Constitution Day 2021

Good morning, friends! It’s Constitution Day! This is the day in which we recognize and celebrate this framework of government that has been with us for more than two centuries. It’s not perfect (if it was, the Framers wouldn’t have created a way to change it!), but it has provided a strong foundation for government that we have worked to improve over the course of our history.

Being Constitution Day, leading into Freedom Week, we offer a number of excellent resources you might find useful. These are all available at Florida Citizen.

Civics in Real Life

Over at Civics in Real Life, the vast majority of one page connections to current events can be connected to the Constitution. Three samples are linked below. These are all free and available any time!

Constitution Day
Federalism in Action
Judicial Review

Students Investigating Primary Sources

These resources, also on Florida Citizen, do require a free registration to access. They are 15 to 30 minute lessons involving not just the Constitution but other Founding Documents and primary sources as well, for grades 2-12. Indeed, there is a whole set of lessons Middle/High for Freedom Week!

Grade 3: Creating the Constitution
Decoding the Declaration: Celebrate Freedom Week, Part One

Elementary and Middle School Lesson Plans

Elsewhere on Florida Citizen, you will find lesson plans for K-5 and middle school civics that can support instruction on the Constitution. Be sure to check out our Civics in a Snap series for K-5, and our Middle School Applied Civics Lessons for the middle school civics course (also useful for high school!). Free registration is required.

2nd Grade: How does the Constitution establish the structure, power and function of our government?
Middle School: How does the Constitution safeguard and limit individual rights?

Additional Resources

Of course, you can also check out our free (registration required) Civics360 resource for videos and readings relating to the Constitution and other documents during Freedom Week.

Preamble of the US Constitution

And without a doubt, be sure to look at the EXCELLENT resources compiled by our friends at the Civics Renewal Network for all of your Constitution Day and Freedom Week needs!

Florida Council for the Social Studies Annual Conference is Near!

Friends, just a reminder that the 2021 FCSS Annual Conference is about a month away. We will soon be highlighting some exciting sessions, and we hope to see you with us on Friday October 15th and Saturday October 16th. You can register for the conference here, and be sure to download and share the flyer!

Teaching the Charters of Freedom

Good afternoon, friends in civics and social studies. Did you miss our webinar done in collaboration with Dr. Charles Flanagan of the National Archives’ Center for Legislative Archives? It is now available online, and we encourage you to check it out. Dr. Flanagan joins us to talk about ways in which you can approach the Charters of Freedom with your students, just in time for Freedom Week! You can view the webinar on the Lou Frey Institute’s webinar channel here, and the PowerPoint is linked below.

And DON’T FORGET! We have a new webinar series this fall in collaboration with multiple members of the Presidential Libraries system. Be sure to register for that today! The flyer is below.

investing in the Appalachian cities

If Congress passes a reasonably ambitious spending package, I hope that some of the money can serve as at least a down-payment on the idea proposed last year by the mayors of Pittsburgh; Youngstown, Ohio; Dayton, Ohio; Columbus, Ohio; Cincinnati; Huntington, W.Va.; Morgantown, W.Va.; and Louisville. They call it a “Marshall Plan for Appalachia” and they cite Re-Imagine Appalachia‘s “New Deal” proposal for the region. They rightly recommend investing in the whole region, but they write as mayors, and I’d advocate for focusing substantial investments in the cities.

For more than a century, Appalachian resources, especially coal, were extracted to fuel US industrial growth. The social and environmental damage was grave, and now the region will bear a disproportionate price for de-carbonization. Already, about 15.2% of all residents of Appalachia live below the official poverty line. That’s not far from the 13.4% rate for the country as a whole, but poverty is concentrated in some Appalachian counties. McCreary County, KY has a poverty rate of 41% and a median household income below $20,000. Its last coal mine closed in 1994.

From Appalachian Regional Commission:
https://www.arc.gov/income-and-poverty-in-appalachia/

Appalachian residents live shorter lives than other Americans, and the gap is growing. According to Singh et al., “Cardiovascular diseases (especially heart disease), unintentional injuries (which include drug overdoses), and cancer accounted for 57.8 percent of the life-expectancy gap.”

Data derived from Gopal K. Singh, Michael D. Kogan, and Rebecca T. Slifkin, “Widening Disparities In Infant Mortality And Life Expectancy Between Appalachia And The Rest of the United States, 1990–2013,”
Health Affairs 2017 36:8, 1423-1432

Direct federal investments are appropriate and could help. However, the relationship between Appalachian residents and the federal government is bad, for deep and complex reasons. Trump won Leslie County, KY with 89% of the vote. (The county’s median household income is $18,546 and it ranks 3,120th out of 3,142 in life expectancy at birth.) I mention partisanship not to make a judgment about how people should vote, but for a pragmatic reason. I think it would be difficult to spend money effectively under conditions of deep distrust.

