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A Concept Analysis of Digital Citizenship for Democratic
Theory & Research in Social Education,00:1–43,2016 Copyright © College and University Faculty Assembly of National Council for the Social Studies ISSN 0093-3104 print / 2163-1654 online DOI: 10.1080/00933104.2016.1210549 AConceptAnalysisofDigitalCitizenship for Democratic Citizenship Education in the Internet Age Moonsun Choi The Ohio State University Abstract: Despite the importance of promoting socially responsible citizenship in the Internet age, there is a paucity of research on how digital citizenship or digital citizens might be defined and/or investigated. This study found 4 major categories that construct digital citizenship: Ethics, Media and Information Literacy, Participation/Engagement, and Critical Resistance. Based on these comprehensive and interconnected categories of digital citizenship, the author argues that digital citizenship needs to be understood as a multidimensional and complex concept in connection with an interrelated but non-linear relationship with offline (place-based) civic lives. Keywords: concept analysis, critical resistance, digital citizenship, digital ethics, media and information literacy, participation/engagement Iimagineonecouldsay:“Whydon’tyouleavemealone?!Iwantno part of your Internet, of your technological civilization, of your network society! I just want to live my life!” Well, if this is your position, I have bad news for you. If you do not care about the networks, the networks will care about you, anyway. For as long as you want to live in society, at this time and in this place, you will have to deal with the network society. Because we live in the Internet Galaxy. (Castells, 2001,p.282) Correspondence should be sent to Moonsun Choi, Center on Education and Training for Employment, The Ohio State University, 1900 Kenny Road, Columbus, OH 43210. -
Political Friendship in Early America
CAMPBELL, THERESA J., Ph.D. Political Friendship in Early America. (2010) Directed by Dr. Robert M. Calhoon. 250 pp. During the turbulent decades that encompassed the transition of the North American colonies into a Republic, America became the setting for a transformation in the context of political friendship. Traditionally the alliances established between elite, white, Protestant males have been most studied. These former studies provide the foundation for this work to examine the inclusion of ―others‖ -- political relationships formed with and by women, persons of diverse ethnicities and races, and numerous religious persuasions -- in political activity. From the outset this analysis demonstrates the establishment of an uniquely American concept of political friendship theory which embraced ideologies and rationalism. Perhaps most importantly, the work presents criteria for determining early American political friendship apart from other relationships. The central key in producing this manuscript was creating and applying the criteria for identifying political alliances. This study incorporates a cross-discipline approach, including philosophy, psychology, literature, religion, and political science with history to hone a conception of political friendship as understood by the Founding Generation. The arguments are supported by case studies drawn from a wide variety of primary documents. The result is a fresh perspective and a new approach for the study of eighteenth century American history. POLITICAL FRIENDSHIP IN EARLY AMERICA by Theresa J. Campbell A Dissertation Submitted to the Faculty of The Graduate School at The University of North Carolina at Greensboro in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy Greensboro 2010 Approved by Robert M. -
Full List of Book Discussion Kits – September 2016
