Another big day for news commentary. A few articles to get done and not a lot of time to do it. So here we go.
DROP NAVY SEALS CHARGES
This story write about how top Republican lawmakers are pushing for the U.S. military to stop the military court martial trials of three Navy SEALS. Their crime, punching a suspected plotter of an insurgent attack on the Blackwater USA military contractors. Their bodies were burned, dragged through the street and then hung from a bridge. Even if he did not do these things, he is a terrorists. If a punch in the nose is all he got when we was captured by our Navy Seals, he should be grateful. I am sure any one of those men were more than willing to put a bullet in his head. A larger issue at stake is why would our military believe anything our enemies tell them. Should they not believe our soldiers first? Also, the terrorists know that if they claim abuse that the media will be all over the news condemning these soldiers. We are fighting against an extremist group of religious zealots who kill themselves to hurt us. They show no mercy to us. Why should be give them any quarter? This leads me to the next story, again related to our military conflict or war with radical Islamic extremists.
CLOSING GITMO FOR MILITARY TRIALS
This story focuses in on the fact that President Obama is starting to back off of the suggestion that some terrorist being held at our base at Guantanamo Bay need to be subject to our criminal justice system. I have not avoided this topic but have not found the time to write about it until today. KSM and other terrorist should be tried by military courts or tribunals. Here are the reasons why.
First, they are not criminals, they are members of an organized military organization. They are defined as enemy combatants because they are not linked to any one single nation. In the 1940s when Germany dropped off non-uniformed soldiers on Long Island, those captured were tried in military tribunals, not our criminal courts. Secondly, there is no way they can get a fair trial in the U.S. Let me count the ways. First, they have confessed to being involved in specific plots against the U.S., but those confessions were coerced, though they have also made them in open court before military courts. According to criminal law a coerced confession is not admissible in trial. Also, the methods use to gain intelligence and evidence on these men would also not hold up in an American criminal trial. So, there is no real evidence that can be admitted to any U.S. criminal court. Thirdly, there is not a jury in the entire U.S. that would be be unbiased against them. It has nothing to do with them being Muslims and everything to do with the giant hole in the ground they left behind. This moves me on to the next story.
ISLAM IS NOT A RELIGION OF PEACE
Anyone who has really studied the religion of Islam is not surprised by this story. I post it so that we can all realize against whom we are fighting against. We are fighting against a religious people who favor killing and conquest as their method of evangelism. Look at your history books; Islam was nothing until the idea of Jihad entered the religion. They spread it all across the middle east, northern Africa, Turkey, the Balkan peninsula, and Spain using military might. And if you did not convert, you were killed. Now I do not think all Muslim, especially many who come to the U.S. are going to ask me to convert or be killed. In fact most of them came here because we offer them the choice to worship as they please. But there are people in this country who are Muslim that want to change this nation. The Muslim leaders around the world do believe us to be the "Great Satan" and are at war with us whether we like it and accept it or not.
U.S. CONGRESS CONDEMNS TURKEY
Back after World War I, Turkey (called the Ottoman Empire at the time) killed a lot of ethnic Armenians in the Balkan peninsula. The Congress has decided, again, to condemn the actions of turkey during that time (they first passed this resolution in 2007 when the democrats they first took control of the U.S. House). This is just a complete waste of time. The U.S. government condemning a nation over something that was done close to 100 years ago by a government and people who are no longer alive or active. What purpose does it serve? Turkey should make a point and condemn the U.S. for driving native Americans off of their lands, and over 300+ years of slavery. There are other things that other could condemn as well from our past. I guess the lesson learned here is "Those with glass houses should not throw stones."
There was one more story to comment on but the link disappeared. It explained how Sen. John Kerry wants to end the discrimination against homosexuals from giving blood. I can get behind that idea. The main reason the ban was instituted was because of GRIDS (Gay Related Immuno-Deficient Syndrome) or what we call today, HIV-AIDS. It was thought to be only part of the gay community so they were denied to privilege to give blood so it would not spread to others. Today there are so many tests that our blood is run through before it goes into another person that it really does not matter who gives. So what's the big deal.
I was going to also comment on the story of the young woman in San Diego who was raped and killed by a convicted and released sex offender. I have decided to save my thoughts on that for another posting related to the death penalty. As always your comments and suggestions are welcome.
Friday, March 5, 2010
Thursday, March 4, 2010
My Perfect School: U.S. History Curriculum
Today's posting on my perfect school focuses in on a subject matter I currently teach: U.S. History. While I am biased I feel U.S. History and Government are the most important subjects a student must learn in their education. This is because it is the history of us as a people. It is the understanding of our Constitution, our government, and rights. In the area of history the saying, "Those who cannot remember the past, are condemned to repeat it" comes to my mind when studying history. Too much of our recent history is a repeat of history less than 70 years old. We need to remember the past so we can learn from it, correct the mistakes of it (as best as possible), and make sure they never happen again.
