DOCSLIB.ORG

NOTICIAS De TODOS TODOS: Mathematics for ALL Newsletter Spring 2015, Volume 11, Number 1

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
NOTICIAS De TODOS TODOS: Mathematics for ALL Newsletter Spring 2015, Volume 11, Number 1 NOTICIAS de TODOS TODOS: Mathematics for ALL Newsletter Spring 2015, Volume 11, Number 1 Publication funding provided by Pearson Education See TODOS on line http://www.facebook.com/todosmath www.todos-math.org @todosmath Questions from Mathematics of Jim Cummins (2008) established that it takes between Teachers about six months to two years for ELLs to develop this English Language Learners everyday language for communicative purposes and between five to seven years to develop academic By Luciana C. de Oliveira language. Associate Professor University of Miami Should I require my ELLs to speak only English in the mathematics classroom? Is it definitely important Mathematics teachers for ELLs to develop their literary skills in English. often have many questions about However, much research has established the importance teaching English language learners (ELLs). The National of home languages and cultures for development of Clearinghouse for English Language Acquisition (2006) English in the context of mathematics classrooms reports that 10% of the K-12 student population is (Moschkovich, 2009). comprised of ELLs, which represents over 5 million The teachers should consider home languages and students in the U.S. The ELL population is burgeoning in cultures as a resource more than a limitation in teaching most states of the country. Thus, even if you do not have and learning (de Oliveira, 2012). For example, ELLs who ELLs in your mathematics classrooms now, very likely speak the same language could problem solve together to you will in the near future. express their ideas with ease. Then, they would try to Based on my 20-years experience as an English as a communicate their conclusions in English. ELLs feel Second Language (ESL) teacher and teacher educator, I reassured when the teachers value their languages and have compiled a list of common questions mathematics cultures in the classroom. teachers ask me during professional development Why are my Level 5 ELLs still struggling with their sessions. The questions reflect the concerns practicing language in school? Even though ELLs may be mathematics teachers have about working with ELLs. I considered at an advance level of language proficient hope by providing some answers to these questions I can De Olivera, cont. p. 2 help other teachers in their work. These are not the only questions mathematics teachers often ask me in TODOS Mission Statement professional development workshops, but they are The mission of TODOS: Mathematics for ALL is to advocate for definitely important ones to consider-at any state of a equity and high quality mathematics education for all students— teacher’s career. in particular, Latina/o students. Why can my ELLs speak English so well in social settings, and yet they still have so much difficulty with Spring 2015, Volume 11, #1 mathematical academic tasks at school? In this issue: Ø Questions from Mathematics Teachers, p. 1 While ELLs may develop their “everyday” language for Ø News from the President, p. 2 social purposes rather quickly, it takes a lot longer for Ø Report from the Nominations and Elections Committee, p. 3 them to develop academic language-or the language of Ø TODOS Student Recognition Awards, p. 4 schooling (Schleppegrell, 2004). Students learn academic Ø TODOS Live! Webinars, p. 4 Ø Mendez v Westminster School District, p. 5 language at school and this language is different from Ø A Timeline for Mendez v Westminster, p. 7 ordinary language for communicative purposes. The work Ø NOTICIAS Editors and Contributors, p. 8 Spring 2015 Noticias de TODOS 1 De Olivera, continued News From the President (level 5 in a 1-5 scale), they continue to have language by Susie W. Håkansson needs. Unfortunately, most ELL or bilingual services stop when ELLs reach level 5, but this does not mean that ELLs Happy New Year to all of you! stop having language needs in schools. These students still The 2014-2015 TODOS Board has need support and assistance from teachers and require been working hard to support the new scaffolding of instruction. and ongoing goals for the year. In the last issue of Noticias, I mentioned I really do not have a lot of time for planning; what can a focus on recruitment of new members I do as a mathematics teaches to support my ELLs? and retention of current members. Some of you sent in some Collaborating and sharing planning time with the ESL? ideas on services that would be useful for members, and we teachers is very beneficial. A must-do for all mathematics welcomed all of them. During the three 2014 NCTM Regional teachers of ELLs is to use the ESL multimodal strategies Conferences (Indianapolis, Richmond, and Houston), TODOS, or different ways that information can be presented and along with Benjamin Banneker Association and Women in communicated in class. Some examples include using oral Mathematics Education, co-sponsored an NCTM Equity language, written language, visual materials (pictures, Affiliates Booth, with each of the groups taking