#Gienapp

[reasoningdaily]

How do you explain slavery to kids?

It’s important to tackle the topic in an age-appropriate way, experts say—and to make sure children understand how the legacy of slavery informs life today.

Chandra and Brandon Carr remember taking their children to visit the Charles Wright Museum of African American History in Detroit last year. Upon seeing a replica of a slave ship packed with shackled, life-size, real-looking Black people, their then-six-year-old daughter became upset and asked to leave.

“I remember hugging her and telling her ‘It’s OK to be sad. What happened wasn’t fair,’” says Chandra Carr, an administrator at Wayne State University. But a few days later, the Carrs, African American parents from suburban Detroit, talked with their children not only about the horrors of slavery, but the heroic efforts of Black people and others to resist slavery—and how efforts to make life fairer for all people continue today.

Slavery is a tough topic for any child. But approaching the subject in age-appropriate ways that help children understand the full context of the institution—then and now—can help build empathy and critical-thinking skills. Here are some ideas from the experts on how to get started.

Talk about slavery in age-appropriate ways

Educator Rebekah Gienapp, author of Raising Antiracist Kids: An Age-by-Age Guide for Parents of White Children, supports having conversations as soon as kindergarten—or younger, if it comes up. But the older a child is, the deeper and more explicit conversations you can have.

For instance, Beverly Daniel Tatum, president of Mount Holyoke College in Massachusetts and a psychologist who specializes in race and education, says with children five and younger, it’s important to emphasize that slavery happened “a long time ago.” They can’t always distinguish between what happened hundreds of years ago and today, and therefore might be afraid that something similar could happen now to their own family.

Other grade-by-grade resources can be found through groups like Learning for Justice and Teaching for Change.

For children of any age, Tatum advised acknowledging a painful past while pointing toward a brighter future.

“It’s appropriate to acknowledge that this is a sad thing that people were mistreated in this way,” says Tatum, author of Why Are All the Black Kids Sitting Together in the Cafeteria? “The good news is, we now live in a time when we know better.”

Be mindful of language

Avoid language that dehumanizes people or reinforces the superiority of one race over another.

For example, instead of saying slaves, say “enslaved people,” which helps children understand that these people had lives and personalities beyond enslavement. Instead of saying “slave masters or mistresses,” call them enslavers, a word that does not imply superiority over enslaved people.

“Using accurate language helps children understand that enslavement was a system,” Gienapp says. Children, she notes, should know it was a deliberate system of oppression.

Talk about race—not just slavery

Children notice and comment on racial differences at a young age, and experts say it’s important that parents don’t shy away from those conversations. (This Nat Geo article has some tips on getting started.) That way, stories about slavery are not children’s introduction to stories about Black people.

“Make sure you've had lots of conversations already about race that are not about this traumatic, difficult history,” Gienapp says. Otherwise, children could think that all Black history is sad and traumatic.

Emphasize life before slavery

Understanding Black history beyond slavery is an important lesson for both children and adults, says Pulitzer Prize-winning journalist Nikole Hannah-Jones, coauthor of the children’s book The 1619 Project: Born on the Water, inspired by her New York Times series “The 1619 Project.”

Listen to Nikole Hannah-Jones discuss bringing "The 1619 Project" to Hulu as a six-part docuseries on the Overheard at National Geographic podcast.

“Sometimes when you begin the story with our enslavement, that’s a way to further dehumanize our ancestors,” says Hannah-Jones, who coauthored the book with Renee Watson. “To help children understand all that was lost, you have to show all that we had before slavery.”

For instance, Born on the Water tells the stories of Africans before they were enslaved. Parents can also look for stories about cultures like the Mali Empire of Central West Africa, whose leaders oversaw complex political systems and hundreds of thousands of people during the 13th through 16th centuries.

“It’s important for all children to understand that enslaved people had culture and history in Africa,” Tatum says.

Give children a fuller picture

Children often learn about the day-to-day lives of enslaved people. But Tatum says it’s also important for children to hear stories about their resistance to slavery. That way, they’re not seen as passive victims, she says.

Also, by learning a fuller story, children don’t end up feeling like all white people were bad. “Were people enslaving people, going to slave markets and looking at human beings as though they were merchandise? Yes, that was happening,” Tatum says. “But there were white people who thought that this was wrong. There were white people who were on the Underground Railroad helping people to escape.”

And as horrific as slavery was, children should also know it was a story of survival.

“Ultimately, the story is patriotic and triumphant,” Hannah-Jones says. “Because it talks about how these people who didn't want to come here, who were ripped from their homes, came here and fought for equality for all Americans.”

