DOCSLIB.ORG

The Reformation Teacher Guide Core Knowledge Language Arts® Knowledge Core

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The Reformation Teacher Guide Core Knowledge Language Arts® Knowledge Core Unit 6 The Reformation Teacher Guide Core Knowledge Language Arts® Knowledge Core GRADE 5 GRADE Unit 6 The Reformation Teacher Guide GRADE 5 Core Knowledge Language Arts® Creative Commons Licensing This work is licensed under a Creative Commons Attribution-NonCommercial- ShareAlike 3.0 Unported License. You are free: to Share — to copy, distribute and transmit the work to Remix — to adapt the work Under the following conditions: Attribution — You must attribute the work in the following manner: This work is based on an original work of the Core Knowledge® Foundation made available through licensing under a Creative Commons Attribution-NonCommercial- ShareAlike 3.0 Unported License. This does not in any way imply that the Core Knowledge Foundation endorses this work. Noncommercial — You may not use this work for commercial purposes. Share Alike — If you alter, transform, or build upon this work, you may distribute the resulting work only under the same or similar license to this one. With the understanding that: For any reuse or distribution, you must make clear to others the license terms of this work. The best way to do this is with a link to this web page: http://creativecommons.org/licenses/by- nc-sa/3.0/ ISBN: 978-1-942010-13-5 Copyright © 2014 Core Knowledge Foundation www.coreknowledge.org All Rights Reserved. Core Knowledge Language Arts is a trademark of the Core Knowledge Foundation. Trademarks and trade names are shown in this book strictly for illustrative and educational purposes and are the property of their respective owners. References herein should not be regarded as affecting the validity of said trademarks and trade names. Contents The Reformation Teacher Guide Introduction 1 Lesson 1 8 Core Connections Reading • Review Prior Knowledge • Read-Aloud: Chapter 1 “The Power of the Printed Word” • Word Work: Revolutionize Lesson 2 36 Reading Grammar Morphology Writing • Small Group: Chapter 2 “Letters Come Alive!” • Introduce • Introduce • Introduce a • Word Work: Mechanism and Practice Prefix en– Friendly Letter Interjections Lesson 3 62 Reading Writing • Whole Group: Chapter 3 “Setting the Stage for Reform” • Plan a Friendly Letter • Word Work: Recant Lesson 4 79 Reading Grammar Morphology Writing • Close Reading: Chapter 3 “Setting the Stage for • Review • Practice • Practice Using Reform” Subject- Prefix en– Strong Verbs • Word Work: Devout Linking Verb Agreement Lesson 5 99 Reading Writing • Whole Group: Chapter 4 “The Reformation Movement” • Draft a Friendly Letter • Word Work: Self-Disciplined Lesson 6 116 Reading Grammar Morphology Spelling • Partner: Chapter 4 “The Reformation Movement” • Review • Introduce • Introduce • Word Work: Defy Prepositions Suffix –ist Spelling and Words Prepositional Phrases Core Knowledge Language Arts | Grade 5 Unit 6 iii Lesson 7 129 Reading Writing • Small Group: Chapter 5 “What Is at the Center of • Plan a Slide Presentation the Universe?” • Word Work: Contradict Lesson 8 152 Reading Writing • Close Reading: Chapter 5 “What Is at the Center of • Create a Slide Presentation the Universe?” • Word Work: Contemporary Lesson 9 167 Reading Grammar Morphology Spelling • Small Group: Chapter 6 “The Catholic Church • Review • Practice • Practice Responds” Correlative Suffix –ist Spelling • Word Work: Revitalize Conjunctions Words Lesson 10 184 Spelling Unit Assessment • Assessment Pausing Point 198 Teacher Resources 202 • Renaissance Timeline Card • Pronunciation Guide for Shifts in Power • Glossary for Shifts in Power • Slide Presentation Rubric • Slide Presentation Editing Checklist • Resources for the Enrichment Selections in Shifts in Power • Activity Book Answer Key iv Unit 6 Grade 5 | Core Knowledge Language Arts Introduction Unit 6: The Reformation This introduction includes the necessary background information to teach The Reformation unit. This unit