the lead at one flash cards, graphs, objects, manipulatives), auditory of the conferences. We hope that this effort gave greater materials (video, music, songs), direct experience (field visibility to all of the equity affiliates. trips, walks around school), and nonverbal communication (body movements and expressions). ELLs TODOS offers a variety of professional development (PD) need to engage with content in multiple ways, so using opportunities for its members and all mathematics educators. multimodal strategies can really help them access the TODOS members have been keynote speakers, featured grade-level curriculum. speakers, and general session speakers in many local, regional, and national mathematics education conferences. At some of If I focus on the vocabulary words that are important these conferences, a dedicated TODOS strand has been part of in mathematics, would I be addressing my ELLs’ the program, where TODOS selects members who apply to mathematical academic language needs? Vocabulary is give presentations specifically on the mission and goals of a significant component of academic language, but the TODOS. Attendees gain expertise on how to focus on challenges go beyond learning vocabulary. Academic excellence and equity in the classroom. TODOS also offers language also consists of grammatical patterns through TODOS Live! webinars throughout the year for its members, which meanings are made. Knowing a word does not mean with many of the webinars archived for members to access knowing how to use it effectively in appropriate contexts afterwards. A Professional Development Task Force has been (de Oliveira, 2012). In addition, ELLs may not know the created to expand upon and introduce new professional everyday language used in word problems, as they may development opportunities that will provide updated describe contexts unfamiliar to these students. Thus, information and additional materials and resources to its teachers should be aware of the need to use contexts that members. One professional development opportunity will be correspond to the cultural experiences of all their students. the planning for the second TODOS Conference scheduled for References June 23-25, 2016. All these efforts support the following Oliveira, L. C. (2012). The language demands of word problems TODOS goal statement: for English language learners. In S. Celedón-Pattichis & N. To advance educators' knowledge and ability that lead to Ramirez (Eds.), Beyond good teaching: Advancing implementing an equitable, rigorous, and coherent mathematics education for ELLs (pp. 195-205). Reston, VA: mathematics program that incorporates the role language National Council of Teachers of Mathematics. and culture play in teaching and learning mathematics. Moschkovich, J. N. (2009). Using two languages when learning mathematics: How can research help us understand The Working with Latina/o Students Task Force formed in mathematics learners who use two languages? Research Spring 2014 plans to have a draft of their efforts at the Brief and Clip, National Council of Teachers of TODOS Members Meeting during the 2015 NCSM Boston Mathematics. Conference. They hope to include strategies to support the National Clearinghouse for English Language Acquisition. mathematics learning of Latina/o students, particularly (2006). The growing numbers of limited English proficient bilingual students, English learners, and recent immigrants. students: 1993/94–2003/4. Washington, DC: U.S. Although some states did not adopt either the Common Core Department of Education, Office of English Language State Standards in Mathematics and English Language Arts or Acquisition. the Next Generation of Science Standards (NGSS), it’s Schleppegrell, M. J. (2004). The language of schooling: A important to note that in all three disciplines, Mathematics, functional linguistics perspective. Mahwah, NJ: Erlbaum Science, and ELA, there are relationships and convergences regarding the practices of each.1 Where all three converge are the following: Håkansson, cont. p. 3 Spring 2015 Noticias de TODOS 2 Håkansson, continued EP1 (ELA). Support analysis of a range of grade-level http://ell.stanford.edu/sites/default/files/ VennDiagram_practices_v11%208-30-13%20color.pdf complex texts with evidence. MP3 (Mathematics) and EP3. Construct viable and valid [ 2] Calarco, J. (2014-2015). Help-seekers and silent arguments from evidence and critique reasoning of others. strugglers: student problem-solving in elementary SP7 (Science and Engineering). Engage in argument from classrooms. In American Educator, Winter 2014-15 evidence. (Vol. 38, #4, pp. 24-27, 30-33, 44), (EP represents the CCSS-ELA “practices” as defined by the http://www.aft.org/ae/winter2014-2015/calarco ELPD Framework; MP represents the CCSS Mathematical Practices; SP represents the NGSS Science and Engineering Practices) Report from the Nominations and The goal is for students to justify the statements they make Elections Committee with evidence instead of just grabbing at an answer. The Nominations and Elections Committee offers a sincere One of the most important things that we as educators need to thanks to the outstanding candidates who agreed to run for focus on is excellence and equity.