Connect the past to the present

The effects of U.S. slavery didn’t simply end with the Civil War, and Tatum says it’s important for children to understand how the lasting impact of slavery shows up today. Here’s a paraphrased example that can help explain economic differences that children likely notice or learn about as they grow up:

“Enslaved people weren't paid. And so they didn't have the opportunity to grow richer. And it was illegal to educate them.

“Meanwhile, the people who were benefiting from that unpaid labor did grow richer. So they could buy more property and attend good schools.

“After slavery, Black people had little money to support themselves, and they were still denied education. So those people had little wealth to pass down to their children and grandchildren. But enslavers did have money to pass down.

“Fast-forward to today: Black people are more likely than whites to be poor, undereducated, live in poorer housing, and have poorer health.’’ 

Tatum says that understanding the history of slavery as well as Jim Crow laws after slavery helps children contextualize the poorer conditions of many Black people today.

“If we don’t talk about the structural racism that led to these circumstances,” she says, “they might think that the disparities are the result of the failings of the people who are experiencing the disparity.”

[xtruss]

A father and son attend an exhibit on slavery at the National Museum of African American History and Culture in Washington, D.C. Ruddy Roye/National Geographic Image Collection

History & Culture Family: How Do You Explain Slavery To Kids?

It’s important to tackle the topic in an age-appropriate way, experts say—and to make sure children understand how the legacy of slavery informs life today.

— By Cassandra Spratling | January 26, 2023 | The National Geographic

Chandra and Brandon Carr remember taking their children to visit the Charles Wright Museum of African American History in Detroit last year. Upon seeing a replica of a slave ship packed with shackled, life-size, real-looking Black people, their then-six-year-old daughter became upset and asked to leave.

“I remember hugging her and telling her ‘It’s OK to be sad. What happened wasn’t fair,’” says Chandra Carr, an administrator at Wayne State University. But a few days later, the Carrs, African American parents from suburban Detroit, talked with their children not only about the horrors of slavery, but the heroic efforts of Black people and others to resist slavery—and how efforts to make life fairer for all people continue today.

Slavery is a tough topic for any child. But approaching the subject in age-appropriate ways that help children understand the full context of the institution—then and now—can help build empathy and critical-thinking skills. Here are some ideas from the experts on how to get started.

Talk About Slavery in Age-appropriate Ways

Educator Rebekah Gienapp, author of Raising Antiracist Kids: An Age-by-Age Guide for Parents of White Children, supports having conversations as soon as kindergarten—or younger, if it comes up. But the older a child is, the deeper and more explicit conversations you can have.

For instance, Beverly Daniel Tatum, president of Mount Holyoke College in Massachusetts and a psychologist who specializes in race and education, says with children five and younger, it’s important to emphasize that slavery happened “a long time ago.” They can’t always distinguish between what happened hundreds of years ago and today, and therefore might be afraid that something similar could happen now to their own family.

Other grade-by-grade resources can be found through groups like Learning for Justice and Teaching for Change.

For children of any age, Tatum advised acknowledging a painful past while pointing toward a brighter future.

“It’s appropriate to acknowledge that this is a sad thing that people were mistreated in this way,” says Tatum, author of Why Are All the Black Kids Sitting Together in the Cafeteria? “The good news is, we now live in a time when we know better.”

Be Mindful of Language

Avoid language that dehumanizes people or reinforces the superiority of one race over another.

For example, instead of saying slaves, say “enslaved people,” which helps children understand that these people had lives and personalities beyond enslavement. Instead of saying “slave masters or mistresses,” call them enslavers, a word that does not imply superiority over enslaved people.

“Using accurate language helps children understand that enslavement was a system,” Gienapp says. Children, she notes, should know it was a deliberate system of oppression.

Talk About Race—Not Just Slavery

Children notice and comment on racial differences at a young age, and experts say it’s important that parents don’t shy away from those conversations. That way, stories about slavery are not children’s introduction to stories about Black people.

“Make sure you've had lots of conversations already about race that are not about this traumatic, difficult history,” Gienapp says. Otherwise, children could think that all Black history is sad and traumatic.

Emphasize Life Before Slavery

Understanding Black history beyond slavery is an important lesson for both children and adults, says Pulitzer Prize-winning journalist Nikole Hannah-Jones, coauthor of the children’s book The 1619 Project: Born on the Water, inspired by her New York Times series “The 1619 Project.”

“Sometimes when you begin the story with our enslavement, that’s a way to further dehumanize our ancestors,” says Hannah-Jones, who coauthored the book with Renee Watson. “To help children understand all that was lost, you have to show all that we had before slavery.”