Full List of Book Discussion Kits – September 2016 1776 by David McCullough -(Large Print) Esteemed historian David McCullough details the 12 months of 1776 and shows how outnumbered and supposedly inferior men managed to fight off the world's greatest army. Abraham: A Journey to the Heart of Three Faiths by Bruce Feiler - In this timely and uplifting journey, the bestselling author of Walking the Bible searches for the man at the heart of the world's three monotheistic religions -- and today's deadliest conflicts. Abundance: a novel of Marie Antoinette by Sena Jeter Naslund - Marie Antoinette lived a brief--but astounding--life. She rebelled against the formality and rigid protocol of the court; an outsider who became the target of a revolution that ultimately decided her fate. After This by Alice McDermott - This novel of a middle-class American family, in the middle decades of the twentieth century, captures the social, political, and spiritual upheavals of their changing world. Ahab's Wife, or the Star-Gazer by Sena Jeter Naslund - Inspired by a brief passage in Melville's Moby-Dick, this tale of 19th century America explores the strong-willed woman who loved Captain Ahab. Aindreas the Messenger: Louisville, Ky, 1855 by Gerald McDaniel - Aindreas is a young Irish-Catholic boy living in gaudy, grubby Louisville in 1855, a city where being Irish, Catholic, German or black usually means trouble. The Alchemist by Paulo Coelho - A fable about undauntingly following one's dreams, listening to one's heart, and reading life's omens features dialogue between a boy and an unnamed being. -
Woodrow Wilson Fellows-Pulitzer Prize Winners
Woodrow Wilson Fellows—Pulitzer Prize Winners last updated January 2014 Visit http://woodrow.org/about/fellows/ to learn more about our Fellows. David W. Del Tredici Recipient of the 1980 Pulitzer Prize for Music In Memory of a Summer Day Distinguished Professor of Music • The City College of New York 1959 Woodrow Wilson Fellow Caroline M. Elkins Recipient of the 2006 Pulitzer Prize for General Nonfiction Imperial Reckoning: The Untold Story of Britain's Gulag in Kenya (Henry Holt) Professor of History • Harvard University 1994 Mellon Fellow Joseph J. Ellis, III Recipient of the 2001Pulitzer Prize for History Founding Brothers: The Revolutionary Generation (Alfred A. Knopf) Professor Emeritus of History • Mount Holyoke College 1965 Woodrow Wilson Fellow Eric Foner Recipient of the 2011Pulitzer Prize for History The Fiery Trial: Abraham Lincoln and American Slavery (W.W. Norton) DeWitt Clinton Professor of History • Columbia University 1963 Woodrow Wilson Fellow (Hon.) Doris Kearns Goodwin Recipient of the 1995 Pulitzer Prize for History No Ordinary Time: Franklin and Eleanor Roosevelt: The Home Front in World War II (Simon & Schuster) Historian 1964 Woodrow Wilson Fellow Stephen Greenblatt Recipient of the 2012 Pulitzer Prize for General Nonfiction The Swerve: How the World Became Modern (W.W. Norton) Cogan University Professor of the Humanities • Harvard University 1964 Woodrow Wilson Fellow (Hon.) Robert Hass Recipient of one of two 2008 Pulitzer Prizes for Poetry Time and Materials (Ecco/HarperCollins) Distinguished Professor in Poetry and Poetics • The University of California at Berkeley 1963 Woodrow Wilson Fellow Michael Kammen (deceased) Recipient of the 1973 Pulitzer Prize for History People of Paradox: An Inquiry Concerning the Origins of American Civilization (Alfred A. -
Students Entering The: 1
WEST MILFORD TOWNSHIP PUBLIC SCHOOLS The Department of History & Social Sciences 67 Highlander Drive, West Milford, NJ 07480 973-697-1701 x7056 [email protected] Dr. Gregory Matlosz District Supervisor, K-12 NJ Council for History Education, Vice President Organization of American Historians Member American Historical Association Member Gilder Lehrman Affiliated School District NJ Council for Social Studies Education Member National Council for History Education Member National History Club Chartered Member Theodore Roosevelt Association Member National Council for the Social Studies Member 2015-16 Summer Reading Assignment June 2016 Dear Parents, I am pleased to announce that the summer reading assignment will continue within the Department of History & Social Sciences, grades 7 – 12. The assignment has been restructured by our History & Social Science Planning Committee to reflect a broader range of books. These books represent the content students will focus on in the 2016-17 school year. As you already know, research has shown that the lack of reading over the summer months hinders reading growth within literacy activities. The Department focused on seeking out titles that would motivate our students to read over the summer months. We want our students to fall in love with history! Please take some time to review the appropriate grade level reading assignments. We have collaborated with the West Milford Twp. Library to secure copies of these books. You may also purchase these books through Amazon.com (where several were listed for as low as $.01 per copy) or Google Books. The Department is in possession of several copies for distribution. After reviewing the selections, some of the courses have attached assignments for students to utilize while they are reading the book. -
