present. Among the topics to be discussed are industrialization, immigration, the New Deal, the Cold War, the Civil Rights Movement, and the current war on terrorism. The course, however, is not merely a documentation of U.S. history but also a critical interpretation of it. While we will learn of the country’s past presidents, wars, mainstream politics and values, we will also study the experiences of ordinary people often omitted from traditional history textbooks, such as blacks, women, and immigrants. And while we will learn of the country’s accomplishments and triumphs, we will also evaluate its failures and wrongs. Particular attention will be given to the ideas of freedom and democracy, and the struggles of different groups to achieve them. History and writing: This section is designated writing intensive; therefore you are expected to complete a great deal of writing, such as homework, informal exercises in class, and formal papers. Integrating writing into the course material will increase your learning while also improving your thinking and writing skills. The required papers, homework, and in-class exercises are not meant to make your life as a student more difficult but rather to facilitate and enrich your learning experience. Simply put, writing in this course is “writing to learn.” Each assignments is intended to aid your thinking and understanding of the course material. Writing about what you are studying will push your thinking forward, making you a more inquisitive and critical student. At the same time, by practicing writing you will also enhance your writing skills, preparing yourself for the CUNY Proficiency Exam (CPE) as well as for other challenges beyond Hostos. Indeed, whether you plan on entering the job market or a four-year college, the ability to think, write, and communicate clearly and effectively will be indispensable to your success. HOSTOS WRITING CENTER: Room C-350- Tel. 718-518-6624 ONLINE RESOURCES: http://www.hostos.cuny.edu/wac/ click on “Material for students.” Course objectives: - to provide general knowledge of US history and understanding of American society and culture - to promote and strengthen the following lifelong skills: o the ability to read and understand text (comprehension) o the ability to remember and retain information (learning) 3 o the ability to summarize and evaluate ideas (synthesis and analysis) o the ability to question ideas and draw personal conclusions (critical skills) o the ability to communicate clearly and effectively (writing and verbal skills) Required books (available at Hostos Bookstore and on reserve in the library): - Eric Foner, Give Me Liberty! An American History, vol. 2 (Seagull edition , 2006) - Paul Robeson, Here I Stand (Beacon Press, 1998) Recommended books (all available on reserve at the Hostos Library): - Eric Foner, Voices of Freedom, A Documentary History, Vol. 1 (Norton, 2005). We will be using this book frequently to read primary documents. - Howard Zinn, A People’s History of the United States, 1492-Present (New York: HarperCollins, 1999). Zinn offers a critical view of American history. - Daniel Letwin, Study Guide to Accompany Give Me Liberty! Great guide to prepare for exams. - Jules R. Benjamin, A Student’s Guide to History, 9th edition (Bedford Books, 2001). Extremely useful to learn how to read a history textbook, take notes in class, read primary sources and prepare for papers and exams. Websites: Give me Liberty! Sources of Freedom Digital History Center: www.wwnorton.com/foner. On this site you can find micro-lectures by the author of Give Me Liberty!, multimedia documents, review questions, and other sources. You can find additional websites in the student guide. Note that for this class you can ONLY use online articles that have authors and digitized collection of primary sources. Course requirements and grades: 1. Class attendance and class participation You are expected to attend class regularly and participate actively in all classroom activities. It is crucial that you read all assignments beforehand and come to class always prepared. I cannot stress enough the importance of completing the readings before class meets. It will be much easier for you to follow the lectures and participate in class discussions if you have already familiarized with the topic. 2. Informal writing: As part of the requirements for this course, you will complete a series of short assignments, some of which will be done at home and others in class. Assignments will include responses to a specific question, definitions of concepts, summaries, and group paragraphs. This is writing primarily for yourself; the emphasis will be more on your thinking than organization, structure, and grammar. These assignments can be handwritten or typewritten. In both cases, however, develop the habit of proofreading your writing and correct errors. All informal writing will be graded satisfactory (V+), passing (V), or unsatisfactory (V-). Late homework will NOT be accepted. E-mail me the assignment, if you can’t come to class on the homework due date. 3. Exams: There will be a midterm and a final. The midterm will consist of multiple choice questions and short-answer questions. The final will also include an essay question. Note: There are no make-up exams except in cases of verifiable emergencies. 4 4. Papers: You must write three formal papers. See attached assignments for specific information and due dates. All papers must be submitted electronically, as they will be screened for plagiarism through the college’s software TURNITIN. 5. Workshops: You must also take two workshops in the library: one on “Plagiarism” and one on “Research.” Dates for the workshops will be announced in class. Grade breakdown: You final grade is cumulative and will be calculated as follows: - 10 points, or 10% of your final grade, for attendance, class participation, and workshop attendance. To get all 10 points you must have no more than 3 absences and attend both workshops. - 10 points, or 10% of your final grade, for all homework and in class exercise.