For instance, Born on the Water tells the stories of Africans before they were enslaved. Parents can also look for stories about cultures like the Mali Empire of Central West Africa, whose leaders oversaw complex political systems and hundreds of thousands of people during the 13th through 16th centuries.

“It’s important for all children to understand that enslaved people had culture and history in Africa,” Tatum says.

Give Children a Fuller Picture

Children often learn about the day-to-day lives of enslaved people. But Tatum says it’s also important for children to hear stories about their resistance to slavery. That way, they’re not seen as passive victims, she says.

Also, by learning a fuller story, children don’t end up feeling like all white people were bad. “Were people enslaving people, going to slave markets and looking at human beings as though they were merchandise? Yes, that was happening,” Tatum says. “But there were white people who thought that this was wrong. There were white people who were on the Underground Railroad helping people to escape.”

And as horrific as slavery was, children should also know it was a story of survival.

“Ultimately, the story is patriotic and triumphant,” Hannah-Jones says. “Because it talks about how these people who didn't want to come here, who were ripped from their homes, came here and fought for equality for all Americans.”

Connect the Past to the Present

The effects of U.S. slavery didn’t simply end with the Civil War, and Tatum says it’s important for children to understand how the lasting impact of slavery shows up today. Here’s a paraphrased example that can help explain economic differences that children likely notice or learn about as they grow up:

“Enslaved people weren't paid. And so they didn't have the opportunity to grow richer. And it was illegal to educate them.

“Meanwhile, the people who were benefiting from that unpaid labor did grow richer. So they could buy more property and attend good schools.

“After slavery, Black people had little money to support themselves, and they were still denied education. So those people had little wealth to pass down to their children and grandchildren. But enslavers did have money to pass down.

“Fast-forward to today: Black people are more likely than whites to be poor, undereducated, live in poorer housing, and have poorer health.’’

Tatum says that understanding the history of slavery as well as Jim Crow laws after slavery helps children contextualize the poorer conditions of many Black people today.

“If we don’t talk about the structural racism that led to these circumstances,” she says, “they might think that the disparities are the result of the failings of the people who are experiencing the disparity.”

[readingrecap]

August 22nd Killam School Building Committee Recap

August 22nd Killam School Building Committee Recap

The Killam School Building Committee held their second meeting last night. A presentation on the Massachusetts School Building Authority (MSBA) process was made by architect, Dale Gienapp, of Gienapp Architects.  Mr. Gienapp mentioned that only one school project can be part of the MSBA at any given time. Since the Killam process will take roughly 3-4 years, they looked into any other potential…

[olivermviscom]

Bibliography

WEBSITES

Amazon.co.uk. (2021). Grid Systems in Graphic Design: A Visual Communication Manual for Graphic Designers, Typographers and Three Dimensional Designers: Amazon.co.uk: Josef Mülller-Brockmann: 8601200930016: Books. [online] Available at: https://www.amazon.co.uk/Grid-Systems-Graphic-Design-Communication/dp/3721201450 [Accessed 24 Nov. 2021].

Flask, D. (2019). Joseph Müller-Brockmann : Design Is History. [online] Designishistory.com. Available at: http://www.designishistory.com/1940/joseph-mueller-brockmann/ [Accessed 24 Nov. 2021].

Rabiot Mathias (2013). Josef Müller-Brockmann "swiss... [online] Graphéine - Agence de communication Paris Lyon. Available at: https://www.grapheine.com/en/history-of-graphic-design/graphic-designer-muller-brockmann-swiss-style [Accessed 24 Nov. 2021].

A-Z Quotes. (2016). TOP 25 STEREOTYPE QUOTES (of 563) | A-Z Quotes. [online] Available at: https://www.azquotes.com/quotes/topics/stereotype.html [Accessed 23 Oct. 2021].

BrainyQuote. (2001). 275 Stereotypes Quotes - Inspirational Quotes at BrainyQuote. [online] Available at: https://www.brainyquote.com/topics/stereotypes-quotes [Accessed 22 Oct. 2021].

dailystar. (n.d.). frontpage. [online] Available at: https://www.dailystar.co.uk [Accessed 30 Oct. 2021].

Express.co.uk. (2016). Latest UK and World News, Sport and Comment | Express.co.uk. [online] Available at: https://www.express.co.uk [Accessed 30 Oct. 2021].

Gienapp, R. (2020). 19 Children’s books that defy gender stereotypes. [online] The Barefoot Mommy. Available at: https://www.rebekahgienapp.com/gender-stereotypes/ [Accessed 26 Oct. 2021].

Kiosko.net. (2021). Newspapers in United Kingdom. Today’s press covers. Kiosko.net. [online] Available at: https://en.kiosko.net/uk/ [Accessed 18 Nov. 2021].

mirror (2014). Mirror Online: The intelligent tabloid. #madeuthink. [online] Mirror.co.uk. Available at: https://www.mirror.co.uk [Accessed 30 Oct. 2021].

