(SJC HY 101-M: Honors Western Civ. 2005-2006)

When Gandhi was asked what he thought of Western Civilization,
the Mahatma replied that he thought it would be...


"A Good Idea!"

Name:
Location: Standish, Maine, United States

Tuesday, August 15, 2006

Change of Address for Blog!

Today, Blogger just added some new functions (including subject categories... YAY!!) but only for brand-new blogs!!

As a result, I've made a new blog for SJC's Honors Western Civ... You'll now find all our new blog activity for the 2006-2007 academic year at http://sjchonorswciv.blogspot.com.

See you there!!
Dr. Laughran

Monday, July 24, 2006

Newsflash:"1,500-year-old Byzantine port discovered"!

1,500-year-old Byzantine port discovered - Yahoo! News

Monday, June 26, 2006

Blogging in the Classroom

Well, I started initially using the internet in the classroom for two reasons... First of all, because there is of course a wealth of educational materials available on the web, but secondly to show the relevancy of history to our own lives, since newsflashes about historical discoveries are released every day!

Blogging for me grew out of that... Every time I found a link that I thought might interest my colleagues, I'd fire off an email. By now, the masses of emails I send out are probably legendary! :-)

So, after a while, to try to spare my friends' and colleagues' email inboxes, I started a personal blog or "web log" - like a kind of interactive diary - last summer as a clearinghouse for these links, and to update folks back home on my ongoing adventures both in research and in real life during my annual trip to Venice, Italy.

Soon, it occurred to me that my own personal blog was just the tip of the iceberg in terms of what blogging had the potential to do... that is, to spark and fire learning collaborations across time, space and generations!

I've since run nearly half a dozen blogs with different foci depending on the class. Through my classroom blogs, I've tried to encourage the idea of history and education as a constantly evolving, thoroughly collaborative process. I post items and comment on blogs of friends and colleagues, they post on mine, and I encourage students to do the same! My use of blogging in the classroom is still experimental and I'm still trying to work out the bugs, but the results of my collaborations so far have been heartening, even just on an interpersonal level. As one student wrote, "Hahah it's weird, even though I see teachers as people now, it's hard for me to think that they like the same things that I like." Hopefully, that's about to change, as professors and students join together online to share their interests and to develop together a lifelong love of learning!!

Saturday, June 24, 2006

Honors Orientation - Summer 2006

Welcome to the Honors Program of Saint Joseph's College!

SJC honors graduates praise the program for the comradery of their high-level peers, the emphasis on service learning, the fact that the classes are – by definition – more self-directed and interactive, and that all of the Honors faculty have been highly conducive to furthering a quality education.

But it’s not only about excellence. Probably the quote which struck me most was when one senior stated – and the others immediately agreed – that they had personally found the College’s mission statement and values to be the most clearly evident in their experiences with Honors professors!

Last but not least, study in the Honors Program is thoroughly interdisciplinary... tying in subjects from across the curriculum and approaching them critically and creatively! In other words, the invaluable, unparalleled opportunity to investigate subjects in innovative ways with highly talented people.

-------------------------

Example...

Oral Tradition --> Written Language --> Printing Revolution --> Information Revolution

1) Methodological challenges?
2) Social ramifications? (More "open" or "closed" society?)
3) Cultural ramifications? (ex., Printing Press --> Protestant Reformation & Scientific Revolution)

Wednesday, May 31, 2006

Quote of the Day

" History doesn't just repeat itself; apparently, it remixes like a DJ.'" (via Metafilter)

Saturday, May 20, 2006

Hatshepsut: From Queen to Pharaoh

"Rather than mounting an online exhibition to accompany Hatshepsut: From Queen to Pharaoh, the Metropolitan Museum has chosen instead to provide a series of auxiliary features on its Web site. For example, there is an informationpage, which explains that Hatshepsut, who ruled Egypt for 20 years (ca.1473–1458 B.C.), was the first important female ruler known to history. A special audio feature narrated by actor Sam Waterston can be listened to asa podcast, downloadable MP3 file, or 12-minute streaming audio. There is also a 19-image slide show that includes sculpted portraits of Hatshepsut, jewelry, vases, as well as chairs and other household items. Finally, there are links with ordering information for the exhibition catalog and other exhibition-related items from the Museum store."

(from the Internet Scout Report, May 19 2006)


Review of "The Death of Woman Wang" by Heather Hackeman

Heather read the following book and reviewed it as an extra assignment, to make up for a family trip during which she missed class... Enjoy!!