Founding Fathers" in American History Dissertations
EVOLVING OUR HEROES: AN ANALYSIS OF FOUNDERS AND "FOUNDING FATHERS" IN AMERICAN HISTORY DISSERTATIONS John M. Stawicki A Thesis Submitted to the Graduate College of Bowling Green State University in partial fulfillment of the requirements for the degree of MASTER OF ARTS December 2019 Committee: Andrew Schocket, Advisor Ruth Herndon Scott Martin © 2019 John Stawicki All Rights Reserved iii ABSTRACT Andrew Schocket, Advisor This thesis studies scholarly memory of the American founders and “Founding Fathers” via inclusion in American dissertations. Using eighty-one semi-randomly and diversely selected founders as case subjects to examine and trace how individual, group, and collective founder interest evolved over time, this thesis uniquely analyzes 20th and 21st Century Revolutionary American scholarship on the founders by dividing it five distinct periods, with the most recent period coinciding with “founders chic.” Using data analysis and topic modeling, this thesis engages three primary historiographic questions: What founders are most prevalent in Revolutionary scholarship? Are social, cultural, and “from below” histories increasing? And if said histories are increasing, are the “New Founders,” individuals only recently considered vital to the era, posited by these histories outnumbering the Top Seven Founders (George Washington, Thomas Jefferson, John Adams, James Madison, Alexander Hamilton, Benjamin Franklin, and Thomas Paine) in founder scholarship? The thesis concludes that the Top Seven Founders have always dominated founder dissertation scholarship, that social, cultural, and “from below” histories are increasing, and that social categorical and “New Founder” histories are steadily increasing as Top Seven Founder studies are slowly decreasing, trends that may shift the Revolutionary America field away from the Top Seven Founders in future years, but is not yet significantly doing so. -
AP US HISTORY SUMMER READING, 2014 OHS S. LINDSEY Splindsey
AP U.S. HISTORY SUMMER READING, 2014 OHS S. LINDSEY [email protected] 1. Founding Brothers: The Revolutionary Generation by Joseph J. Ellis, 2000 Check Amazon.com for used copies at reduced prices. 2. Textbook: American History: A Survey, Allen Brinkley, 13th Edition, chapters 1-3 (Textbooks available at OHS) Check the OHS website and my personal page for a detailed assignment and an explanation of how you will be assessed on the assigned readings. I will have the assignment posted by the first week in June. You will be tested on these readings the first week of the school year. Suggested Summer Video Viewing Founding Brothers, History Channel DVD based on Joseph Ellis’s Pulitzer prize winning book John Adams, HBO miniseries based on David McCullough’s Pulitzer-prize winning book The entire series is excellent, but parts V, VI, and VII cover the same period and events as chapters 4, 5, and 6 in Founding Brothers. Feel free to contact me if you have questions related to the summer reading assignments. I look forward to seeing you in the fall. Best, S. Lindsey [email protected] 1 Founding Brothers Study Questions You will be allowed to use your notes for the quiz on this material. Students often ask how much time they should spend on the assignment. I would suggest spending half a day, or four hours, on each chapter. You can complete the reading assignment in a week with time to spare for other activities. A quick reading of Chapter 6: The Constitution and the New Republic will give you some much needed background and insight into the period. -
Home Editorial Authors' Responses Guidelines for Reviewers About Us