Load more

Recommended publications
  • Ruling Gives Children Equal Rights by Nannette Regua
    Source: http://mendezwestminstercase.blogspot.com Mendez v. Westminster School District (1947) Ruling Gives Children Equal Rights By Nannette Regua Historically, the Supreme Court's decision in the 1896 Plessy v. Ferguson case, racial segregation became the law of the land as the ruling claimed "separate but equal" public facilities would be established. The assumption was that public facilities would be separate but equal on all counts. In education, it was common practice to have separate schools for African Americans or Mexican Americans and Anglos. The Mendez v. Westminster School District case (1947) was a monumental step forward to end segregation of Mexican American school children in California. Commemorative Stamp Mendez v. Westminster At the turn of the century, Mexican American children in the Southwest often were separated from Anglo school children and segregated into "Mexican" schools. The Mexican schools were typically shacks or barns rather than equal institutional structures to that of "Anglo" schools. The Mexican schools were commonly unequal in books, desks, school supplies, and they were often given the used, damaged and outdated books from the Anglo schools. In 1945, Mexican parents tried to enroll their children into the Main Street Elementary School located in the Westminster School District, Orange County, California. Main Street School was an Anglo school not an integrated school. The children were turned away from the school and sent to Hoover School (see photograph above), a "Mexican" elementary school. One such family was the Mendezes (see photograph below). As the Mendez parents, Gonzalo and Felicitas, attempted to enroll their children at the Main Street School their children were refused admission because they were Mexican.
    [Show full text]
  • Springer Nature Switzerland AG 2020 1 R
    Immigrants’ Efforts to Access Public Schools and Higher Education in the United States Alejandra Rincón Contents For the Right to Be Schooled: Immigrants’ Efforts to Access Education in the United States 2 Immigrants’ Efforts to Enter Public Schools ..................................................... 3 Speak English/English Only ...................................................................... 9 Show Me Your Papers: Education and Immigration Status ..................................... 11 Access to Higher Education and In-State Tuition Laws (2001– 2016) ......................... 15 Advocating for Rights Beyond Education ....................................................... 17 DACA ............................................................................................. 18 Reaching the Cusp: Graduate and Professional School . ........................................ 20 Conclusion ........................................................................................ 21 References ........................................................................................ 22 Abstract On September 18, 2017, six undocumented immigrant students filed a lawsuit against the government of President Donald Trump. The lawsuit argues that the government’s decision to end an immigration relief program established by the prior administration had its motivation in racial animus against Mexicans and Latinos. The lawsuit specifically refers to the Deferred Action for Childhood Arrivals (DACA) program signed into law in 2012 by President Obama
    [Show full text]
  • Sympathetic Symbols, Social Movements, and School Desegregation
    Sympathetic Symbols, Social Movements, and School Desegregation MARISELA MARTINEZ-COLA* An important theoretical contribution to the study of social movements involving legal mobilization is framing theory. Framing encourages an analysis of the parties involved and the tools used to make meaning of their cause. A scholarly gap emerges, however, when considering the race, gender, and class of the litigants and the social challenges they face. In this article, the author blends framing theory with controlling images theory to provide a conceptual tool of “the sympathetic symbol” to analyze the effects of race, gender, and class. Next, the author introduces the legal and social histories of two school desegregation cases involving Chinese American and Mexican American plaintiffs, identifying the relevant controlling images germane to each case. Finally, the author questions whether a sympathetic symbol is necessary to counter the raced, gendered, and classed stereotypes that threaten the struggle