contains 10 daily lessons, plus four Pausing Point days that may be used for differentiated instruction. You may choose to use all four days at the end of the unit, or you may use one day immediately after Lesson 6 and three days at the end of the unit. If you use one Pausing Point day after Lesson 6, you may administer Activity Page PP.1 to assess students’ understanding of the content at this midpoint, or you may use the day to focus on writing, spelling, grammar, or morphology skills covered in Lessons 1–6. Each entire lesson will require a total of 90 minutes. Lesson 10 is devoted to a unit assessment. It is recommended that you spend no more than 14 days total on this unit. Lessons and activities in this unit address various aspects of a comprehensive language arts curriculum aligned to the Common Core State Standards-English Language Arts (CCSS-ELA): reading, writing, spelling, grammar, and morphology. The Alignment Chart indicating which lessons in The Reformation unit address content from the Core Knowledge Sequence (Core Content Objectives) and the CCSS is located on the primary web page for this unit. Why The Reformation Unit Is Important The Big Idea of this unit is that the Reformation was a movement involving religious and political upheaval that shifted the power in Europe from the Catholic Church to the state and led to the creation of Protestantism. Gutenberg’s invention of an Note efficient printing press helped fuel the Reformation movement and allowed Martin To prepare for this unit, read this Luther’s and others’ ideas to spread quickly. Great advances in science were also entire introduction, preview the made during this time, some of which challenged religious doctrine and contributed unit and content assessments, to the undermining of the power of the Catholic Church. and preview the Teacher Resources section of this Core Content Objectives Addressed in Core Knowledge Language Arts Teacher Guide. You may wish During Previous Grades and Units to collect assessment Activity Students who have received Core Knowledge Language Arts (CKLA) instruction in Pages 10.2, PP.1, and PP.2 from Grades K–4 and up to this point in Grade 5 will already have pertinent background students before beginning the knowledge for this unit. These students may have gained relevant background unit. knowledge during the following domains and units: Columbus and the Pilgrims (Kindergarten) Early World Civilizations (Grade 1) • Identify Judaism, Christianity, and Islam as monotheistic world religions • Define monotheism as the belief in one God Core Knowledge Language Arts | Grade 5 Introduction | Unit 6 1 • Explain that Christianity developed after Judaism • Explain that followers of Christianity are called Christians • Identify the Bible as the Christian holy book • Identify that a Christian house of worship is called a church Astronomy (Grades 1 and 3) • Recognize the sun in the sky • Explain that the sun, moon, and stars are located in outer space • Identify Earth as a planet and our home • Explain that Earth orbits the sun • Describe stars as large, although they appear small in the night sky • Explain that astronomers study the moon and stars using telescopes • Explain that our solar system includes the sun and the planets that orbit around it • Describe tools and methods used to study space and share information • Describe the life and contributions of Copernicus • Recall key details about the history of space exploration (e.g., Galileo’s invention of the telescope; Sputnik I; Apollo 11; and the Hubble Space Telescope) The Ancient Greek Civilization (Grade 2) • Define the term civilization • Describe how the contributions of the ancient Greek civilization have influenced the present • Identify Socrates, Plato, and Aristotle as famous philosophers of ancient Greece The Ancient Roman Civilization (Grade 3) • Locate Rome on a map and identify it as the capital of present-day Italy and the approximate area where the ancient Roman civilization began • Define the terms BC/BCE and AD/CE • Describe the development of Christianity