My view of U.S. History is one of it being a survey course. Students should be expected to learn about specific movements, events, people, places and facts, but teachers cannot teach students everything there is to know about U.S. History. The goal of teaching a high school U.S. History course is for them to come out of it knowing a little bit more, maybe a lot more than they did walking in to class.
Also my objectives are very broad because with each major event or movement in this history of the U.S. so many topics can be taught, discussed, and learned. This gives the teacher and student the academic freedom to teach about specific things that may interest them on the topic. Here are the objectives:
History Skills - implemented throughout the entire year.
Critical Period ( 1776 – 1789 ) - briefly covered due to overlap in U.S. Government.
My view of U.S. History is one of it being a survey course. Students should be expected to learn about specific movements, events, people, places and facts, but teachers cannot teach students everything there is to know about U.S. History. The goal of teaching a high school U.S. History course is for them to come out of it knowing a little bit more, maybe a lot more than they did walking in to class.
Also my objectives are very broad because with each major event or movement in this history of the U.S. so many topics can be taught, discussed, and learned. This gives the teacher and student the academic freedom to teach about specific things that may interest them on the topic. Here are the objectives:
History Skills - implemented throughout the entire year.
- Read, interpret and create time lines, maps, and other charts to display information
- Read, summarize and analyze historical information from various sources.
- Develop vocabulary related to the study of U.S. History.
- Defend oral and written positions on past and current events of U.S. History
- Work individually and in groups to acquire and present information.
- Compare and contrast the different Native tribes and societies of the American continents.
- Identify common elements of native tribes on the American continents
- Describe the significance of the voyages and goals of the different European explorers.
- Examine the colonial locations and goals of the countries that colonized the American continents
- Define and give examples of the Columbia Exchange.
- Compare & contrast the features, culture, history, economics of the British American colonies; individually and by region.
- Evaluate the roles of religion, slavery, trade and education in the British colonies.
- Evaluate the significant causes, people, places, battles, events, results and consequences of the Revolutionary War.
Critical Period ( 1776 – 1789 ) - briefly covered due to overlap in U.S. Government.
- Evaluate the Articles of Confederation and the issues related to them.
- Judge the compromises and major debates during the Constitutional Convention.
- Debate the issues involved in ratifying the U.S. Constitution.
- Summarize the foreign and domestic policy actions of the U.S. of this time period.
- Explain the significance of the Louisiana Purchase.
- Explain the issues and roles of key people that led to the development of political parties
- Give examples of successful and unsuccessful social/economic reforms and religious movements
- Give examples of conflicts the U.S. had with native American tribes until 1850
- Explain the significant causes, people places, battles, events results and consequences of the War of 1812.
- Explain the development of factories and significant inventions of early U.S. industrialization
- Explain the influence of immigration on the U.S. during this time period.
- Locate and explain the significance of major trails and other transportation systems.
- Evaluate the significant causes, people places, battles, events results and consequences of the Mexican-American War, including the war for Texan independence.
- Evaluate the significant causes, people, places, battles, events, results and consequences of the Civil War.
- Compare and contrast the different plans for the Reconstruction of the South after the Civil War.
- Evaluate the significance of the laws, amendments, policies, court cases and people during the Reconstruction.
- Identify the reason and results of the impeachment of President Andrew Johnson.
- Summarize the foreign and domestic policy actions of the U.S. of this time period.
- Give examples of conflicts and policies of the U.S. towards native American tribes in the western United States
- Describe reasons behind the western migration of U.S. citizens after the Civil War.
- Explain the significance of mining, farming, cattle ranching, and railroads on Western expansion.
- Explain the influence of immigration on the U.S. during this time period.
- Give examples of how everyday life for U.S. citizens changed during this time period.
- Give examples of successful and unsuccessful social, economic, and political movements during this period
- Identify the leaders and explain the major goals, methods and successes of the Progressive movement.
- Give examples of how everyday life for U.S. citizens changed during this time period.
- Explain the significant interactions and policies between the U.S. and other world countries.
- Explain the significant causes, people places, battles, events results and consequences of the Spanish-American War.
- Explain the significant causes, people places, battles, events, results and consequences of the Great War.
- Identify Wilson’s 14 Points for the Treaty of Versailles and why they were rejected by the U.S.
- Summarize the foreign and domestic policy actions of the U.S. of this time period.
- Give examples of successful and unsuccessful social, economic, and political reform movements during this period.
- Explain the significant causes, effects and policies that led to the Great Depression.