for equality and suggests future directions for research. INTRODUCTION Scholars who study social movements as well as race have recently suggested that a theoretical and empirical gap exists within the literature and research on social movements. Joyce Bell, for example, suggests that, “…a lack of attention to research on black movements [inhibits] the development of the methodological and theoretical tools available to students of social movements on the whole.”1 She argues that much of the literature on social movements is privileged by whiteness and fails to take into account the complexities of race even though its theoretical frameworks were rooted in the Civil Rights Movement (CRM). Glenn E. Bracey further observes that when it comes to the study of social movements, “Blackness shape[s] the character and substance of Black antiracist mobilization, but whiteness shapes most analysis of their efforts.”2 *Marisela Martinez-Cola, Emory University Department of Sociology, 1555 Dickey Dr., Atlanta, GA 30322 [email protected] The author thanks Dr.
    [Show full text]
  • School Desegregation and the Law — Brown and Black Victories During the Civil Rights Era
    Curriculum Units by Fellows of the Yale-New Haven Teachers Institute 2014 Volume III: Race and American Law, 1850-Present Hidden Realities: School Desegregation and the Law — Brown and Black Victories During the Civil Rights Era Curriculum Unit 14.03.05 by Waltrina D. Kirkland-Mullins Between mid-November through the first week in January, teachers at the Davis Street Arts & Academics Interdistrict Magnet School in New Haven, CT prepare for our annual Dr. Martin Luther King, Jr. Assembly. We collectively lay the foundation for examining the Civil Rights era and its impact on American society as we know it today. Grades Pre-K through 1 take a simplistic, developmentally appropriate look at the civil rights movement with emphasis on embracing cultural similarities and diverse peoples working and living together as a united community. Grades 2 through 3 take a generic look at Rosa Parks and the Montgomery, Alabama bus boycotts. Grades 4 through 6 briefly examine past injustices experienced by African Americans in the segregated South, including examining the story of 14-year old Emmet Till. Each of these grade levels delves into an excerpted overview of Dr. King's "I Have A Dream" speech, accompanied by mosaic images of myriad people gathered at the Lincoln Memorial. Emphasis is placed on Black/White relationships and individuals who fought against racial injustice during the era. Although teacher and student efforts regarding the aforementioned prove laudable, the effort is in a sense insufficient. For years, we have taught our children about the black/white inequities encountered in the struggle for civil rights.
    [Show full text]
  • Resource Guide
    UNSUNG HEROES AND HEROINES Spanning the period from the Gold Rush to the post-9/11 era, the exhibition tells the hidden stories of unsung heroes and heroines throughout California who stood up for their rights in the face of social hostility, physical violence, economic hardship, and political stonewalling. Stories of personal struggle demonstrate the ongoing fight and provide a framework through which current controversies can be debated. The central themes of the exhibition are: • Civil liberties are essential for democracy. • Civil liberties struggles repeat over time while targeted groups change. • Civil liberties are perpetually in flux. Each generation must fight to preserve them. • Although our constitution enumerates rights, it is the people who must fight for equality and justice to make them meaningful. A HISTORY O F CIVIL LIBERTIES OUR SHARED CIVIL LIBERTIES IN CALIFORNIA Using personal stories and building on the exhibition themes, civil liberties can relate to a range of museum goers, library patrons, and students, elementary through college, as well as docents who may share this content with visitors. We hope this exhibition will spark personal connections to civil rights and that visitors will leave the exhibit with a wider perspective about our shared civil liberties. RESOURCE GUIDE This guide seeks to provide visitors and students opportunities to investigate and research areas of their own personal interest and the evolving nature of democracy. This resource guide was developed to enhance The Resource Guide is divided into sections by exhibition topic and lists a variety of interpretation of California’s civil liberties’ history resources addressing past civil liberties fights and current issues.