during the Roman Empire, including the persecution of Christians • Identify Latin as the language of ancient Rome and the origin of the Romance languages 2 Unit 6 | Introduction Grade 5 | Core Knowledge Language Arts Colonial America (Grade 3) The Middle Ages (Grade 4) • Identify the Middle Ages as the approximately 1,000-year time period in Europe between ancient and modern times • Describe the Middle Ages as a time that had both negative aspects, such as conflict and hardship, and positive aspects, such as creation and innovation • Explain the importance of the Church in the everyday lives of Europeans in the Middle Ages • Describe the power and wealth of the Church during the Middle Ages and its influence over kings and political decisions • Describe the role of monks in the Middle Ages • Identify the Middle Ages as a time of transformation The Renaissance (Grade 5) • Describe patrons as wealthy merchants who supported artists during the Renaissance movement • Explain that the Renaissance was marked by an interest in the natural world • Identify the Medici family in Florence and the popes in Rome as patrons of the arts and learning • Explain that patrons’ motivation for supporting art was linked to the fame it brought them Core Knowledge Language Arts | Grade 5 Introduction | Unit 6 3 Overview The following is an overview of the unit schedule. The Teacher Guide uses the following color-coding: purple for reading lessons; red for grammar, morphology, and spelling lessons; and green for writing lessons. Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Core Connections Reading 45 min. Reading 45 min. Reading 45 min. Reading 45 min. 45 min. Small Group: Whole Group: Close Reading: Whole Group: Review Prior Chapter 2 “Letters Chapter 3 “Setting Chapter 3 “Setting Chapter 4 “The Knowledge Come Alive!” the Stage for the Stage for Reformation Word Work: Reform” Reform” Movement” Mechanism Word Work: Recant Word Work: Devout Word Work: Self-Disciplined Reading 45 min. Grammar 15 min. Writing 45 min. Grammar 15 min. Writing 45 min. Read-Aloud: Introduce Plan a Friendly Review Subject- Draft a Friendly Chapter 1 “The and Practice Letter Linking Verb Letter Power of the Printed Interjections Agreement Word” Morphology 15 min.
Load more

Recommended publications
  • Current Topics in Federal Criminal Defense
    THE OFFICE OF THE FEDERAL PUBLIC DEFENDER FOR THE EASTERN DISTRICT OF VIRGINIA AND THE FEDERAL BAR ASSOCIATION’S CRIMINAL LAW SECTION AND ITS CHAPTERS IN NORTHERN VIRGINIA, RICHMOND, & HAMPTON ROADS PRESENT A CJA PANEL TRAINING PROGRAM CURRENT TOPICS IN FEDERAL CRIMINAL DEFENSE Wednesday, November 16, 2016, 10:30 a.m. - 3:30 p.m. Hilton Downtown Richmond, 501 East Broad Street, Richmond This page intentionally left blank for double-sided pagination and printing TABLE OF CONTENTS Program Schedule. iii Faculty Information. iv Lessons From Defending Federal Fraud Charges.. 1 Discussion overview. 1 Memorandum, Managing Large Volumes of Discovery in Federal CJA Cases (May 14, 2015). 3 Memorandum opinion and order (re. government interference with witnesses). 7 Motion reply (re. government sending of “victim notification” letters to potential defense witnesses). 14 Order (re. witnesses receiving “victim notification” letters, admissibility of certain testimony). 23 Rule 29 motion for judgment of acquittal (wire fraud, conspiracy).. 27 Rule 29 motion for judgment of acquittal (health care fraud, aggravated identity theft).. 46 Sentencing position (conspiracy to commit wire fraud).. 62 National Institute of Justice, Five Things About Deterrence (July 2014) . 100 Amendments to the U.S. Sentencing Guidelines. 101 Presentation slides.. 102 U.S. Sentencing Comm’n, Amendments to the Sentencing Guidelines (effective Aug. 1, 2016). 122 -i- Amy Baron-Evans et al., Litigating Challenges to the Amended Definition of “Crime of Violence” in § 4B1.2(a). 135 U.S. Sentencing Comm’n, Amendments to the Sentencing Guidelines (effective Nov. 1, 2016). 154 Cooperation: Preparing for Success in Dealing With the Devil.. 225 Discussion overview.