Load more

Recommended publications
  • “American Chronicles: the Art of Norman Rockwell at TAM” Published in Artdish, March 2011  2011 Jane Richlovsky
    “American Chronicles: The Art of Norman Rockwell at TAM” published in Artdish, March 2011 2011 Jane Richlovsky Norman Rockwell's painting "Discovery", currently on display at the Tacoma Art Museum, depicts a pajama-clad young boy finding a Santa Claus suit and false beard in Dad's bureau drawer, incriminating evidence of the old man's fakery. The picture appeared on the cover of the December 29, 1956 Saturday Evening Post. It's hard at first to get past the boy's facial expression. His eyes are popping out of his head, in a way that irritatingly foreshadows the ubiquitous Macauley Caulkin "Home Alone" publicity shot. However unfortunate this association, the expression is so utterly unconvincing as a portrayal of having one's cherished mythology punctured, that one can't help but think the kid never believed in Santa in the first place. Considering that this is one of many Rockwell paintings that repeatedly revisit the Santa-unmasking narrative over decades, you have to wonder: Is the guy responsible for our vision of the American Myth perhaps telling us we shouldn't be so surprised or upset that it's all made up? I've always found sunny, idealized, 1950's-style Leave-it-to-Beaver archetypal America intriguing, compelling, and horrifying. I'm far from alone in this, but I have spent more time than most people immersed in its ephemera, interrogating, digesting, cutting up, reconfiguring, and spitting back out endless images from midcentury domestic magazines. Imagine my shock when, after all that, putting together a show of the resulting paintings, I encounter a dealer's misbegotten press release, or an enthusiastic patron, praising what I thought was my scathing critique as a fond, nostalgic look back at a "simpler time".
    [Show full text]
  • Norman Rockwell from the Collections of George Lucas and Steven Spielberg
    Smithsonian American Art Museum TEACHER’S GUIDE from the collections of GEORGE LUCAS and STEVEN SPIELBERG 1 ABOUT THIS RESOURCE PLANNING YOUR TRIP TO THE MUSEUM This teacher’s guide was developed to accompany the exhibition Telling The Smithsonian American Art Museum is located at 8th and G Streets, NW, Stories: Norman Rockwell from the Collections of George Lucas and above the Gallery Place Metro stop and near the Verizon Center. The museum Steven Spielberg, on view at the Smithsonian American Art Museum in is open from 11:30 a.m. to 7:00 p.m. Admission is free. Washington, D.C., from July 2, 2010 through January 2, 2011. The show Visit the exhibition online at http://AmericanArt.si.edu/rockwell explores the connections between Norman Rockwell’s iconic images of American life and the movies. Two of America’s best-known modern GUIDED SCHOOL TOURS filmmakers—George Lucas and Steven Spielberg—recognized a kindred Tours of the exhibition with American Art Museum docents are available spirit in Rockwell and formed in-depth collections of his work. Tuesday through Friday from 10:00 a.m. to 11:30 a.m., September through Rockwell was a masterful storyteller who could distill a narrative into December. To schedule a tour contact the tour scheduler at (202) 633-8550 a single moment. His images contain characters, settings, and situations that or [email protected]. viewers recognize immediately. However, he devised his compositional The docent will contact you in advance of your visit. Please let the details in a painstaking process. Rockwell selected locations, lit sets, chose docent know if you would like to use materials from this guide or any you props and costumes, and directed his models in much the same way that design yourself during the visit.