- Explain and evaluate the significant policies and results of those polices enacted by Hoover and Roosevelt to end the Great Depression.
- Give examples of how everyday life for U.S. citizens changed during this time period.
- Evaluate the significant causes, people places, battles, events, results and consequences of the World War II.
- Summarize the foreign and domestic policy actions of the U.S. of this time period.
- Explain the significant causes, people places, battles, events, results and consequences of the Korean War.
- Explain the significant people, goals and events related to U.S. space exploration.
- Explain the significant causes, people, places, battles, events, results, and consequences of the Vietnam War.
- Explain the significant people, places, methods, events, laws and policies during the Civil Rights movement.
- Give examples of successful and unsuccessful social, economic, and political reforms during this period.
- Give examples of how everyday life for U.S. citizens changed during this time period.
- Summarize the foreign and domestic policy actions of the U.S. of this time period.
- Explain and evaluate the reasons behind the impeachment of Presidents Nixon and Clinton.
- Explain the significant causes, people places, battles, events, results and consequences of the Gulf War and the War on Terror.
- Give examples of successful and unsuccessful social, economic, and political reform movements during this period.
- Give examples of how everyday life for U.S. citizens changed during this time period.
Public Policy: Health Insurance Reform
Ok another posting on public policy, specifically about reforming the health insurance industry. I believe I have discussed this before on this blog but this will be more generalized ideas as opposed to specific language to be found in a piece of legislation.
Competition. Citizens and legal residents can purchase health insurance from any provider in the state in which they live. No state may disallow any health insurance provider from operating within it borders as long as they follow the statues of that state. Anti-Trust protections for any health care companies would also be removed.
Consumer Choice: No state or government entity may require a set level of health insurance coverage on any person or company. Consumers can choose to participate in their employers insurance coverage plans or receive the employers contribution to health insurance as income, and taxed as such. Consumers can cherry pick the type of coverage they want to receive from any health insurance provider, including employer provided health insurance. Companies must show all the options to consumers when they start their policy with the company and the affect it has on their premiums. Consumers can alter their coverage at any given time of their policy, as long as their premiums are paid (Exception: See Preexisting Condition). Health insurance policies are valid for any hospital, clinic, or doctor within the United States or in another country. A health care provider cannot discriminate based on the health insurance policy provider. Health Insurance policy providers cannot discriminate where a policy holder receives health care.
Treatment: All health care decisions will be made ONLY by doctors and patients. Health insurance providers may not deny payment for specific treatments unless they are not covered in the health insurance policy.
Costs Disclosure: The costs of all treatment options must be disclosed to patients before treatment begins. Included in this cost disclosure would be the amount covered by the insurance provider and by the patient.
Tax Exempt: Any valid health care and/or medical costs would tax exempt through the U.S. Tax Code, including contributions to health care savings accounts.
Dropping Coverage: No health insurance provider may drop a patient as long as their premiums are current.
Preexisting Conditions: Health insurance providers must prove the policy holder knew of the preexisting condition before they can deny payment for said treatment. The burden of proof is on the insurance provide to prove the preexisting condition was known to the patient. A patient may not change their health insurance policy after discovering a condition not covered in their current insurance policy.
Comments. Suggestions? Did I miss anything?
Competition. Citizens and legal residents can purchase health insurance from any provider in the state in which they live. No state may disallow any health insurance provider from operating within it borders as long as they follow the statues of that state. Anti-Trust protections for any health care companies would also be removed.
Consumer Choice: No state or government entity may require a set level of health insurance coverage on any person or company. Consumers can choose to participate in their employers insurance coverage plans or receive the employers contribution to health insurance as income, and taxed as such. Consumers can cherry pick the type of coverage they want to receive from any health insurance provider, including employer provided health insurance. Companies must show all the options to consumers when they start their policy with the company and the affect it has on their premiums. Consumers can alter their coverage at any given time of their policy, as long as their premiums are paid (Exception: See Preexisting Condition). Health insurance policies are valid for any hospital, clinic, or doctor within the United States or in another country. A health care provider cannot discriminate based on the health insurance policy provider. Health Insurance policy providers cannot discriminate where a policy holder receives health care.
Treatment: All health care decisions will be made ONLY by doctors and patients. Health insurance providers may not deny payment for specific treatments unless they are not covered in the health insurance policy.
Costs Disclosure: The costs of all treatment options must be disclosed to patients before treatment begins. Included in this cost disclosure would be the amount covered by the insurance provider and by the patient.
Tax Exempt: Any valid health care and/or medical costs would tax exempt through the U.S. Tax Code, including contributions to health care savings accounts.
Dropping Coverage: No health insurance provider may drop a patient as long as their premiums are current.