    [Show full text]
  • Concordia Theological Quarterly
    teach the faithful, reach lost, and care for all. Forming servants in Jesus Christ who CONCORDIA THEOLOGICAL QUARTERLY CONCORDIA THEOLOGICAL SEMINARY THEOLOGICAL CONCORDIA CONCORDIA Fort Wayne, IN 46825-4996 Fort Wayne, 6600 North Clinton Street THEOLOGICAL QUARTERLY Volume 81 Number 3–4 July/October 2017 REFORMATION 500 ANNIVERSARY ISSUE The Ninety-Five Theses Cameron A. MacKenzie Luther on Galatians as the Banner of the July/Oct 2017 Reformation Naomichi Masaki Pfarramt, Geography, and the Order of the Church Mark D. Nispel Luther’s Use of Apologetics Adam S. Francisco Antichrist in the Scriptures and Lutheran Confessions 81:3–4 Charles A. Gieschen ORGANIZATION Berne, IN 46711 NON-PROFIT NON-PROFIT Permit No. 43 Will the Real Martin Luther Stand Up? U.S. Postage PAID David P. Scaer Luther Lessons for the Present Crisis Peter J. Scaer The Great Litany Benjamin T. G. Mayes US ISSN 0038-8610 Concordia Theological Quarterly Concordia Theological Quarterly, a continuation of The Springfielder, is a theological journal of The Lutheran Church—Missouri Synod, published for its ministerium by the faculty of Concordia Theological Seminary, Fort Wayne, Indiana. Editor: David P. Scaer ([email protected]) Associate Editor: Charles A. Gieschen ([email protected]) Assistant Editor: Benjamin T.G. Mayes ([email protected]) Book Review Editor: Peter J. Scaer ([email protected]) Members of the Editorial Committee James G. Bushur, Paul J. Grime, John G. Nordling, and Lawrence R. Rast Jr. Editorial Assistant: Eamonn M. Ferguson The Faculty James G. Bushur Naomichi Masaki David P. Scaer Carl C. Fickenscher II Benjamin T.G.
    [Show full text]
  • The Wire the Complete Guide
    The Wire The Complete Guide PDF generated using the open source mwlib toolkit. See http://code.pediapress.com/ for more information. PDF generated at: Tue, 29 Jan 2013 02:03:03 UTC Contents Articles Overview 1 The Wire 1 David Simon 24 Writers and directors 36 Awards and nominations 38 Seasons and episodes 42 List of The Wire episodes 42 Season 1 46 Season 2 54 Season 3 61 Season 4 70 Season 5 79 Characters 86 List of The Wire characters 86 Police 95 Police of The Wire 95 Jimmy McNulty 118 Kima Greggs 124 Bunk Moreland 128 Lester Freamon 131 Herc Hauk 135 Roland Pryzbylewski 138 Ellis Carver 141 Leander Sydnor 145 Beadie Russell 147 Cedric Daniels 150 William Rawls 156 Ervin Burrell 160 Stanislaus Valchek 165 Jay Landsman 168 Law enforcement 172 Law enforcement characters of The Wire 172 Rhonda Pearlman 178 Maurice Levy 181 Street-level characters 184 Street-level characters of The Wire 184 Omar Little 190 Bubbles 196 Dennis "Cutty" Wise 199 Stringer Bell 202 Avon Barksdale 206 Marlo Stanfield 212 Proposition Joe 218 Spiros Vondas 222 The Greek 224 Chris Partlow 226 Snoop (The Wire) 230 Wee-Bey Brice 232 Bodie Broadus 235 Poot Carr 239 D'Angelo Barksdale 242 Cheese Wagstaff 245 Wallace 247 Docks 249 Characters from the docks of The Wire 249 Frank Sobotka 254 Nick Sobotka 256 Ziggy Sobotka 258 Sergei Malatov 261 Politicians 263 Politicians of The Wire 263 Tommy Carcetti 271 Clarence Royce 275 Clay Davis 279 Norman Wilson 282 School 284 School system of The Wire 284 Howard "Bunny" Colvin 290 Michael Lee 293 Duquan "Dukie" Weems 296 Namond Brice 298 Randy Wagstaff 301 Journalists 304 Journalists of The Wire 304 Augustus Haynes 309 Scott Templeton 312 Alma Gutierrez 315 Miscellany 317 And All the Pieces Matter — Five Years of Music from The Wire 317 References Article Sources and Contributors 320 Image Sources, Licenses and Contributors 324 Article Licenses License 325 1 Overview The Wire The Wire Second season intertitle Genre Crime drama Format Serial drama Created by David Simon Starring Dominic West John Doman Idris Elba Frankie Faison Larry Gilliard, Jr.
