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#101 What is Freedom?

9/5/2017

 
Logistics questions?
  • Answer questions about Discovering History, Canvas, or anything else covered on first day.

What is freedom? Your thoughts.
  • In pairs, students pair up share responses to the homework prompt, “What is freedom?”
  • Once both partners agree on an important point, they can put up to two points on the board.
  • If you see something on the board that you want to endorse, you can put a check mark next to the point.

What is freedom? Historical perspectives.
  • Around the room are taped a handful of quotes (Google Docs).
    • First, circulate with your group members to read and consider them all.
    • Then, select one that you would like to analyze and discuss the following two questions:
    • What does the quote mean? How does it specifically frame the concept of freedom? Put it in your own words.
    • Think of one example from the past that might illustrate this quote: in the way it happened, the way it is written about, the way it is studied, and/or the way it is remembered.

​What is freedom? The view from Charlottesville.
  • Next, we will consider another quote discussing American freedom in the context of the recent “Unite the Right” rally in Charlottesville, Va.
    • But first: what happened in Charlottesville? (students respond)
    • View clips from “Charlottesville: Race and Terror” by Vice (0:00-0:43, 6:37-7:13, 11:11-12:05)
    • Consider:
      • “This [the Charlottesville ‘Unite the Right’ rally] is my First Amendment right. . . . This is the right of every American to be able to peaceably assemble and speak their mind free of intimidation. That’s why I decided to do it.” -Jason Kessler
    • How might you compare this statement with the earlier quote discussed by your group?
    • What do ideas about “freedom” or “rights” have to do with what happened in Charlottesville?
    • How does history help us understand what happened in Charlottesville?

Debriefing
  • Why did we do this? Anticipating skills (analysis, discussion) and thematic connections (the thread of “freedom,” “rights,” and history as a disciplinary tool).​
  • Next stop will be going back in time to the latter part of the eighteenth century when this question of freedom was central to the debate over independence from Britain.

Homework: Assignments#102.

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  • Courses
    • Archived Courses >
      • Chinese History >
        • Ancient/Early Modern: Living China's History >
          • Living China's History (fall 2017) >
            • Course Information
            • Course Project
            • In-Class
            • Assignments
          • Living China's History (fall 2018) >
            • In-Class >
              • The Death of Woman Wang
            • Assignments
        • Modern: China's Fall and Rise >
          • China's Rise and Fall (spring 2019) >
            • Course Info
            • In Class
            • Assignments + Units
          • China's Fall and Rise (spring 2018) >
            • Course Information
            • In-Class
            • Assignments
        • Contemporary: Thinking about a Changing China >
          • Thinking about a Changing China (spring 2017) >
            • Course Information
            • In Class
            • Assignments
      • Global Thinking (grade 9 seminar) >
        • HS150 Course Information
        • HS150 In-Class
        • HS150 Assignments
      • Japanese History >
        • Japan's Empire and its Legacies (fall 2016) >
          • Course Information
          • Daily Review
          • Schedule >
            • JE Unit 1
            • JE Unit 2
            • JE Unit 3
            • JE Unit 4
            • JE Unit 5
            • JE Unit 6
          • Research >
            • Issues of History
            • Research Schedule >
              • Checkpoint #2: Annotated Bibliography
              • Checkpoint #3: Outline
              • Checkpoint #4: Supplemental Pages
      • U.S. History >
        • Humanities History (2017-18) >
          • Course Information
          • In-Class
          • Assignments
        • Humanities History (2016-17) >
          • Course Information
          • In Class
          • Assignments >
            • U1: The American Revolution & the Constitution
            • U2: Defining the Nation
            • U3: 19th Century Social & Cultural Transformations >
              • Cemetery Project
            • U4: A House Divided
            • U5: Industry & Empire
            • U6: Progressive Promise & Disillusion
            • U7: Global Conflicts
            • U8: Civil Rights & Human Rights
      • More Course Descriptions
  • Skills
    • Reading >
      • Active Reading
      • Advanced Reading Strategies (Upper Mids and Seniors)
      • Outlining for Reading
      • Primary, Secondary, and Tertiary Sources
      • Analyzing Primary Sources with SOAPSTone
      • Analyzing Visual Primary Sources
      • Selecting & Evaluating Secondary Sources
    • Thinking >
      • What is History?
      • Historical Thinking Chart (PDF)
      • Breaking Down History with the SPICE Factors
    • Discussing >
      • Engaging in Class Discussion
      • Evaluating Discussion
    • Researching >
      • Identifying Research Topics & Questions
      • Note Cards
    • Writing >
      • Zero Draft
      • Thesis Statements
      • Forming Counterarguments
      • Formatting Chicago-Style Papers
      • Ford Library Guide to Chicago-style Citations (PDF)
    • Tech Tips
  • Reference
    • Chinese History Tools
    • Further Reading in Asian Studies >
      • Books
      • News
      • Podcasts
    • Current Events around the World
  • About
    • About
    • Writing