Home Search Every Field Editorial Search Authors' VIVID FACES: THE REVOLUTIONARY GENERATION IN IRELAND, 1890-1923 Responses By R.F. Foster (Norton, 2015) 480 pp. Guidelines Reviewed by George Bornstein on 2016-01-12. For Click here for a PDF version. Reviewers Click here to buy the book on Amazon. About Us Masthead This new history of roughly three decades opens with the fall and death of the Irish political leader Charles Stewart Parnell in 1891 and ends with the establishment of the Irish Free State in 1921, shadowed immediately by Civil War. It also Feedback opens and closes with quotations from Ireland's most famous poet of the period, W. B. Yeats, whose once controversial and now celebrated poem "Easter 1916" furnishes the title of the book: I have met them at close of day Coming with vivid faces From counter or desk am ong grey Eighteenth-century houses. Since Foster is Yeats's official biographer, author of the two-volume standard life, it is not surprising that he refers to Yeats intermittently throughout this book. Yet what happens between the opening and closing references is anything but Yeatsian. Instead, Foster ranges not only through printed books and articles but also through unpublished diaries and manuscript archives. As Charles Cowden Clarke wrote of his pupil and later friend John Keats's first encounter with Spenser's Faerie Queen, Foster has evidently gone through these sources "ramping." His omnivorous diligence results in a detailed revisionist portrait of the revolutionary generation and its members, including more women than usual in such accounts. -
“Who Lives, Who Dies, Who Tells Your Story?”: Founders Chic and Narrative Awareness in Lin-Manuel Miranda’S Hamilton
“Who Lives, Who Dies, Who Tells Your Story?”: Founders Chic and Narrative A areness in Lin!"anuel "iranda#s Hamilton Emma Charlotte Weiher Philipps University of Marburg, Germany Abstract: With its recent addition to the streaming service Disney+, Lin- Manuel Miranda’s 2015 Broadway production Hamilton: An American Musical has once again entered cultural discourse. While lauded for its appraisal of Alexander Hamilton’s life as an immigrant’s story and as a revisualization and presumed reclamation of America’s past through the lens of an almost exclusively nonwhite cast and group of creators, the musical has also been subject to criticism. Early critics aptly categorized it as another component of Founders Chic and questioned its presumed progressive stance on history-writing in the face of its veneration of the Founding Fathers. The following paper aims to discern the musical’s awareness of its position within history through the analysis of relevant lyrics and rhetorical devices. Hamilton is thus presented as a piece of history-writing aware of the process of historical reenvisioning, carefully and individually established through its respective generational, political, and sociological ideals and identity. ainstream media consumption has recently been enriched by a renewed interest in Lin-Manuel Miranda’s Broadway production Hamilton: An American Musical after its distribution on digital Mstreaming services. The 2015 musical phenomenon follows the continuing trend of cultural and creative “veneration of the Founding and Founding Fathers” (Brown, “Hamilton” 485). This appraisal has carefully framed the Founding Fathers as figures embodying ideals synonymous with the American experience and identity, namely independence, liberty, and individualism (489). -
“One's-Self I Sing”: the Theme of Individualism As a Part of the American Experience in the Works of Mark Twain, Ernest H
“ONE’S-SELF I SING”: THE THEME OF INDIVIDUALISM AS A PART OF THE AMERICAN EXPERIENCE IN THE WORKS OF MARK TWAIN, ERNEST HEMINGWAY, AND JACK KEROUAC By L. LEE LINDSEY Bachelor of Arts in History Oklahoma State University Stillwater, Oklahoma 2010 Submitted to the Faculty of the Graduate College of the Oklahoma State University in partial fulfillment of the requirements for the Degree of MASTER OF ARTS May, 2012 “ONE’S-SELF I SING”: THE THEME OF INDIVIDUALISM AS A PART OF THE AMERICAN EXPERIENCE IN THE WORKS OF MARK TWAIN, ERNEST HEMINGWAY, AND JACK KEROUAC Thesis Approved: Dr. Michael F. Logan Thesis Adviser Dr. William Bryans Dr. Richard C. Rohrs Dr. Sheryl A. Tucker Dean of the Graduate College ii TABLE OF CONTENTS Chapter Page I. INTRODUCTION—“SELF-RELIANCE” ................................................................1 II. MARK TWAIN—THE DEVELOPMENT OF AN AMERICAN VOICE ............12 III. ERNEST HEMINGWAY—THE EARTH ABIDES ............................................41 IV. JACK KEROUAC—THE ROAD TO REDEMPTION ........................................76 