    [Show full text]
  • The Wire and Drug Policy
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by LJMU Research Online “No One Wins. One Side Just Loses More Slowly”: The Wire and Drug Policy Steve Wakeman Liverpool John Moores University Abstract This article presents a cultural analysis of HBO’s drama series, The Wire. It is argued here that, as a cultural text, The Wire forms a site of both containment and resistance, of hegemony and change with recourse to the regulation of illicit drug markets. In this sense The Wire constitutes an important cultural paradigm of drug policy debates, one that has significant heuristic implications regarding both the present consequences and future directions of illicit drug policy. Ultimately, it is demonstrated below that through its representations of the tensions and antagonisms characteristic of drug control systems, The Wire reveals larger predicaments of governance faced by neoliberal democracies today. Keywords Cultural criminology, drugs, regulation, representations, The Wire 1 Introduction Real is pretend, and pretend is real. From the autobiography of Felicia ‘Snoop’ Pearson (Pearson and Ritz, 2007).1 Recent years have seen the significant growth of criminological interest in various forms of media and their symbolic and textual meanings. Photographic images (Carrabine, 2012), children’s cartoons (Kort-Butler, 2012), video games (Groombridge, 2008), and films (O’Brien et al., 2005; Tzanelli et al., 2005; Rafter, 2007) have all been fruitfully investigated with recourse to the role(s) they play in the construction and development of public understandings of crime and justice. Since television programmes are one of the most powerful vehicles driving and informing such popular understandings, their inclusion within criminological analysis is not only justified, but critically important to the continued development of criminology as a field of study.
    [Show full text]
  • Lessons-Encountered.Pdf
    conflict, and unity of effort and command. essons Encountered: Learning from They stand alongside the lessons of other wars the Long War began as two questions and remind future senior officers that those from General Martin E. Dempsey, 18th who fail to learn from past mistakes are bound Excerpts from LChairman of the Joint Chiefs of Staff: What to repeat them. were the costs and benefits of the campaigns LESSONS ENCOUNTERED in Iraq and Afghanistan, and what were the LESSONS strategic lessons of these campaigns? The R Institute for National Strategic Studies at the National Defense University was tasked to answer these questions. The editors com- The Institute for National Strategic Studies posed a volume that assesses the war and (INSS) conducts research in support of the Henry Kissinger has reminded us that “the study of history offers no manual the Long Learning War from LESSONS ENCOUNTERED ENCOUNTERED analyzes the costs, using the Institute’s con- academic and leader development programs of instruction that can be applied automatically; history teaches by analogy, siderable in-house talent and the dedication at the National Defense University (NDU) in shedding light on the likely consequences of comparable situations.” At the of the NDU Press team. The audience for Washington, DC. It provides strategic sup- strategic level, there are no cookie-cutter lessons that can be pressed onto ev- Learning from the Long War this volume is senior officers, their staffs, and port to the Secretary of Defense, Chairman ery batch of future situational dough. The only safe posture is to know many the students in joint professional military of the Joint Chiefs of Staff, and unified com- historical cases and to be constantly reexamining the strategic context, ques- education courses—the future leaders of the batant commands.