The Death of Woman Wang
Jonathan D. Spence

Life during the 1600s in China’s T’an Ch’eng province was anything but happy. One might expect to find an equal balance of catastrophes and blessings in any area, “9 out of 10 events in T’an Ch’eng fell into the catastrophe category.” While the western world was living in the middle ages, citizens of T’an Ch’eng struggled through numerous assaults, pillaging and burning from rebel bandits, regular famine and flooding, plagues of locusts, earthquakes leaving over 10,000 dead, and a breakdown in social order so severe that for nearly 70 years, not a single student passed any examinations (that would be like everyone in the US failing their SATs from now until 2076). Even family ties were not to be relied on, one proverb of the time claimed that it would “make more sense to eat one’s father, elder brother, or husband so as to preserve one’s own life, rather than have the whole family die.” The fact that the relationship between T’an Ch’eng family members was so fragile shows what a dangerously desperate condition this society was in. Sometimes family members were sold as slaves or prostitutes in order to keep the family’s head alive and continue the family name.

The Death of Woman Wang discuses the total result of these situations throughout its chapters, focusing mostly on social customs, government, the social status of women, marriage and divorce, and finally Woman Wang. Although the novel largely focuses on the worst aspects of China’s provincial life, it does seem to portray the social customs and laws of the time realistically. The story of Woman Wang describes the events leading to her death. Woman Wang had an affair with a neighboring man who convinced her to leave her husband. Once they had run away, they realized they had no money, and none of the neighboring towns or cities were willing to let the couple in to beg. Because women had such low status in society, and could offer no form of income unless they turned to prostitution, Woman Wang was becoming a burdon on her illicit lover. When he abandoned her, she tried to return home and beg her husband for forgiveness. Instead, shamed by her desertion, and unwilling to share his food and shelter with her, he strangles Woman Wang in her sleep. The dreams that she has are complete fiction from the mind of Jonathan Spence, but still hold deep symbolic meaning which is discussed later in the novel. However, the most interesting part of this story—and the entire novel—is not the story of Woman Wang. Although the western and eastern world were not able to communicate as much in the 1600s as they are now, there were a surprisingly large number of similarities between life in the T’an Ch’eng province, and life in Europe at the current time.

Although the crops raised in Europe and China were different, agriculture maintained similar. Some animals were used to lighten the human work load, but only the higher class families were able to afford this much more efficient method. Instead, large families with plenty of children to work the fields were encouraged, just as during Europe’s agricultural revolutions. All crops were taxed, both by landlords and the government, like the feudal system of the western world, in which farmers owed both their lord and the king taxes every year. Many farmers lied, reporting an estimated average of 20% fewer crops produced than they had actually harvested. This made little difference in the T’an Ch’eng province, as only about one in every ten years produced a good harvest.

Just as in the western world, China’s leaders had also become corrupted after years of undisputed power. The taxes that farmers struggled to produce every year went to support the king and his officials in their extravagant lifestyles. A huge portion of the yearly tax income was used to buy lucky fighting crickets to entertain the royal court. Even those who were supported by the general public were untrustworthy, and unable to help the people they were supposed to protect. Just as in Europe, when times began to get really desperate, city officials had walls built around the city’s boarders, and those who had no legitimate reason to visit the city (i.e. they wanted to beg) were denied access.

Just as in Hammurabi’s codes, and the code of chivalry followed by the knights of the Middle Ages, China also had specific fight codes with very detailed rules, the Legal Code. Any person striking another with a hand or foot received thirty blows if he caused a wound, eighty blows for breaking a tooth or bone, and in cases where permanent injury was caused, the offender forfeited half his property. If a woman or servant was struck, the punishment would be less severe. And in cases in which a woman or servant was the attacker, the punishment would be infinitely more severe.

Suicide was viewed to be as much of a crime and sin in China as it was throughout Europe as well. One Chinese law stated, “Your bodies were bequeathed to you by your mothers and fathers, but you go so far as to destroy those bodies…” therefore suicide was considered to bring the greatest shame upon the one who killed himself and dishonored his family. The only exceptions in which suicide was condoned were offered to women only. If they killed themselves in order to avoid rape or remarriage after being widowed, they would be revered and honored for their notable purity and faithfulness to their husbands. Of course, it would seem more logical for a woman to commit suicide than live as a rape victim, unable to support herself and never being fit for marriage, even to the lowest class man.

In Europe, superstitions were so deeply embedded in the culture that they had become a way of life. The same was true in the T’an Ch’eng province. Lucky crickets were sold in every major town or city. Many people believed their fate could be predicted by specific numbers, and certain days of the month were especially lucky. This is almost exactly the same premises as astrology, which was treated as a valid science consistently throughout the middle ages. Finally, there was a firm belief that good works would save one’s life. Passing a beggar without offering some amount of change or food seriously was considered to bring the worst luck possible. Remarriage, whether after being widowed or divorced was never a favorable situation for a woman either. Remarriage was not often encouraged in this society, as a woman would lose everything she had if she left her husband. In order to avoid divorces, several laws were created to discourage remarriage. If she ever remarried, her children and possessions, including her original dowry, would remain with her husbands family.