    [Show full text]
  • Almost 10 Years Before Brown Vs. Board of Education, Sylvia Mendez
    Towner Award Nominee Books for 2016 Curriculum Connections: Civil Rights, Segregation, Author and Illustrator: Duncan Tonatiuh Discrimination, Integration, Equality in Education, Brown vs. Board of Education, Mexican Americans, American History, Heritage New York: Abrams Books for Young Excellent for close reading, review of book features, and Readers, 2014 building band 3-5 complex vocabulary, as well as 40 Pages persuasive writing activities. AR Level: 5.1 Lexile: 870 Available as a DVD for read-along activities. Almost 10 years before Brown vs. Board CCSS for Primary Grades CCSS for Intermediate Grades . RI.2.2 Identify the main topic of a . RI.3.9 Compare and contrast the of Education, Sylvia Mendez and her multi-paragraph text as well as the most important points and key parents helped end school segregation focus of specific paragraphs within the details presented in two texts on text. the same topic. in California. An American citizen of . RI.2.3 Describe the connection . RI.4.3 Explain events, Mexican and Puerto Rican heritage who between a series of historical events . procedures, ideas, or concepts in spoke and wrote perfect English, . in a text. a historical . , including what Mendez was denied enrollment to a . RI.2.5 Know and use various text happened and why, based on features . to locate key facts or specific information in the text. “Whites only” school. Her parents took information in a text efficiently. RI.5.2 Determine two or more action by organizing the Hispanic . RI.2.6 Identify the main purpose of a main ideas of a text and explain community and filing a successful text, including what the author wants to how they are supported by key answer, explain, or describe.
    [Show full text]
  • Scope Dec/Jan 2017-18+
    Drama DRAMATIZATION a story based on true events The FIGHT for WHAT’SFor some, California in the 1940s was a dream: palm trees, beaches, glamorous movie stars. But for others, it was a RIGHT place of great injustice. Sylvia Mendez (right) and her family helped change that. Page 16: R. Gates/Getty Images (top left); Hulton Archive/Getty Images (top right); Underwood Archives/UIG/REX/Shutterstock (middle); William M. Graham/Hulton Underwood M. Archive/ right); Archives/UIG/REX/Shutterstock William (top Images Archive/Getty (middle); Hulton left); Gates/Getty (top R. Images 16: Page Bettmann/Getty left); right); (top Images (top Photos Freed/Magnum ©Leonard 17: Page Getty right). Vintage (bottom Stock/Corbis Images Getty Kirn via left); (bottom Images Mendez) (Sylvia prohibited. is reproduction or Duplication only. permission with used be to family Mendez the courtesy of Pictures By Spencer Kayden 16 SCHOLASTIC SCOPE • DECEMBER 2017/JANUARY 2018 SCHOLASTIC SCOPE • DECEMBER 2017/JANUARY 2018 17 Secretary: Those two may SEPARATE Characters enroll here, but not the AND UNEQUAL In the 1940s, Mexican- Circle the character you will play. *Indicates large speaking role Mendez children. Americans faced terrible Aunt Sally: Excuse me? prejudice. Many restaurants, *Stage Directors 1 & 2 (SD1, SD2) *Aunt Sally, Sylvia’s aunt Miguel, a classmate SD2: The secretary points at stores, and movie theaters Storytellers 1, 2, & 3 (ST1, ST2, ST3) Secretary *Mr. Marcus, a lawyer displayed signs like this one. Sylvia and Jerome, who have *Sylvia Mendez, an 8-year-old girl *Mama, Sylvia’s mother, Felícitas Mr. Harris, the superintendent Inset: First-grade students at dark skin and dark hair.