    [Show full text]
  • Drug Markets, Fringe Markets, and the Lessons of Hamsterdam Lance Mcmillian
    Washington and Lee Law Review Volume 69 | Issue 2 Article 11 Spring 3-1-2012 Drug Markets, Fringe Markets, and the Lessons of Hamsterdam Lance McMillian Follow this and additional works at: https://scholarlycommons.law.wlu.edu/wlulr Part of the Commercial Law Commons Recommended Citation Lance McMillian, Drug Markets, Fringe Markets, and the Lessons of Hamsterdam, 69 Wash. & Lee L. Rev. 849 (2012), https://scholarlycommons.law.wlu.edu/wlulr/vol69/iss2/11 This Article is brought to you for free and open access by the Washington and Lee Law Review at Washington & Lee University School of Law Scholarly Commons. It has been accepted for inclusion in Washington and Lee Law Review by an authorized editor of Washington & Lee University School of Law Scholarly Commons. For more information, please contact [email protected]. Drug Markets, Fringe Markets, and the Lessons of Hamsterdam Lance McMillian* Abstract The Wire is the greatest television series of all-time. Not only that, it is the most important. One of the most memorable story arcs from The Wire’s five seasons is the rise and fall of Hamsterdam—a quasi-legalized drug zone in West Baltimore. Stories are powerful teaching tools because they marry information and context. By seeing how the application of law affects characters we know and care about, we become more attune to the potential effects of legal decisions in the real world. The story of Hamsterdam—which is essentially an attempt to transform a black market into a fringe market—presents just such an opportunity. When considering the various dimensions of the fringe economy, life in Hamsterdam imparts three critical insights: (1) Markets arise wherever there exists market demand.
    [Show full text]
  • Leap Lessons Iib Wired for Magnetism.P65
    S : S : “Wired for Magnetism” 4th-8th Grade Lesson Plan 4-H Helps YOUth Leap into the 21st Century 1 Dear Project Helper, This lesson, “Wired for Magnetism,” is part of an effort by the 4-H Youth Development Department of the LSU AgCenter to provide teaching activities that are fun as well as educational. We are pleased you have agreed to work with youth as they learn and grow. You will help them learn scientific concepts that they will use for many years. These lessons address the Louisiana Content Standards Science Benchmarks; therefore, what you do with this activity should help strengthen students for LEAP testing. Thank you for your time and effort. In this lesson, the following Benchmarks will be addressed: SI-M-A2: designing and conducting a scientific investigation SI-M-A6: comparing alternative explanations and predictions SI-M-A7: communicating scientific procedure, information, and explanation PS-M-A2: recognizing different forces and describing their effects (gravity, electrical, magnetic) PS-E-C6: exploring and describing simple energy transformations 4th-8th Grade Lesson Plan 4-H Helps YOUth Leap into the 21st Century 2 S : Learning Activity: “Wired for Magnetism” Key Concepts: 1. When electricity flows through a wire, a magnetic field Track: is produced around it, creating an electromagnet. Physical Science 2. An electromagnet is a “temporary” magnet and exists Life Skills: only when electricity is flowing. Problem Solving, Acquiring 3. Different forces can create change. and Applying information, Observing and How Can Members Apply this Information? Experimenting 1. Identify the parts of an electromagnet. Character Focus: 2.