Women were never able to earn great respect within the T’an Ch’eng culture. “An intelligent woman could never be the match for a stupid man,” boasts one text quoted in this novel. Another chapter in The Death of Woman Wang highlights the unbalanced pressure placed on each gender by society. Although “the highest standards were demanded and claimed… this was truer for women than men.” The four greatest virtues of a wife were chastity, courage, tenacity, and the ability to accept the family hierarchy, in which she held no rights. Once a woman married, she left her family and became bonded to her husband’s clan. The only reasons for divorce were if a woman was not able to bear sons, lasciviousness, failure to serve her in-laws, talking too much, being thievish, over jealous, or if the wife contracted a serious illness (not exactly “for better or worse”). Just as in Europe, women were expected to grow up and become the perfect wife—nothing more. Once in awhile, a woman avoided marriage, and remained a virgin for life, her purity inspiring awe. Although women were considered to have almost no contribution to society, they were still considered highly valuable. High female infanticide rates occurred as families began to realize that a son was more valuable, as he would always remain in his family’s clan, and be able to work to support his family when they grew old. Add to that the fact that the rich who could afford two or more wives did so to flaunt their wealth, and it’s no wonder that the male to female ratio was largely off balance. Virtuous women could bring large amounts of money to their family when she was traded, just as one would trade property or animals, to her husband’s clan.

So, even though there was little communication between the Eastern and Western hemispheres, many of their intrinsic values remained the same. Families functioned in the same way, existing to support the parents in old age and helping to run the family farm in order to survive. Governments abused their power by placing high taxes on anything possible, especially food, in order to support their extravagant lifestyles. A fear of suicide and strong existing superstitions ruled the virtues of both Chinese and European life. And in both societies women were offered no respect, treated as objects rather than people. Women were not allowed the freedoms or opportunities available to men, and these privileges decreased as a woman’s social status also decreased. All of these similarities are remarkable, and it seems, at least in The Death of Woman Wang, that the basic qualities of both societies are exactly the same, and there really was no difference between Europe and China during the Middle Ages.

Saturday, May 13, 2006

"Ancient mariners reveal tales from the earth's core"

Cool!!

"While sailors plied the Seven Seas in the seventeenth and eighteenth centuries, little did they know that their ships� logs would one day help scientists to reconstruct the history of the Earth'ss magnetic field..." (more at Mirabilis.ca : Ancient mariners reveal tales from the earth's core)

Tuesday, May 09, 2006

Etymologic!

Etymologic: the toughest word origin game on the Web

Newsflash: "Fisherman Nets Ancient Statue in Greece"!

Fisherman Nets Ancient Statue in Greece - Yahoo! News

Newsflash: WWII, D-Day, and the Imaginary Man

Damn Interesting : Mincemeat and the Imaginary Man

Sunday, May 07, 2006

Newsflash: Last U.S. Titanic Survivor Dies at 99

Last U.S. Titanic Survivor Dies at 99 - Yahoo! News

Friday, May 05, 2006

FYI - "Battle Lines: Letters from America’s Wars"

WWI Soldier's View of the Eastern Front (Flickr Slideshow)

Battle Lines: Letters from America’s Wars - There are many ways to explore the history of America’s various military conflicts, and over the past decade or so, a number of fine organizations have plumbed the depths of their holdings to create insightful and compelling explorations of these affairs. Recently, the Gilder Lehrman Institute and the Legacy Project came together to create this collection of correspondence from over 200 years of conflict. Here visitors can listen to dramatic readings of letters that deal with the loss of loved ones and the traumatic nature of warfare. Visitors can listen to these readings while following along, for an enhanced experience. The actual letters are contained in “chapter” headings, including those titled “Enlisting”, “Comforts of Home”, and “Combat”. Utterly engaging, this collection is a real find, and does a fine job of bringing a wide variety of experiences in wartime to the general web-browsing public.

(from "The Internet Scout Report," 5 May 2006)

Thursday, May 04, 2006

UPDATED: Newsflash - "Eyewitnesses to Hiroshima and Nagasaki"

This past weekend, when I accompanied the Honors Seniors to see the Headquarters of the United Nations in New York City, we saw an exhibit there with actual artifacts melted and charred from the blasts... It was an indescribable experience being so close to things which had passed though such horrific destruction.

Wednesday, May 03, 2006

Newsflash - Strange artefacts of the Cold War

Newsflash - Fascism in Italy

Sham and Bluster: An epic history helps explain why the Italians never took fascism entirely seriously.

Tuesday, April 25, 2006

Newsflash: Holocaust Survivors Struggle to Survive in Israel

Holocaust Survivors Grow Poorer in Israel

Quote of the Day

(re: World Wars)

"You can't say civilization don't advance -- for in every war, they kill you in a new way." -Will Rogers

Monday, April 24, 2006

For Class: "Channel Firing"

Re: WWI - "Channel Firing" by Thomas Hardy

Saturday, April 22, 2006

UPDATED: "Creating the 21st Century Classroom" in the Blogosphere!

