EDUC 336: Justice, Morality, and Curriculum

US Army executions of Sioux civilians, followed by burial in a mass grave (Wounded Knee, South Dakota in 1890).

Nazi executions of Jewish civilians, followed by burial in a mass grave (Vinnitsa, Ukraine in 1942).

How will you incorporate atrocities and human suffering in your curriculum? How (Should?) will you use these events / patterns as a way to teach justice and morality?Is there a set of universal truths, standards, or laws that you will use to help your students analyze these topics?

EDUC 336: Half a Revolution & The Early Women's Movement

What is the meaning of the American Revolution? Was it a mere event frozen in time? Should the American Revolution be viewed as perpetual? I'm reminded here of the idea of "Permanent Revolution," though specific to American society. Setting aside Marx and Trotsky's ideas particular to communist or workers' revolutions, what possible applications are there to American history? As the documents in Chs 5 & 6 in Voices clearly show, the American Revolution was clearly not for all Americans and was quite possibly brought about by and for an elite cadre of merchants and other businessmen fed up with British mercantilism (see Charles Beard). What evidence do you find in the reading that supports these ideas? How might you use these sources to support or challenge nationalism in your classroom?