    [Show full text]
  • Teaching HBO's the Wire July 2011
    Teaching HBO’s The Wire July 2011 Teaching HBO’s The Wire Dr. Andrew Moore, St. Thomas University Author’s Contact Information Dr. Andrew Moore Assistant Professor Great Books Programme St. Thomas University, Fredericton, NB, E3B-5G3 Phone: (506) 292-5007 email: [email protected] Abstract: My intention in this paper is to address some of the challenges and advantages of incorporating television programming into a traditional liberal arts course, drawing upon my own experience teaching the third season of HBO’s crime drama The Wire. First appearing on HBO in 2002, The Wire’s incisive and expansive analysis of contemporary urban communities has increasingly made it a subject of scholarly interest. My argument here is that the series is culturally significant and potentially useful in a wide variety of courses on diverse subjects. However, there are problems with teaching television at the university level, such as limited class time, and students unaccustomed to critically engaging with the medium. I describe how my class addressed those challenges, and suggest ways other teachers might overcome them when teaching The Wire or any other television program. Also, citing student reactions to The Wire from our course blog, I outline the key lessons our class was able to derive from the series. Their comments suggest the wide array of pedagogical possibilities for HBO’s critically acclaimed crime drama, and for television more generally. Key Words: The Wire, crime drama, teaching television, student blog, justice, urban studies. Introduction There is no convenient way to use television programs in university classrooms. Our timetables are built around the notion that we are using print medium and or lecture.
    [Show full text]
  • HBO's the Wire and Criminal Procedure: a Match Made in Heaven
    114 HBO’s The Wire and Criminal Procedure: A Match Made in Heaven Brian R. Gallini Fans of The Wire know Bunk. Those fans who are legal minded may even remember, in the first scene of the first episode of Season 5,1 when Bunk masterfully interrogates a helpless suspect. I cannot imagine a better introduction to the Fifth Amendment materials in the Criminal Procedure course. But The Wire’s five seasons offer more than just helpful scenes. Rather, the show raises a diverse array of Fourth and Fifth Amendment issues that, I believe, can assist in teaching the Criminal Procedure course throughout the semester by keying all the course’s topics to The Wire. I proceed in this piece by offering (1) whyThe Wire makes for such a compelling pedagogical tool, (2) why a “one show” approach is superior to using sporadic clips from a variety of sources, and (3) then offering some concrete examples of how the clips are helpful on a class-by-class basis. Why The Wire? The Wire takes viewers into the inner-city streets of Baltimore for an in- depth look at the highly lucrative drug trade. Using a wide array of colorful characters, it treats viewers to a morally and legally complex world where police, prosecutors, defense attorneys, drug sellers and drug users all serve as compelling personalities living out the American drug war. Against that captivating backdrop is a more specific appeal to law professors—how all of The Wire’s characters interact with the Bill of Rights. Throughout its five seasons, the show provides an extraordinary number of discussion-worthy scenes that magnificently bring complex constitutional doctrines to life.
    [Show full text]
  • I:\28531 Ind Law Rev 46-2\46Masthead.Wpd
    THE WIRE AND ALTERNATIVE STORIES OF LAW AND INEQUALITY ROBERT C. POWER* INTRODUCTION The Wire was a dramatic television series that examined the connections among crime, law enforcement, government, and business in contemporary Baltimore, Maryland.1 It was among the most critically praised television series of all time2 and continues to garner substantial academic attention in the form of scholarly articles,3 academic conferences,4 and university courses.5 One aspect * Professor, Widener University School of Law. A.B., Brown University; J.D., Northwestern University Law School. Professor Power thanks Alexander Meiklejohn and John Dernbach for their comments on an earlier draft of this Article. He also thanks Lucas Csovelak, Andrea Nappi, Gabor Ovari, Ed Sonnenberg, and Brent Johnson for research assistance. 1. Substantial information about the series is available at HBO.COM, http://www.hbo.com/ the-wire/episodes#/the-wire/index.html [hereinafter Wire HBO site]. This site contains detailed summaries of each episode. Subsequent references to specific episodes in this Article refer to the season, followed by the number of the episode counting from the beginning of season one, and then the name of the episode. For example, the first episode of season four, which introduces the four boys who serve as protagonists in season four, is The Wire: Boys of Summer (HBO television broadcast Sept. 10, 2006) [hereinafter Episode 4-38, Boys of Summer]. Additional information is available at The Wire, IMDB.COM, http://www.imdb.com/ title/tt0306414/ (last visited Mar. 26, 2013) [hereinafter Wire IMDB site]. Several books contain essays and other commentaries about the series.