    [Show full text]
  • 2-A Rockwell Freedom of Speech
    Freedom of Speech, The Saturday Evening Post, 1943, 1943 Norman Rockwell (1894–1978) Oil on Canvas (45 ¾ x 35 ½ in) Norman Rockwell Museum NORMAN ROCKWELL [1894–1978] 19 a Freedom of Speech, The Saturday Evening Post, 1943 After Japan attacked Pearl Harbor on December 7, 1941, What is uncontested is that his renditions were not only vital to America was soon bustling to marshal its forces on the home the war effort, but have become enshrined in American culture. front as well as abroad. Norman Rockwell, already well known Painting the Four Freedoms was important to Rockwell for as an illustrator for one of the country’s most popular maga- more than patriotic reasons. He hoped one of them would zines, The Saturday Evening Post, had created the affable, gangly become his statement as an artist. Rockwell had been born into character of Willie Gillis for the magazine’s cover, and Post read- a world in which painters crossed easily from the commercial ers eagerly followed Willie as he developed from boy to man world to that of the gallery, as Winslow Homer had done during the tenure of his imaginary military service. Rockwell (see 9-A). By the 1940s, however, a division had emerged considered himself the heir of the great illustrators who left their between the fine arts and the work for hire that Rockwell pro- mark during World War I, and, like them, he wanted to con- duced. The detailed, homespun images he employed to reach tribute something substantial to his country. a mass audience were not appealing to an art community that A critical component of the World War II war effort was the now lionized intellectual and abstract works.
    [Show full text]
  • BAM 50 State Initiative Art Project—A Partnership with for Freedoms—Activates Civic Engagement Through Art Work Creation, Saturday, Oct 20
    BAM 50 State Initiative Art Project—a partnership with For Freedoms—activates civic engagement through art work creation, Saturday, Oct 20 Free public event will be led by Brooklyn visual artist Katherine Toukhy Oct 5, 2018/Brooklyn, NY—The Brooklyn Academy of Music (BAM) has partnered with For Freedoms in an afternoon of civic engagement on Saturday, Oct 20 from 1–3pm at the South Site Plaza (Lafayette Ave, corner of Flatbush Ave). Attendees will participate in an art-making project, led by Brooklyn visual artist Katherine Toukhy, to create and share social and political statements with the community. Images of finished artworks will be photographed and displayed on BAM’s outdoor digital signpost on the corner of Flatbush Ave and Lafayette Ave—running on a loop until the mid-term elections in November. BAM’s VP of Education and Community Engagement Coco Killingsworth said, “We’re excited to join with For Freedoms and Katherine Toukhy in gathering community members for this creative civic activation. We hope this event inspires all of us to use our voices to engage in the democratic process.” For Freedoms started in 2016 as a platform for civic engagement, discourse, and direct action for artists in the United States. Inspired by Norman Rockwell’s 1943 painting of the four universal freedoms articulated by Franklin Delano Roosevelt in 1941—freedom of speech, freedom of worship, freedom from want, and freedom from fear—For Freedoms seeks to use art to deepen public discussions of civic issues and core values, and to clarify that citizenship in American society is deepened by participation, not by ideology.