V. CONCLUSION—“A SONG OF AMERICA” ....................................................110 REFERENCES ..........................................................................................................124 iii CHAPTER I INTRODUCTION—“SELF-RELIANCE” We have yet had no genius in America, with tyrannous eye, which knew the value of our incomparable materials, and saw, in the barbarism and materialism of the times, another carnival of the same gods whose picture he so much admires in Homer; then in the middle age; then in Calvinism. Ralph Waldo Emerson 1 Much like the people of America, the American character is an amalgamation of heritages that spans time and place, including not only “British but European [aspects], not only . the seventeenth and eighteenth centuries but . -
Crossroads: a K-16 American History Curriculum. Essays in Council For
DOCUMENT RESUME ED 430 839 SO 029 662 AUTHOR Bernstein, Richard B. TITLE Crossroads: A K-16 American History Curriculum. Essays in American History.[Part One--I.] INSTITUTION Council for Citizenship Education, Troy, NY.; Niskayuna School District, NY.; Sage Colleges, Troy, NY. SPONS AGENCY Fund for the Improvement and Reform of Schools and Teaching (ED/OERI), Washington, DC. PUB DATE 1995-00-00 NOTE 120p.; For related items, see SO 029 663 667. AVAILABLE FROM Council for Citizenship Education, Russell Sage College, Troy, NY 12180; Tel: 518-244-2363. (Part One, $17.50; complete curriculum, $65) PUB TYPE Guides Classroom Teacher (052) EDRS PRICE MF01/PC05 Plus Postage. DESCRIPTORS Cultural Context; *Curriculum Development; Elementary Secondary Education; Higher Education; *History Instruction; Social Studies; Thematic Approach; *United States History IDENTIFIERS Philosophy of History ABSTRACT This U.S. history curriculum guide is divided into five main components. The first component is titled "Essays in American History," and is accompanied by a bibliographic essay. The guide represents the "crossroads" model of curriculum development that begins with three strategic junctures of history education:(1) at grades 7 and 8, where a natural "crossroads" already exists between elementary and secondary education, between childhood and adolescence, and between an interest in the concrete and a capacity to grapple with the abstract;(2) in the first year of postsecondary education, where students are taking surveys of U.S. history, government, and education that can provide a critical juncture between secondary and postsecondary education; and (3) in capstone experiences of postsecondary education, notably social studies methods and student teaching. -
Re-Examining the Problem of Slavery in Western Culture
Re-Examining the Problem of Slavery in Western Culture DAVID BRION DAVIS /. My Introduction to 'The Problem' 'M OFTEN ASKED HOW I became preoccupied back in the 1950s vidth what I've termed the 'Problem of Slavery' and have then Icontinued to pursue the subject for more than fifty years. I was at least introduced to the legacy of American slavery in 1945, just after the end of World War II, having earlier been trained as a combat infantryman for the invasion of Japan. My first taste of the racially segregated army came on board a troopship bound for Erance in the fall of 1945 (after landing, we then traveled for five days on railway boxcars to Germany). Still wobbly on the troopship from seasickness, I was given a billy club and sent down into the deep hold to make sure the 'Jiggaboos' there were 'not gambling.' Until then, I had not dreamed that the ship contained some two thousand black soldiers. After winding down endless circular staircases, I found myself, in effect, on board a slave ship—or DAVID BRION DAVIS is Sterling Professor of History Emeritus at Yale University where he taught from 1970-2001. Founding director {1998 to 2004) of the Gilder-Lehrman Center for Slavery, Abohtion and Resistance, he is now Director Emeritus. Davis won the 1967 Pulitzer Prize in General Nonfiction for The Problmi of Slavery in Western Culture (1966). He is also a winner of the Bancroft Prize, the National Book Award, and the Beveridge Award of the American Historical Association. For more on how he became interested in slavery, see Davis, 'Reflections: Intellectual Trajectories: Why People Study What They Do,' Rcvieu^s in Amerian? History 37, no.l (2009}: 148-59.