The Independent | News | UK and Worldwide News | Newspaper. (2019). The Independent. [online] Available at: https://www.independent.co.uk/ [Accessed 30 Oct. 2021].

The Sun. (2016). The Sun. [online] Available at: https://www.thesun.co.uk [Accessed 30 Oct. 2021].

Victoria and Albert Museum, O.M. (2011). What are Artists’ Books? [online] www.vam.ac.uk. Available at: http://www.vam.ac.uk/content/articles/a/books-artists/ [Accessed 26 Oct. 2021].

Wikipedia Contributors (2019a). Catfishing. [online] Wikipedia. Available at: https://en.wikipedia.org/wiki/Catfishing [Accessed 19 Oct. 2021].

Wikipedia Contributors (2019b). Don’t judge a book by its cover. [online] Wikipedia. Available at: https://en.wikipedia.org/wiki/Don%27t_judge_a_book_by_its_cover [Accessed 19 Oct. 2021].

Wikipedia Contributors (2019c). Stereotype. [online] Wikipedia. Available at: https://en.wikipedia.org/wiki/Stereotype [Accessed 18 Oct. 2021].

Wikipedia. (2019). Masthead. [online] Available at: https://en.wikipedia.org/wiki/Masthead [Accessed 31 Oct. 2021].

designopendata. (2014). Grid Systems in Graphic Design [1968] – Josef Müller-Brockmann. [online] Available at: https://designopendata.wordpress.com/portfolio/grid-systems/ [Accessed 20 Nov. 2021].

Flask, D. (2019). Joseph Müller-Brockmann : Design Is History. [online] Designishistory.com. Available at: http://www.designishistory.com/1940/joseph-mueller-brockmann/ [Accessed 20 Nov. 2021].

Rabiot Mathias (2013). Josef Müller-Brockmann "swiss... [online] Graphéine - Agence de communication Paris Lyon. Available at: https://www.grapheine.com/en/history-of-graphic-design/graphic-designer-muller-brockmann-swiss-style [Accessed 20 Nov. 2021].

BOOKS

Coles, S. (2013). The anatomy of type : a graphic guide to 100 typefaces. New York, Ny: Harper Design.

Institute Of Typography Engineering Research (1994). Type cosmic : digital type collection. Cologne: Evergreen.

The Sun (2021 31 Oct) 

The Mail (2021 31 Oct) 

Independant (2021 31 Oct) 

Express (2021 31 Oct) 

Daily Star (2021 31 Oct) 

Mirror (2021 31 Oct) 

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newhope church (2017). Don’t Put People in Boxes. YouTube. Available at: https://www.youtube.com/watch?v=zRwt25M5nGw [Accessed 22 Oct. 2021].

Support Group, K. (2018). Own Voices: Breaking Stereotypes documentary. [online] www.youtube.com. Available at: https://www.youtube.com/watch?v=rBRIBMcqMlI [Accessed 26 Oct. 2021].

[andyfan7896]

假如总统在败选后不肯离开白宫会怎样？

川普败选，但如果他拒绝离开白宫的话，那会怎样呢？美国历史上还从未发生过这样的事儿，所以很难得知。但是，政治科学家和历史学家告诉LIVE SCIENCE说，他们有理由确信这招行不通。

根据第20号修正案，如果川普竞选失败，他的任期将在2021年1月20日的中午结束，届时拜登将正式成为总统。

哥伦比亚大学社会和经济研究及政策学院的教授Robert Shapiro说，即便他无法接受这个结果，一旦他败选，肯定要从白宫里搬出去。

川普的声明策略已经是前无古人的了

川普反复在公众面前强调自己打算通过诉讼大战赢得选举。

而这一手段并不新鲜。2000年的总统大选中，得克萨斯州州长小布什战争了副总统阿尔·戈尔，靠的不是赢得了多数选票，而是在佛罗里达州的选票情况不明朗无法决出真赢家后，通过更有效的诉讼大战结束了战斗。

但这不意味总统职位的诉讼大战会成新常态。小布什对戈尔的那一次本就很不正常，最终以最高法院5比4的投票决定为2000年大选画上了句号。将选举结果交给小布什的保守党人写道，他们所用到的教义永远都不应该用于开先河。其中之一的前任最高发院法官Sandra Day O'Connor后来也公开质疑过这是否是个错误。