    [Show full text]
  • REVISITING the FOUR FREEDOMS by Donald M
    EXCLUSIVE MCUF FEATURE REVISITING THE FOUR FREEDOMS By Donald M. Bishop PHOTO: The Franklin D. Roosevelt Four Freedoms Park, located on an island in New York's East River, opened in 2012 3 • MARINE CORPS UNIVERSITY FOUNDATION • SUMMER 2019 EXCLUSIVE MCUF FEATURE Modern political warfare now includes both cyber and information operations. At MCU, Bren Chair of Strategic Communications Donald Bishop focuses his teaching and presentations on the “information” or “influence” dimension of conflict – disinformation, propaganda, persuasion, hybrid warfare – now enabled by the internet and social media. And he emphasizes that Americans, as they confront violent extremism and other threats, must know and be confident of the American values they defend. "Thanks, Grandpa, for coming to my game." Why look back at The Four Freedoms? First, in my classes at Marine Corps University, I’ve discovered that the current "I enjoyed it too, Jack. We men in our eighties don't get generation of Marines have never heard of them. Of Norman out as often as we wish. Seeing you score a run was Rockwell’s four famous paintings, they have seen only one – something. But you know, I noticed something else today. the family at Thanksgiving – and they don’t know they were "When you were at the plate, it carried me back to part of a series. Second – when Americans must articulate watching my older brother in the batter's box. You held the “what we’re for” (rather than “what we’re against”) – whether bat like he did. You have the same stance and the same in the war on terrorism or in a future of great power competi- swing.
    [Show full text]
  • Two Concepts of Liberty
    “No chains around my feet, but I’m not free.” – Bob Marley (Concrete Jungle) Two Concepts of Liberty 1. Positive vs Negative Liberty: Isaiah Berlin’s highly influential article brought to light the nature of the disagreement about political freedom. Largely until his time, the default assumption was that ‘liberty’ referred to what Berlin calls ‘negative liberty’. Negative Liberty: Roughly, freedom FROM. One is free in this sense to the extent that their actions are not hindered or prevented by outside interferers. Jefferson & Madison: This is, for instance, how the founding fathers understood liberty. Consider our constitutionally recognized rights of freedom of speech, freedom of religion (in James Madison’s Bill of Rights), and rights to life, liberty, and pursuit of happiness (in Thomas Jefferson’s Declaration of Independence). Example: Freedom of Speech: Having this right means that the government will not interfere with your speech (e.g., they will not pass laws forbidding you from saying whatever you want, and they will pass laws forbidding others from coercively preventing you from saying whatever you want, etc.). The same can be said for all of the others I listed. (For instance, as one more example, the government will allow you to pursue happiness, and they will not interfere with you or try to prevent you from doing so.) But, negative liberty of, say freedom of speech, doesn’t do me any good if I lack the ability to speak. For instance, imagine that I was raised by wolves and I don’t know how to speak any human languages, or read, or write, etc.
    [Show full text]
  • THE VISUAL ARTS of LINDA VALLEJO: Indigenous Spirituality, Indigenist Sensibility, and Emplacement
    THE VISUAL ARTS OF LINDA VALLEJO: Indigenous Spirituality, Indigenist Sensibility, and Emplacement Karen Mary Davalos Analyzing nearly forty years of art by Linda Vallejo, this article argues that her indigenist sensibility and indigenous spirituality create the aesthetics of disruption and continuity. In turn this entwined aesthetics generates emplacement, a praxis that resists or remedies the injuries of colonialism, patriarchy, and other systems of oppression that displace and disavow indigenous, Mexican, and Chicana/o populations in the Americas. Her visual art fits squarely within the trajectory of Chicana feminist decolonial practice, particularly in its empowerment of indigenous communities, Mexicans, and Chicana/os in the hemisphere. Key Words: Emplacement, hemispheric studies, aesthetic practice, spiritual mestizaje, decolonial imaginary, indigenous epistemology. Born in Los Angeles and raised by three generations of Mexican- heritage women, Linda Vallejo creates an oeuvre that is easy to understand as feminist and indigenist. Ancestral women, including three great-grandmothers, grandmothers, her mother, and several great aunts, were the artist’s first sources of feminist and indigenous knowledge. Vallejo describes one great- grandmother as “una indígena” because she was short, had dark skin, and wore trenzas and huaraches; she was also very strong, even fierce, having worked in the fields as she migrated north (Vallejo 2013).1 The appellation indicates the way in which Vallejo understands knowledge and subjectivity as emerging from material conditions, social forces, and affect, rather than biology. Vallejo is also a world traveler. Because of her father’s military service, she visited “all the major museums of Europe, many of them as a very young girl” (Vallejo 2013).