    [Show full text]
  • Copyright © 2013 Garry Stephen Weaver, Jr
    Copyright © 2013 Garry Stephen Weaver, Jr. All rights reserved. The Southern Baptist Theological Seminary has permission to reproduce and disseminate this document in any form by any means for purposes chosen by the Seminary, including, without limitation, preservation or instruction. HERCULES COLLINS: ORTHODOX, PURITAN, BAPTIST A Dissertation Presented to the Faculty of The Southern Baptist Theological Seminary In Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy by Garry Stephen Weaver, Jr. December 2013 APPROVAL SHEET HERCULES COLLINS: ORTHODOX, PURITAN, BAPTIST Garry Stephen Weaver, Jr. Read and Approved by: __________________________________________ Thomas J. Nettles (Chair) __________________________________________ Michael A. G. Haykin __________________________________________ Gregg R. Allison Date______________________________ To Gretta, my amazing wife, whose sacrificial care for me and our children made it possible for me to complete this work, and to our six children, Haddon, Hannah, Isaac, Jonathan, Lydia, and Katherine, who are indeed a treasure from the Lord. TABLE OF CONTENTS Page LIST OF ABBREVIATIONS . vii LIST OF FIGURES . viii PREFACE . ix Chapter 1. INTRODUCTION . 1 Personal Interest . 1 State of the Question . 2 Thesis and Methodology . 6 2. “FAITHFUL TO THE LAST”: THE LIFE AND LEGACY OF HERCULES COLLINS . 8 Early Life and Family . 10 “Not a Learned Education”: Education and Occupation . 13 Beginning of Persecution . 17 London’s Oldest Baptist Church . 21 Hercules Collins: Pastor . 25 Wapping: The Early Years . 27 The Era of Persecution . 30 The Rise of Toleration . 39 Concern for the Coming Generation . 53 Death and Character of Collins . 58 iv Chapter Page 3. “ORTHODOX”: HERCULES COLLINS AND HISTORIC CHRISTIANITY . 63 Caffyn and the General Baptist Response .
    [Show full text]
  • Drug Markets, Fringe Markets, and the Lessons of Hamsterdam
    DISCUSSION DRAFT McMillian Washington and Lee Law Review DRUG MARKETS, FRINGE MARKETS, AND THE LESSONS OF HAMSTERDAM Lance McMillian* INTRODUCTION The Wire is the greatest television series of all-time.1 Not only that, it is the most important.2 The transcendental quality of the show lies in what it teaches those of us living in the United States about ourselves. Even when we as a society know what is the right thing to do, our decaying institutions lack the capacity to act. The ineffectual status quo continues unabated. This feeling of impotence is so jarring to the viewer because we immediately know it to be true: our institutions are broken.3 From this perspective, The Wire is not just a television show; it is an expose on the slow decline of America in the 21st century. One of the most memorable story arcs from The Wire’s five seasons is the rise and fall of Hamsterdam, detailed more fully in Part I of this Article.4 Bunny Colvin, a high-ranking police officer on the verge of retirement, suffers an existential crisis prompted by the ongoing futility of Baltimore’s drug war. His novel response is to create quasi-legalized drug zones, which are quickly dubbed “Hamsterdam” by the drug dealers who populate them. Colvin’s calculus is straightforward: by concentrating the * Associate Professor, Atlanta’s John Marshall Law School. B.A., University of North Carolina at Chapel Hill; J.D., University of Georgia School of Law.. 1 The Wire (HBO television broadcast June 2, 2002-March 9, 2008).
    [Show full text]