而且2000年的大选和2020年之间有着很大的区别。

首先，川普在选举日前费了老鼻子劲儿来阻止关键摇摆州的选民去投票。共和党的律师们分散到全国各地，使缺席投票变得难上加难，并试图作废已经投出的选票。

其次，虽然戈尔曾是副总统，而且有总统克林顿撑腰，小布什是佛罗里达州州长杰布·布什的兄弟，但是两人在为推翻选举结果而争斗时都不是以总统的身份。如果川普按照自己的说法，通过最高发院来赢得选举的话，他将是以现任总统的身份进行这一切。在做最终决定的9个法官的席位中，他可以安插3个。

而且很显然，小布什和戈尔都没有在选举前威胁过使用法律手段。只有当一个庞大的又具有决定性的摇摆州出现了少数几百张的不确定选票后，戈尔和小布什才开始为是否重新计票而争斗。

窃取竞选结果很难

“在2000年那次大选中，佛罗里达州被打了个措手不及。没人知道会发生这种事儿，”Shapiro说，“而现在所发生的的这一切，所有人心里都有数。”

最终，选举的官僚体制是川普无法触动的。

“每个州的选举官僚机构都狂热着试着完成选举流程以及选票的统计。他们清楚会发生什么，也知道自己该怎么做，”他说，“这些人的质量在各州各有不同，但他们是选举的专业人士……他们怀着自豪之情让选举成功。真正的公务计票人员是没有诡计可言的。”

无论要尝试什么诡计，也有终结的时候。

联邦法律规定，各州必须在选举年的12月8日最终确定自己的选举人票。在12月14日，总统选举团会投出自己的选票。Shapiro说，到了那时候，一切都有定论了。如果更多的选举人投给了川普，那他将连庄。如果更多人投给了拜登，那他将成为下任总统，法庭挑战也无济于事。

美国总统候选人总会接受选举结果

那么又绕回来了，假如川普拒绝离开白宫怎么办？

虽然川普拒绝承诺和平交接，但他也没明确表明自己会在这一节骨眼上否定选举结果。要是拒绝搬家，那他将会是美国历史上真正的第一人。

波士顿大学的历史学家Bruce Schulman说，要是问曾经是否有总统暗示过自己拒绝接受选举结果，答案是否定的。

Schulman说：“从来没有过这样和类似的先例。”

他指出，在1824年和1876年有两次总统选举是由众议院决定的，因为没有候选人能获得总统选举团的多数选票。

1824年时，安德鲁·杰克逊、约翰·昆西·亚当斯、亨利·克雷以及威廉姆·克劳福德都参加了总统竞选，没有人获得总统选举团的多数选票，最后由众议院选取亚当斯担任总统。

1876年那次，共和党人卢瑟福·B·海耶斯向国会民主党承诺，他将结束内战重建以换取他们的选票，最后结束了国会竞争。正如《亚特兰大报》报道的那样，这仍是美国历史上最重大的事件之一。但每一次，败选的一方都接受了最终结果。

哥伦比亚大学的法律历史学家Noah Rosenblum说，一个更为相似的先例是1800年时的大选，双方分别是总统约翰·亚当斯(联邦党)和副总统托马斯·杰佛逊(民主共和党)。

“那场选举勾起了联邦党人和民主共和党人之间的凶狠争斗，”Rosenblum说，“双方都坚称，如果对方获胜，那就是共和国的终结。当时掌权的联邦党暗中采取行动来削弱对手的势力，其中就包括通过了臭名昭著的《客籍法和惩治叛乱法》，依照该法案他们关押了民主共和党的报纸编辑。”

换句话说，民主体现在投票上。

Rosenblum说，“尽管如此，在联邦党败选后，约翰·亚当斯还是和平的将总统位置传给了托马斯·杰佛逊。”

所以川普拒绝接受大选结果的场景一定相当奇异，即便按19世纪狂野的标准来说也一样。

假如真就赖着不���呢？

Shapiro说：“你说的那种情况是所有选票均已统计完成，所有关于投票的法律挑战也已经处理干净，然后选举人在14号投出自己的一票。”

后面的流程就很清楚了。

“到那时候，投票结果会被交到国会(通常在12月23日)，然后在1月6日由即将离任的副总统在国会进行批准，”Shapiro说，“到了6号，假如众议院和参议院都接受了美国的新总统是拜登。那到了那个特定时刻，如果川普还不想搬出白宫，其实就很好办了。”

从法律层面上讲，川普手握的权利非常有限。

“有人宣誓效忠于总统拜登。这个人可能是最高法院的首席大法官。也有可能是他的祖母。到了1月20日的中午，他就是美国的总统了。整个特勤局都听命于他，”Shapiro说，“川普作为即将卸任的总统也有着一支特勤局分队。拜登进入白宫，特勤局则会护送川普离开。事情就是这样。在那时，所有政府的公务员以及美国政府的所有雇员都听命于乔·拜登。”