    [Show full text]
  • A History of Global Governance
    2 A History of Global Governance It is the sense of Congress that it should be a fundamental objective of the foreign policy of the United States to support and strengthen the United Nations and to seek its development into a world federation open to all nations with definite and limited powers adequate to preserve peace and prevent aggression through the enactment, interpretation and enforcement of world law. House Concurrent Resolution 64, 1949, with 111 co-sponsors There are causes, but only a very few, for which it is worthwhile to fight; but whatever the cause, and however justifiable the war, war brings about such great evils that it is of immense importance to find ways short of war in which the things worth fighting for can be secured. I think it is worthwhile to fight to prevent England and America being conquered by the Nazis, but it would be far better if this end could be secured without war. For this, two things are necessary. First, the creation of an international government, possessing a monopoly of armed force, and guaranteeing freedom from aggression to every country; second, that wars (other than civil wars) are justified when, and only when, they are fought in defense of the international law established by the international authority. Wars will cease when, and only when, it becomes evident beyond reasonable doubt that in any war the aggressor will be defeated. 1 Bertrand Russell, “The Future of Pacifism” By the end of the 20th century, if not well before, humankind had come to accept the need for and the importance of various national institutions to secure political stability and economic prosperity.
    [Show full text]
  • Baloo's Bugle
    BALOO'S BUGLE Volume 24, Number 6 --------------------------------------------------------------------------------------------------------------- “If you want children to keep their feet on the ground, put some responsibility on their shoulders.” Abigail Van Buren --------------------------------------------------------------------------------------------------------------- January 2018 Cub Scout Roundtable February 2018 Program Ideas CHEERFUL / ABRACADABRA 2017-2018 CS Roundtable Planning Guide –No themes or month specified material PART I – MONTHLY FUN STUFF 12 ways to celebrate Scout Sunday, Scout Sabbath and/or Scout Jumuah: • Wear your Scout uniform to worship services. • Present religious emblems to Scouts, & leaders who have earned them in the past year. • Recruit several Scouts or Scouters to read passages from religious text. • Involve uniformed Scouts as greeters, ushers, gift bearers or the color guard. • Invite a Scout or Scouter to serve as a guest speaker or deliver the sermon. • Hold an Eagle Scout court of honor during the worship service. • Host a pancake breakfast before, between or after SCOUT SUNDAY / services. SABBATH / JUMUAH • Collect food for a local food pantry. • Light a series of 12 candles while briefly explaining the points of the Scout Law. • Show a video or photo slideshow of highlights from the pack, troop, crew or ship’s past year. • Bake (or buy) doughnuts to share before services. • Make a soft recruiting play by setting up a table Is your Pack planning a Scout Sunday, Scout Shabbat, near the entrance to answer questions about your or Scout Jumuah this year?? Scout unit. You should consider doing so - For more information, checkout – ✓ Scout Sunday – February 4 ✓ Scout Shabbat -Sundown to Sundown, February 9 to 10 ✓ Scout Jumuah – February 9 https://blog.scoutingmagazine.org BALOO'S BUGLE – (Part I – Monthly Fun Stuff – Jan 2018 RT, Feb 2018 Program) Page 2 PHILMONT CS RT TABLE OF CONTENTS SUPPLEMENT SCOUT SUNDAY / SABBATH / JUMUAH ............
    [Show full text]
  • Is Over – Now What? Restoring the Four Freedoms As a Foundation for Peace and Security
    The “War on Terror” Is Over – Now What? Restoring the Four Freedoms as a Foundation for Peace and Security Mark R. Shulman* As for our common defense, we reject as false the choice between our safety and our ideals. Our founding fathers, faced with perils that we can scarcely imagine, drafted a charter to assure the rule of law and the rights of man, a charter expanded by the blood of generations. Those ideals still light the world, and we will not give them up for expedience’s sake. And so, to all other peoples and governments who are watching today, from the grandest capitals to the small village where my father was born: know that America is a friend of each nation and every man, woman and child who seeks a future of peace and dignity, and we are ready to lead once more. – Barack H. Obama Inaugural Address, Jan. 20, 20091 The so-called “war on terror” has ended.2 By the end of his first week in office, President Barack H. Obama had begun the process of dismantling some of the most notorious “wartime” measures.3 A few weeks before, recently reappointed Secretary of Defense Robert M. Gates had clearly forsaken the contentious label in a post-election essay on U.S. strategy in Foreign Affairs.4 Gates noted this historic shift in an almost offhanded * Assistant Dean for Graduate Programs and International Affairs and Adjunct Professor of Law at Pace University School of Law. A previous iteration of this article appeared in the Fordham Law Review.