Preexisting Conditions: Health insurance providers must prove the policy holder knew of the preexisting condition before they can deny payment for said treatment. The burden of proof is on the insurance provide to prove the preexisting condition was known to the patient. A patient may not change their health insurance policy after discovering a condition not covered in their current insurance policy.
Comments. Suggestions? Did I miss anything?
Tuesday, March 2, 2010
News of the Day - 3/2/2010 - Guns, Bunning
Another interesting day in the news. So lets get to it.
CHICAGO GUN BAN TO BE HEARD IN SUPREME COURT
Chicago has one of the strictest gun bans in the entire U.S. Basically a citizen may not own or possess any firearm, handgun or automatic weapons inside the city limits of Chicago. Last year the Supreme Court ruled in District of Columbia v. Heller, that the second amendment guarantees the individual the right to own and possess firearms. This did not immediately strike down restrictive gun laws at the state or local level because D.C. is a federal territory under the control of Congress. So the NRA and other gun rights activists brought the city of Chicago to court on the same grounds. Here is the debate with the 2nd Amendment: Should regular law abiding citizens be prevented and prosecuted for own, possessing and using firearms in the defense of their life, liberty or property? Discuss.
SENATOR BUNNING IS THE ONE MAN FILIBUSTER
Senator Bunning from Kentucky is pulling off a one man filibuster in the Senate (Former students define filibuster in your own words.) He is holding up the passage of a bill that would extend unemployment benefits for those out of work. He reasoning? We don't have $10 billion to pay for this bill. I am glad someone is standing up for principles of fiscal responsibility. Also since when is it the job of the federal government to provide unemployment benefits to people out of work? Where in the Constitution do you find ANY authorization? It's the states who take money for unemployment insurance. Its their job to provide the determination of how long benefits should last. You know I feel for the people who are out of work, but giving them more money is not the answer. They need to get off their butts and find jobs, even if its "below them" to work at Walmart, Target or even McDonald's.
CONVICTED TEACHERS STILL COLLECTING PAYCHECKS
This is not so much an article but a feature on FoxNews.com about nine teachers who are still being paid while being convicted of crimes. This is the biggest argument I can make against tenure and teacher's unions. How can the state and districts justify to the tax payers paying accused criminals money out of the state coffers. It just makes me sick. What I find even more interesting is each of the individuals is accused of a sex crime against children. How do these people get into and stay in this system? Seriously!
I welcome comments, questions, discussion and debate on all of these topics. Feel free to leave a note. Have a great day (SIDENOTE: I am not in any trouble regarding the racist incident last week. The school administration is handling it now.)
CHICAGO GUN BAN TO BE HEARD IN SUPREME COURT
Chicago has one of the strictest gun bans in the entire U.S. Basically a citizen may not own or possess any firearm, handgun or automatic weapons inside the city limits of Chicago. Last year the Supreme Court ruled in District of Columbia v. Heller, that the second amendment guarantees the individual the right to own and possess firearms. This did not immediately strike down restrictive gun laws at the state or local level because D.C. is a federal territory under the control of Congress. So the NRA and other gun rights activists brought the city of Chicago to court on the same grounds. Here is the debate with the 2nd Amendment: Should regular law abiding citizens be prevented and prosecuted for own, possessing and using firearms in the defense of their life, liberty or property? Discuss.
SENATOR BUNNING IS THE ONE MAN FILIBUSTER
Senator Bunning from Kentucky is pulling off a one man filibuster in the Senate (Former students define filibuster in your own words.) He is holding up the passage of a bill that would extend unemployment benefits for those out of work. He reasoning? We don't have $10 billion to pay for this bill. I am glad someone is standing up for principles of fiscal responsibility. Also since when is it the job of the federal government to provide unemployment benefits to people out of work? Where in the Constitution do you find ANY authorization? It's the states who take money for unemployment insurance. Its their job to provide the determination of how long benefits should last. You know I feel for the people who are out of work, but giving them more money is not the answer. They need to get off their butts and find jobs, even if its "below them" to work at Walmart, Target or even McDonald's.
CONVICTED TEACHERS STILL COLLECTING PAYCHECKS
This is not so much an article but a feature on FoxNews.com about nine teachers who are still being paid while being convicted of crimes. This is the biggest argument I can make against tenure and teacher's unions. How can the state and districts justify to the tax payers paying accused criminals money out of the state coffers. It just makes me sick. What I find even more interesting is each of the individuals is accused of a sex crime against children. How do these people get into and stay in this system? Seriously!
I welcome comments, questions, discussion and debate on all of these topics. Feel free to leave a note. Have a great day (SIDENOTE: I am not in any trouble regarding the racist incident last week. The school administration is handling it now.)
Subscribe to:
Posts (Atom)