这个直截了当的解决方法是根据自身的假设：也就是选举人能够投票，并证实自己的投票；联邦政府的各个机构——包括国会在内——都各司其职；特勤局依法办事。权力交接失败在其他国家有过先例，但是美国从未出现过。

正如斯坦福大学历史学家Jonathan Gienapp在10月份时说的那样，川普拒绝承诺和平交接让美国机构的权力深陷质疑。宪法本身没有直接的安全措施来确保和平，而且假定的是参与选举的所有人都承诺信守结果。

“我们有机构可以仲裁纠纷或是否认不合法的篡权，但是决定事态的安全措施更加关乎政治，而不是关乎宪法的，”他写道，“研究出某种妥协方案的重任就落在了选举政治领袖肩上，就和1876-1877年那时一样。或者如果必要的话，人民需要行使自己的基本权利，靠集会和抗议促成解决方案。”

Shapiro表示，如果一切都顺利的话，预计美国数个世纪来按规矩转交总统职位的历史是不会中断的。

“那是最简单的假设，”他说，“我认为特勤局是会服从于美国的新总统。比较困难的是在选票统计和选举人上得到一致同意。”

如果拜登获胜，顽强的川普在卸任前还几个月的时间折腾拜登。Shapiro说，总统交接是非常棘手的过程。在川普政权和拜登政权交替时，整个联邦政府里成千上万的政务官可能会被替换，大到内阁官员，小到NASA局长。对此，前任团队和新任团队通常会密切合作。但川普仅仅只需要在就职典礼前拒绝拜登团队进门，就会使移交工作变得困难异常。

Shapiro说，但最终，该来的还是会来的——无论交接是怎样进行的，就职典礼后就算交接完成了。将会有一个全新的政权，原来的政权必须要让位。

前提是各个机构都能团结一致。

[leanpick]

Opinion | What Is Trump Playing At? Jonathan Gienapp, a professor of history at Stanford and the author of “The Second Creation: Fixing the American Constitution in the Founding Era…

[heydecenterforthearts]

Our little library is a year old! Many thanks again to the EC Memorial high school leadership group, the Monday volunteers who installed it, and to Lisa Gienapp and her family for making it all happen!! #littlefreelibrary #heydecenter #chippewafalls (at Heyde Center for the Arts/Chippewa Valley Cultural Association) https://www.instagram.com/p/CAVo0LjlERJ/?igshid=yem3n5edjt4c

[newbooks-tulibrary]

The second creation : fixing the American Constitution in the founding era

Americans widely believe that the U.S. Constitution was almost wholly created when it was drafted in 1787 and ratified in 1788. Jonathan Gienapp recovers the unknown story of the Constitution’s second creation in the decade after its adoption—a story with explosive implications for current debates over constitutional originalism and interpretation.

[fourthofjuly2018-blog]

Inspiring Children, One Book at a Time: Diverse Children's Books for Earth D… Inspiring Children, One Book at a Time: Diverse Children's Books for Earth Day + Giveaway. From Rebekah Gienapp's Barefoot Books Source by pragmaticmom

[ericfruits]

Unclothed

Wednesday, May 31, 2017

The Michigan Attorney Grievance Commission alleges that an attorney suspended for a criminal conviction violated the order by engaging in law practice

On or about January 29, 2010, Respondent was convicted of surveilling an unclothed person, a felony, in violation of MCL 750.539j(2)(a)( l ) in the Livingston Circuit Court.

As a result of the felony conviction, the Attorney Discipline Board issued a Notice of Automatic Interim Suspension involving Respondent, effective January 22, 2010.

Following the filing of a judgment of conviction action against Respondent, an Order of Suspension for one year was entered, effective September 28, 2010, in the matter of Grievance Administrator v Gienapp, Case Nos. 10-12-AI; 10-78-JC.

 The charges allege that he performed legal services while suspended.

Further

On or about July 13,2012,Respondent served a petition for reinstatement in the Supreme Court, the Attorney Discipline Board, and the Attorney Grievance Commission.

The allegations contend that he failed to disclose the instance of practice while suspended in securing reinstatement. (Mike Frisch) 

http://ift.tt/2qGoY8P

Bar Discipline & Process | Permalink

http://ift.tt/2qGoY8P

[podmedic]

The Pending Demise of Many Rural EMS Services

The Pending Demise of Many Rural EMS Services on the #DisasterPodcast with @joeholley @sambradley11 @wxkylenelson #EMS #staffing

On this episode we invited Andy Gienapp, MS, NRP, Manager of the Office of Emergency Medical Services, Health Readiness and Response Section, Public Health Division, Wyoming Department of Health. We invited Andy on to discuss the potential demise of many rural EMS services mostly staffed by volunteers.