    [Show full text]
  • The Art Critic
    ART AND IMAGES IN PSYCHIATRY SECTION EDITOR: JAMES C. HARRIS, MD The Art Critic I love you and need you always, I know I am extremely difficult at times due to my absorbtion (sic) in my work....Ifyoudecide you want to be free, I consent but I earnestly believe we can have our best lives together. Norman to Mary Rockwell, undated, 19501(p376) “I pray thee, then,/Write me as one that loves his fellow-men.” Abou Ben Adhem, poem read at Norman Rockwell’s funeral2(p59) The Art Critic. ©1955 SEPS: Licensed by Curtis Publishing Co. HEN INTERVIEWED FOR A MAGAZINE PRO- in his career, as a matter of artistic technique, he was advised to file in 1960, Norman Rockwell (1894- invite the viewer into his illustrations. His success in engaging 1978) emphatically defined himself as viewers through their active imaginations was widely appreci- a genre painter. To make sure his in- ated. Adored by his viewing public and frequently scorned by terviewer got it right, he spelled it out avant-garde critics, Rockwell always hoped for more positive criti- Wfor her, “That’s spelled g-e-n-r-e.”1(p432) For more than 60 years, cal recognition. Despite his art training and familiarity with mod- beginning with his first Saturday Evening Post cover, Boy With ern art (Picasso was one of his favorite artists), overall he did Baby Carriage, published on May 20, 1916, his anecdotal vi- not receive such recognition. A re-evaluation of his work is un- gnettes chronicled American life and values. In all, Rockwell com- der way,3 initiated by a traveling exhibition of selected art works pleted 322 covers for the Post over nearly half a century.
    [Show full text]
  • Towards a Worldwide Index of Human Freedom
    Towards a Worldwide Index of Human Freedom edited by Fred McMahon Fraser Institute ©2012 • www.fraserinstitute.org • www.freetheworld.com Towards a Worldwide Index of Human Freedom Edited by Fred McMahon Fraser Institute • Liberales Institut • 2012 Copyright ©2012 by the Fraser Institute. All rights reserved. No part of this book may be repro- duced in any manner whatsoever without written permission except in the case of brief passages quoted in critical articles and reviews. The authors of this book have worked independently and opinions expressed by them are, therefore, their own and do not necessarily reflect those of the Institute, its Board of Trustees, its donors and supporters, or its staff. This publication in no way implies that the Fraser Insti- tute, its trustees, or staff are in favour of, or oppose the passage of, any bill; or that they support or oppose any particular political party or candidate. Printed and bound in Canada Editing: Kristin McCahon Cover design and artwork: Bill C. Ray Cite this book: McMahon, Fred (ed.) (2012). Towards a Worldwide Index of Human Freedom. Fraser Institute. National Library of Canada Cataloguing in Publication Data Towards a Worldwide Index of Human Freedom / edited by Fred McMahon Includes bibliographical references. ISBN 978-0-88975-259-7. Fraser Institute ©2012 • www.fraserinstitute.org • www.freetheworld.com Contents About the co-publishers and Acknowledgements / iv Overview / v 1 Why Do We Measure Freedom? / 3 Detmar Doering 2 Human Freedom from Pericles to Measurement / 7 Fred McMahon 3 An Index of Freedom in the World / 55 Ian Vásquez and Tanja Štumberger 4 Measuring Individual Freedom: Actions and Rights as Indicators of Individual Liberty / 113 Peter Graeff 5 A Compact Statement of a Cost-based Theory of Rights and Freedom: Implications for Classifying and Measuring Rights / 137 Michael A.
    [Show full text]