A People's History for the Classroom by Bill Bigelow PDF

By Bill Bigelow

ISBN-10: 0942961390

ISBN-13: 9780942961393

A people's pedagogy, like a people's historical past, may still alert scholars to deep currents of justice and equality in U.S. background, and in diversified methods motivate scholars to attempt at the personas of people that labored to make this a extra democratic society. A people's heritage and pedagogy should let scholars to acknowledge that 'we' weren't unavoidably those stealing land, shedding bombs, or breaking moves. 'We' have been finishing slavery, battling for women's rights, organizing unions, marching opposed to wars, and attempting to create a society premised at the Golden Rule

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Ask students to read the textbook excerpt individually and to consider the accompanying questions. Encourage them to use these questions as a guide, but tell them that you’re interested in whatever insights they generate. Also encourage students to write comments and questions on the excerpt itself—to “talk back” to the textbook. ” And they realize that they know important things that a text may have omitted or distorted. 3. Ask students to turn to one or two students around them and share their thoughts about the reading.

Slavery should be ended not expanded. We should resist this war. I urge young men not to enlist, bankers should refuse to lend money for the war, ship owners should refuse to let their ships be used for the war; manufacturers should refuse to produce cannons, swords, and gunpowder for the war. Let the government prosecute me as a traitor. I answer only to God. María Josefa Martínez, Santa Fe, New Mexico Sgt. S. Army Two years ago, in 1846, the United States invaded Mexico. That summer, Colonel Stephen W.

He was put in jail and spent one night there. His friends, without his consent, paid his tax, and he was released. Two years later, he gave a lecture, “Resistance to Civil Government,” which was then printed as an essay, “Civil Disobedience”: It is not desirable to cultivate a respect for the law so much as for the right. … Law never made men a whit more just; and, by means of their respect for it, even the well-disposed are daily made the agents of injustice. A common and natural result of an undue respect for law is, that you may see a file of soldiers … marching in admirable order over hill and dale to the wars, against their wills, ay, against their common sense and consciences, which makes it very steep marching indeed, and produces a palpitation of the heart.

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A People's History for the Classroom by Bill Bigelow


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