    [Show full text]
  • Segregation Sohyun An
    Social Studies and the Young Learner 32 (3) pp. 3–8 ©2020 National Council for the Social Studies First Graders’ Inquiry into Multicolored Stories of School (De)Segregation Sohyun An Terrie: Mommy! Guess what I learned today? Terrie: Yes! Like other girls, Mamie had to go to an unfair school because she was not white! Me: Seems like something exciting! Me: Gotcha. By the way, why did you pick Mamie for your Terrie: Yes! Mamie Tape! Look at this. She is like me! Well, Venn diagram? (Fig, 1) she is Chinese, and I am Korean, but she has the same hair and eye color as me. She was brave like me, too! Terrie: Well, I like all the stories, but I like Mamie’s the best She said, “Hey, it’s not fair that I have to go to a seg- because she looks like me! regated school!” I am the mother of Terrie, a Korean American girl in Ms. Amber Me: I see. So Mamie was like Ruby Bridges, Sylvia Mendez, King’s first-grade classroom in a public school in Georgia.1 I am and Alice Piper—the girls you’ve learned about so far also a scholar of social studies education. My hope as a mother- from your teacher? Figure 1. January/February 2020 3 scholar is that all children, including mine, will be excited grade teachers regarding their upcoming unit on Ruby Bridges, to learn about U.S. history because they can see people like one of the historical figures included in the state’s first-grade themselves in the story of their country.
    [Show full text]
  • Ep. 01 Transcript
    Page 1 of 11 TRANSCRIPT Copyright © 2017 Orange County Department of Education. All Rights Reserved. Title: Mendez v. Westminster Sylvia: We would stop at that school everyday and see those kids go in but this playground was right next to the street and in that playground they had monkey bars, they had teeter- totter, they had swings and my thing was that I always wanted to go to that school because of the playground, 'cause we didn't have all that at the other school. Jeff: In 1944, eight year old [Sylvia Mendez 00:00:32] didn't understand why she and her brothers couldn't go to the school with the nice playground. Neither could their parents, [Gonzalo 00:00:39] and [Felicitas Mendez 00:00:39]. What resulted was Mendez versus [Westminster 00:00:42], a landmark court case that shattered many of the legal justification for segregating public schools. Maybe you haven't heard of the Mendez, maybe you're more familiar with the Brown versus the Board of Education decision of 1954, but not only did the Mendez case precede that decision by seven years, it lay the foundation for the United States Supreme Court declaration once and for all that segregated schools were in violation of the constitution. We sat down with Sylvia Mendez and Gonzalo Mendez Junior on the 70th anniversary of the resolution to the Mendez case. Speaker 3: What- [Gregor 00:01:17] are we good on sound? [crosstalk 00:01:19] Gonzalo jr: You can hear us? Speaker 5: Yes, I can hear you.
    [Show full text]
  • La Voz De Austin March 2011.Pmd
    Free Gratis Volume 6 Number 3 LaLaLa VVVozozoz A Bilingual Publication March, 2011 www.lavoznewspapers.com (512) 944-4123 Inside this Issue People in the News Hispanic Health and Assimilation Letter to the Editor from Ed Gomez Greater Austin Hispanic Chamber of Commerce Announces New Board Southwest Key Makes Proposal to School District Juan Montoya Comments on Brownsville Native The Day of An Interview the Fallen with Lori Moya En Palabras AISD Trustee Hay Poder in District 6 Page 2 La Voz de Austin - March, 2011 People in the News After seeing her six children Rolando Fernandez Jr. currently 1998 with a B.A. in History and for Mexican American Studies, graduate from college, she became serves as the City of Austin Public Policy, along with a minor in and the Center for African & a writer, penning both poems and Assistant Director of the Contract Film and Media Studies. African American Studies. short stories and volunteered at the and Land Management Mexic-Arte Museum from 1984 to Department. Prior to this, After moving to Austin that same Her recent scholarship has 2010. In 2001, Aurora attended Fernandez served as the Assistant year to pursue film and music, she focused on U.S. Latina/o President George W. Bush First to Austin City Manager Marc Ott returned to one of her first loves - performance and popular culture. State Dinner for President Fox of from August 2008 to October 2010. acting - and was a Vortex Her articles, “Remembering Selena, Mrs. Orozco Passes Mexico with daughter Sylvia. As Assistant to the City Manager, Repertory Company member for Re-membering Latinidad,” (Theatre Away After Long Fernandez provided leadership to three years.