Not only are there fewer volunteers available, but call volume and expense of maintaining…

[yesweweresoldiers]

What We’re Talking About: A MAHG Reading Roundup 4

Every summer, TeachingAmericanHistory brings together scholars and teachers from around the nation to our campus in Ashland to enjoy week-long seminars on focused topics in American history and government. These courses can be taken for graduate credit, or simply for your personal enrichment — some participants describe the experience as an “intellectual retreat” where they can enjoy both conversation and collegiality.

If you aren’t able to join us in person this summer, we hope you’ll consider joining us in spirit by checking out some of the myriad texts we’ll be discussing. If you’re reading along, we invite you to join the conversation using #TAHreading to share your thoughts!

Lucas Morel, GREAT AMERICAN TEXTS: RALPH ELLISON

My Ralph Ellison course will focus on his novel Invisible Man as a great American text. Although I supplement discussion of the novel with several of his essays and interviews, the course begins with discussion of one of his short stories, “In a Strange Country.” Published in 1944, eight years before the publication of Invisible Man, the story illustrates some elements that will Ellison will employ in his great novel: irony, music, and interior monologue to name a few. More importantly, the plot raises questions about race, diversity, humanity, inclusion, and the meaning of America, in general, that Ellison will return to not only in his novel but throughout the rest of his writing career. The story involves a black American named Mr. Parker, who is on shore leave in Wales during World War II. The plot thickens quickly when he is mugged by a group of bigoted white American servicemen and rescued by a Welshman, who takes him to a pub to recover. They eventually spend the rest of the evening at the Welshman’s private singing club.  The harmony of the diverse Welshmen as they sing a variety of songs impresses Mr. Parker, who then is surprised and befuddled as they launch into the American national anthem, as they expect him to help them along. The story closes with his musing about “The Star-Spangled Banner,” thoughts and feelings reeling, as he notes, “For the first time in your whole life, he thought with dreamlike wonder, the words are not ironic.” What is the “strange land” of the story’s title: Wales or America?  For racial minorities, or any numerical minority, is an imperfect America worth fighting for? How can diversity be a strength rather than a weakness of a free society? These and other questions come readily to mind, demonstrating Ellison’s close observations of American social and political life. See more of what we’ll be reading on the class syllabus.

William Atto and Thomas Bruscino, THE AMERICAN WAY OF WAR

Thomas Bruscino: My recommendation is General Orders No. 100, Lieber’s Code, 1863. It seems so banal–just a list of 157 articles, published with little fanfare and no preamble in 1863.  Perhaps that is why General Orders No. 100 is not more well known.  But a closer look at the code, written by Francis Lieber and issued by President Abraham Lincoln to govern armies in the field, reveals a document of remarkable importance and reach.  General Orders No. 100 is one of the key documents in the laws of war, but more than that, it is the original American counterinsurgency manual, a wartime manifestation of the opposition to slavery built into the constitution, a guide to American principles of justice and fairness, and the fundamental expression of the American mind for war.  As such, Lieber’s Code is one of the most important documents in American and world history.  It deserves careful reading, study, and deliberation. See more of what we’ll be reading on the class syllabus.

Sarah Beth V. Kitch, RACE AND EQUALITY IN AMERICA

Abraham Joshua Heschel (1907-1972), a philosopher and political actor, observes that many persons regard care for justice as someone else’s task. Some persons, however, share in suffering in a way that moves them to awaken their communities to injustice. Harriet Jacobs (1813-1897) invites her audience to experience the pain of racial injustice in her account, Incidents in the Life of a Slave Girl.  Her account makes fresh a phenomenon that familiarity sometimes render abstract.

An invitation to ethical sensitivity, the narrative highlights the phenomenon of what Heschel would later call indifference to evil. Specifically, she reveals how Americans have accepted as part of their political order the oppression of some persons on the basis of race. Through thoughtful storytelling, Jacobs summons readers to name practices that degrade persons. “These God-breathing machines are no more, in the sight of their masters, than the cotton they plant, or the horses they tend.” She then shows the reader how an order contrived on racial inequality protects persons who commit sexual violence, breach her motherhood, and attack her practices of conscience and faith. The narrative creates a ringing awareness of the human capacity, whether consciously harsh or unconsciously habituated, to tolerate evil.

Jacobs concludes that the injustices she and others have experienced dehumanize both those who commit harm and those who suffer. As she unveils slavery, Jacobs beckons the reader with to consider its legacy in American political life today. She leaves the reader with a reminder of our common need for home along with a challenge to thoughtful action. See more of what we’ll be reading on the class syllabus.

