- Apr 2024
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files.libcom.org files.libcom.org
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Not only is thedivision of labour seen as a hierarchical division of power to weaken the class — acertain composition of power — but also, against this capitalist use of technology,the working class is seen to struggle against these divisions, politically recomposingthe power relations in its interests. This, in turn, implied a new way of understandingboth the nature of capital and the problem of working-class organization.
Is this really a new observation? The problem of skilled vs unskilled labor has been a problem forever.
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In One Dimensional Man
Possible Problem with Cleavers Analysis of Frankfurt: Marcuse apparently evolved from the position he held in One dimensional man. https://marxandphilosophy.org.uk/reviews/8113_the-frankfurt-school-postmodernism-and-the-politics-of-the-pseudo-left-review-by-javier-sethness/ Eric commits the common fallacy of reducing “the Frankfurt School” to One-Dimensional Man. Please reread my words: ‘by the end of the same decade, he had jettisoned such pessimism. In An Essay on Liberation (1969), Marcuse clarifies his belief that the proletariat retains its revolutionary role, amidst the “historical power of the general strike and the factory occupation, of the red flag and the International” (Marcuse 1969, 51-3, 69).’
Cleaver backs up the view of Marcuse as being pessimist on page 56 using Marcuse's later work Counter Revolution and revolt which came out in 1972. One dimensional man came out in 1964 so it does not seem like he evolved.
But in the comment section from above I found this: I am reading the 1974 Paris Vincennes Lectures. These do indeed show a very different side to Marcuse. “Which are today the social and historical agents of radical change in the United States ? First among the working class… I never said that the working class can be replaced by any other class in the transition from capitalism to socialism.”...In fact the Vincennes Lectures make it seem that class struggle is more than just one current but is THE absolutely essential current (into which the other currents must flow in order to be historically effective). So this is very interesting indeed. It’s very important that these Vincennes Lectures become better known.
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A Critique of Pure Tolerance
Wiki makes it seem like an interesting read.
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- Sep 2023
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Local file Local file
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Which excerpt from the Declarationof Independence is MOST representative ofJohn Locke's ideas regarding natural rights?
I did mention this but said, they would not need to know it. Either take this out or I can correct myself and emphasize it.
A and B and D are all correct
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What legislation under the Articles ofConfederation set up a way to admit states to theUnion?
Not sure thinking A
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Which of the following weaknesses, did Shay'sRebellion Highlight, for the Federal Governmentunder the Articles of Confederation?
Pretty sure the answer is A&C but honestly you could argue for B. And when you teach Shay's rebellion you are likely to focus on the poverty and hardship of the farmers in a way that would give them legit reason to pick B.
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The Constitution created a national governmentthat was supreme over the states in all policyareas.D. The Constitution gave power to both stategovernments and a stronger nationalgovernment.
Make sure to be precise when describing what the constitution does. Just saying on a slide that it gave more power to the central government will not do because that leaves either C and D as being legit answers when the correct answer is D.
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Which of the following was one reason for thepassage of the Land Ordinance
Don't actually know for sure pretty sure it is A though.
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Why did some African Americans side with thecolonists during the Revolutionary War?
Hardly in the standards so make sure not to miss it when teaching. Might not wind up in a lesson plan so make sure to teach it at some point.
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The Declaration of Independence is BESTdescribed as: (SSUSH4a)
A is the answer but B is arguable depending on how you interpret the word "framework"
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Acording to the map why did CornwallisSurrender at the Battle of Yorktown?
Map is not going to be intuitively understood. Emphasize this point.
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Look at the outline explaining important ideasfrom a historic document. Then answer thequestion that follows.
I think it's A but either way we did not go anywhere near this is depth and we don't really need to according to the standards.
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They were not given the same rights as otherBritish citizens.C. They were not able to enjoy the benefits ofBritish democracy.D. They were not given any opportunities to makemoney in the colonies.Unit 2 Post Test_US History_23-24 Assessment ID: ib.3365073Directions: Answer the following question(s).Illuminate Itembank™ Continue: Turn to the next page.Generated On September 13, 2023, 12:01 PM PDT Page 2
b,c,d are all objectivity correct answers.
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"The merchants and traders in the town ofBoston, having taken into consideration...theheavy taxes levied to discharge the debtscontracted by the government in the late war...willnot send for or import any kind of goods ormerchandise from Great Britain, either on ourown account, or on commissions, or anyotherwise..."-from the Boston Non-ImportationAgreement, August 1, 1768
this one is gonna confuse them unless i during review focus heavily on beating the idea that the French and Indian war causes the Revolution. Need to emphasize this even more Q2 also requires this knowledge.
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The 1763 Treaty of Paris ended the French andIndian War. Which of the following was listed inthe agreement?
Not sure
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- Aug 2023
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www2.umbc.edu www2.umbc.edu
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timelines
Maybe have them create a time line poster?
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Distribute the RS#13, “Investigating the Incidents.” Using the Jigsaw strategy, have studentscomplete the worksheet by reading and becoming an expert about one of the three incidents-RS#14, “The Boston Tea Party: Evidence File G,” RS#15, “The Continental Congress: EvidenceFile H,” or RS#16, “Battle of Lexington: Evidence File I.” Encourage students to think aboutpast investigations (i.e. evidence concerning Parliamentary actions) in order to ask pertinentquestions and make connections among the sources. Regroup expert groups with other groups toshare information concerning all three incidents.
Too long and too boring
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Day Three – Simulation – Walking in Their Shoes
Could be fun but not sure it really covers the content. And would be a pain to divide up candy.
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Distribute RS#7 titled, “Building the Case File,” a graphic organizer for students to use toorganize information learned from the primary source evidence.
Not sure if stations would be a good idea or what.
https://www2.umbc.edu/che/tahlessons/pdf/historylabs/Road_to_Revolut_student:_RS07.pdf
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Day One - Initiate History Lab by Breaking down the “Crime Scene”
RS1 & 2 are not good (just a random painting of the battle of Lexington. RS3 is not super great either just a very brief thing about the British, French, Colonial, and Native positions and desires during led up to French and Indian war. RS4 is good though it explains the Background to the Proclamation of 1763 and has them actually read an except. Reading is hard but short and not to difficult. RS 6 shows the British position on taxes but in a stupid way. Will write up myself or find a source.
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RS#2
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- May 2023
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www.pocket-lint.com www.pocket-lint.com
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Storage: 32GB
Not enough. BOTW is 13.4 Tears is 16.3. Smash is 16.6.
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