(This post accompanies Michelle Laughran's April 25th Davis grant brownbag seminar for SJC faculty...)

Multiple literacies key for 21st century adults, according to "Creating the 21st Century Classroom", including...
  • "Aural Literacy"
  • "Visual Literacy"
  • "Ecoliteracy"
  • "Financial Literacy"
  • "Emotional Literacy"
  • "Cyberliteracy"
  • "Media Literacy"
  • "Multicultural Literacy"

What I realized as a part of this workshop was that a successful curriculum unit at any grade level cannot focus upon just one of these literacies as a goal in itself.

Lacking meaningful context, it just won't "stick" (either for the student or for the instructor...)

Thus, while one or another may be a main focus of the lesson, it must be supported by as many as is naturally possible to be as effective as possible! So, needless to say, "cyberliteracy" not fully integrated into the course material will be useless (and perhaps even a hindrance!)

Q: How to start, even if we weren't born "instant messaging"?

A: By utilizing (and often letting them teach us) what students already know like the back of their hands, technology!

In fact, at last count, apparently over 20 million teens are online and 57% of them - 12 million - are already creating content on the internet!

"Fifty-seven percent of teens online are 'content creators,' building Web pages for themselves and their friends or for a school assignment or an organization. One-third of these savvy tech heads share original content -- writing, artwork, photos, and videos -- on personal blogging Web sites such as LiveJournal and online social networks like MySpace. Eight million teens read blogs, while about half that many have created one."1

Talk about active learning!!

Blogs are perfect media both to start teaching for multiple literacies and to teach through them!

What are "blogs"?

  • "A blog is basically a journal that is available on the web... Blogs are typically updated daily using software that allows people with little or no technical background to update and maintain the blog."2

At the beginning of 1999, only about 2 dozen "blogs" were known to exist.3

By April 2006:

  • "Technorati now tracks over 35.3 million blogs"
  • "The blogosphere is doubling in size every 6 months"
  • "It is now over 60 times bigger than it was 3 years ago"
  • "On average, a new weblog is created every second of every day" (about 75,000 daily!)
  • "Technorati tracks about 1.2 Million new blog posts each day, about 50,000 per hour"4

Blogs are highly valuable both inside of the classroom and out, by fostering "cognitive apprenticeship"5 (which can go both ways!)

  • Post Images, maps and websites shown during lessons (and available "after hours")
  • Track assignments
  • Keep course material "up-to-the-minute" and the learning "in context"
  • Chronicle discussions all semester
  • Students' journaling
  • Students' supplementing, commenting and annotating of instructor's posts (not least of which lending me the strengths of their own literacies that I'm personally less strong in!)

Indeed, "collaborative weblogs promote the idea of learners as creators of knowledge, not merely consumers of information."6

And it's actually teaching that makes the best learning!
Percentages of material retained when taught via...7


(More on percentages of material learned via "active learning"...)

WebCT does the same thing! But I find it works best for functions in a private (i.e., password-controlled) environment, like...

  • Submitting assignments privately
  • Conducting a private class discussion
  • Assigning copyright protected supplemental reading in a controlled environment, like articles in Adobe format

While there are several free blogging sites out there, from personal experience, I find the free site "Blogger" great for public functions, like collaborating with other faculty, or even global collaborations, like...

(Excellent also for encouraging among both students and instructors the ever-important "mental habit" of communicating course material online...)

Why?

In conclusion...

The Internet is "new and improved"! It's gone beyond being merely interactive to being collaborative, what experts are now calling "Web 2.0". (The most popular "Web 2.0" applications are listed here!)

It's unprecedented... and it can take our teaching to the next level! See you there!! :-)

Footnotes:

  1. George Lucas Educational Foundation, "Edutopia: 12 million"
  2. Concept Websites Ltd., "Common Terms"
  3. Ralph E. Luker, "Were there blog enough and time..."
  4. David Sifry, "State of the Blogosphere, April 2006"
  5. Christopher D. Sessums, "A blog is more than a communication tool"
  6. Christopher D. Sessums, "Collaboration and Teacher Reflection"
  7. Annie Shaw, "Creating the 21st Century Classroom" Workshop, 2 March 2006.

Selected Additional Resources:

UPDATED 5/3: Apparently even the Vatican's new website, currently in the works for a Fall release, will also be collaborative! :-)

UPDATED 6/2: Pew: Nearly 50 MM Americans Create Web Content

UPDATED 6/21:

Newsflash - Los Angeles woman hospitalized with bubonic plague

Yikes!

USATODAY.com - Los Angeles woman hospitalized with bubonic plague