    [Show full text]
  • Mendez Et. Al V. Westminster Et. Alâ•Žs Impact on Social Policy and Mexican-American Community Organization in Mid-Century O
    Voces Novae Volume 5 Article 8 2018 Mendez et. al v. Westminster et. al’s Impact on Social Policy and Mexican-American Community Organization in Mid-Century Orange County Jared Wallace Chapman University Follow this and additional works at: https://digitalcommons.chapman.edu/vocesnovae Recommended Citation Wallace, Jared (2018) "Mendez et. al v. Westminster et. al’s Impact on Social Policy and Mexican-American Community Organization in Mid-Century Orange County," Voces Novae: Vol. 5 , Article 8. Available at: https://digitalcommons.chapman.edu/vocesnovae/vol5/iss1/8 This Article is brought to you for free and open access by Chapman University Digital Commons. It has been accepted for inclusion in Voces Novae by an authorized editor of Chapman University Digital Commons. For more information, please contact [email protected]. Wallace: Mendez et. al v. Westminster et. al’s Impact on Social Policy and Mendez et. al v. Westminister et. al Voces Novae: Chapman University Historical Review, Vol 4, No 1 (2013) HOME ABOUT USER HOME SEARCH CURRENT ARCHIVES PHI ALPHA THETA Home > Vol 4, No 1 (2013) > Wallace Mendez et. al v. Westminster et. al's Impact on Social Policy and Mexican- American Community Organization in Mid-Century Orange County Jared Wallace In history, singular events often overshadow the long-term movements that follow. Highly publicized or sensationalized events and people that either inspire or disgust readers are usually given the most attention in history books, while the movements that develop afterwards are viewed as less important and often forgotten. Fortunately, there comes a point when scholars recognize a condition within society and choose to look beyond the highlights of history and instead give heed to the lowlights that never reached national praise, but still had a significant impact on the lives of regular citizens over long periods of time.
    [Show full text]
  • September, 2016
    ORANGE COUNTY PUBLIC LAW LIBRARY Volume 20, No. 3 Transcript SEPTEMBER 2016 Constitution Day by Elizabeth Harmon n September 17, 1787, the Odeputies to the Constitutional Convention gath- ered in the State House in Philadelphia to put their signature on the document they had spent almost one hundred days creating. These deputies were appointed by the legislatures of the various states and included not only lawyers but ministers, soldiers, educators, planters, physicians, merchants, and financiers. Benjamin Franklin of Pennsylvania was the most senior member and was considered the “Sage of Scene at the Signing of the Constitution of the United States the Constitutional Convention”, while James Madison (1940) by Howard Chandler Christy of Virginia was given the title of “Father of the Currently in U. S. Capitol, House Wing, East Stairway www.aoc.gov/art/other-paintings-and-murals/signing-constitution Constitution” for his instrumental role in drafting the document. The delegates unanimously choose George Washington to preside over the Convention. Because of the work of these deputies, the United Hispanic Heritage States emerged as a government with limited powers – powers that are limited to those granted by the by Mora Prestinary Constitution. n 1988 Congress passed Pub. L. 100-402 ,which Please visit the Constitution Day Book Display on I amended Pub. L. 90-498 and established Floor A of the Orange County Public Law Library, National Hispanic Heritage Month. An annual which includes some of the many resources on the proclamation designates the 31-day period Constitution that can be found in the Library’s beginning September 15 and ending on October 15 collection.
    [Show full text]