Jeremy Bailey and Marc Landy, THE AMERICAN PRESIDENCY II: JOHNSON TO THE PRESENT

Jeremy Bailey: My serious recommendation is easy. I was just on the American Political Science Association American Political Thought organized section book award committee.  And the best was Jonathan Gienapp’s Second Creation: Fixing the American Constitution (Harvard University Press:2o18) shows how the Constitution became “fixed” in the 1790’s and regarded as a settled agreement with its own authority. Allen Guelzo’s short Reconstruction (Oxford University Press: 2018) is also very good, as well as Daniel R’ Rodger’s history of the city on hill speech in As a City on a Hill: The Story of America’s Most Famous Lay Sermon (Princeton).

My summer-y recommendation is Mark Synnott’s The Impossible Climb: Alex Honnold, El Capitan, and the Climbing Life (Dutton), which gives a very good account of the free solo climb in the context of American climbing culture in the last several decades. For more recommendations on modern American politics, check out what we’ll be reading in class on the syllabus.

Jason Jividen, THE PROGRESSIVES (online)

Charles E. Merriam (1874-1953) was a professor at the University of Chicago and an early leader in the twentieth century discipline of political science.  He was also an influential public intellectual in the Progressive Movement. Often cited as one of the founders of the “behavioral approach” to political science, he argued against the usefulness of “mere” theory or formal law and institutions in understanding politics. Rather, Merriam claimed, political scientists ought to derive data from the behavior of political actors and subject these things to quantitative analysis. For Merriam, if it is to be in any way useful, political science also ought to help citizens, politicians, and administrators realize progressive social, economic, and political reform.

In his 1903 book, A History of American Political Theories, Merriam surveyed the historical development of American political principles and ideologies, and he saw this history as setting the stage for the Progressive Movement. In the eighth chapter, Merriam examined “recent tendencies” in contemporary social science research. Among these recent tendencies was the willingness of progressive scholars to reject many of the theoretical principles associated with the American Founding, e.g. the state of nature, natural rights, social contract theory, limited government, and separation of powers.   Few standalone pieces highlight so succinctly the basic tenets of Progressivism and its critique of America’s Founding principles. This piece is regularly taught across several sections of AHG 505 (The Progressive Movement).

Ken Masugi, THE LINCOLN-DOUGLAS DEBATES (online)

My favorite Abraham Lincoln speech to teach (next to the Gettysburg Address) is his Temperance Address. With our current increase in caustic political exchanges, its penetrating (and witty) reflections on social and political extremism are most instructive.  

The Temperance Address was delivered on February 22, 1842 in a church at a meeting of the Washingtonian Society, a recently organized group of reformed alcoholics. Lincoln used the occasion of Washington’s Birthday to praise the Washingtonians for their rational persuasion in gaining members. He reminds a greater audience that such rhetoric is essential for self-government. In moving citizens toward a candidate or policies, persuasive speech, which appeals to self-interest, is the alternative to force. Hellfire and damnation preaching promotes civil war.

Throughout his political career Lincoln would use the rhetorical principles of the Temperance Address to teach supporters of noble causes, such as the abolition of slavery, how best to advance them. In its argument and the action Lincoln sobers us up for the duty of self-government. Among the moral and political vices, being drunk on power is possibly the worse.

I will teach this speech in my late August course on the Lincoln-Douglas Debates. See more of what we’ll be reading on the class syllabus.

The post What We’re Talking About: A MAHG Reading Roundup 4 appeared first on Teaching American History.

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[muknurikno684440-blog]

autobiography audio books free download : Abraham Lincoln and Civil War America | Biography & Memoir

Listen to Abraham Lincoln and Civil War America new releases autobiography audio books free download on your iPhone, iPad, or Android. Get any TV and Radio FREE during your Free Trial

Written By: William E. Gienapp Narrated By: L.J. Ganser Publisher: Tantor Media Date: October 2018 Duration: 8 hours 29 minutes

[taleshalance4]

Parchment Barriers and the Determinateness of Constitutional Text

Jonathan Gienapp’s new book falsely sees the Framers’ criticisms of parchment barriers as evidence that the Constitution did not have a fixed meaning. from http://bit.ly/2TgfBfv from https://eliaandponto1.tumblr.com/post/182421285307

[eliaandponto1]

Parchment Barriers and the Determinateness of Constitutional Text

Jonathan Gienapp's new book falsely sees the Framers' criticisms of parchment barriers as evidence that the Constitution did not have a fixed meaning. from http://bit.ly/2TgfBfv