Appalachia is already more dependent on federal programs than any other region, but that has not made most voters favor those programs or their source. One resident, a Republican who previously voted for Democrats, told The New York Times’ Eduardo Porter: “People in Harlan County have been on the front lines of the war on poverty for 50-plus years and can see its actual effects. It is degrading.” Whether this person is right about welfare programs (as they are designed today) is immaterial; the point is that voters and local elected officials will not be primed to cooperate to make federal funding work. (Harlan gave 85% of the vote to Trump in 2020–having favored Democratic presidential candidates until and including 2000. Harlan ranks third from the bottom in the USA in life expectancy and has a median household income of $18,665.)

This is where the cities come in. Rural Appalachia is closely linked to nearby cities. In addition to Cincinnati, Columbus, Dayton, Pittsburgh, Louisville, Youngstown, and the West Virginia cities (whose mayors all signed the op-ed), one could add Allentown, Binghamton, Charlotte, Chattanooga, Lexington, Nashville, and Scranton, among others. People, goods and culture flow back and forth between these cities and rural areas.

And almost all of these cities have Democratic mayors. Again, I mention partisanship not as a value-judgment but for practical reasons. Municipal leaders who believe in government may work better with federal officials and may use federal funds better, particularly when that is what their voters demand. At the same time, thriving cities in or near Appalachia can create markets and other opportunities for rural residents.

Insofar as we can spend funds to boost rural Appalachia, I am all for it. Infrastructure spending may go over better there than welfare, for understandable reasons. But I am especially optimistic about the impact of federal funds for transportation, renewables, health, and education in the cities within or near the 420 counties of Appalachia.

See also A Civic Green New Deal; a Green recovery; who wants less government?; Building Civic Capacity in an Era of Democratic Crisis by Hollie Russon-Gilman and K. Sabeel Rahman

How Do We Help Teachers Master Pedagogy in Civics?

Good morning friends! As you may be aware, the Lou Frey Institute/Florida Joint Center for Citizenship has been involved with the development of the Guardians of Democracy program.

These courses, which are highly intense, engaging, and in my opinion, fun, were developed in collaboration with Illinois Civics and through the generous and ongoing largesse of the McCormick Foundation. Indeed, a fourth course is currently in development that touches on the Educating for American Democracy Framework. At this point, multiple cohorts from Illinois, Florida, and nationally have completed these courses. So what has been the impact? Fortunately, our dear friends at CIRCLE have done a dive into the courses and the participants, and they have some positive news!

GoD courses helped teachers gain both knowledge about pedagogy, and self-awareness about how they teach and why. On average, teachers in the beginner courses gained an average of 10 percentage points in their civics pedagogy knowledge between the pre-test and post-test for the course.

The virtual courses evolved into more than “training”: it became a safe and supportive professional learning community that allowed teachers to share and learn from one another. Facilitators also pushed teachers to make active contributions to each other’s learning. The social bonds and peer-teaching that resulted from this environment allowed teachers to be authentic and often vulnerable about challenges and even perceived failures, which was essential to their development.

The courses helped teachers become more willing to use these pedagogical approaches in their classroom and more confident in their ability to do so effectively. In the CCID and IASL Bronze courses teachers showed growth; in the SoDP course they started out already feeling confident about employing the pedagogy and maintained that confidence throughout.

By emphasizing teacher accountability and an active learning pedagogy, GoD courses broke the mold of typical professional development and allowed teachers to form a simulated or context-specific idea of how that practice will unfold in reality.

The carefully designed courses, with concrete guidance and examples on how they can use each pedagogy, helped teachers experience a paradigm shift in their thinking about what the pedagogies can do for student learning.

We encourage you to read the full report, and be sure to check out the Guardians of Democracy program here.

twenty-five thousand books to Bosnia

Today, my late father’s books are on their way to the National and University Library of Bosnia and Herzegovina in Sarajevo. Most of that library’s collection was lost on August 25-26, 1992 when the Army of the Republika Srpska shelled the building. Several generous friends have helped my family and me to cover the shipping costs.

1992: Vedran Smailovic plays his cello in the destroyed National Library, Sarajevo.
Photo: Mikhail Evstafiev

The books fill more than 1,000 60-pound boxes, for about 30 tons of weight (27 metric tons). We did our best to measure the linear feet this spring and estimated there are 25,000 volumes. Although I watched dad pick out books over many years, it is still kind of amazing that he purchased each one individually, thinking about its price, whether he already owned a copy, and what he thought of it. He bought the majority in Britain, so most are making their second transatlantic voyage.

The coverage is basically Western European cultural and intellectual history from 1500 to 1900, with some offshoots. Dad didn’t read all his books, but he only purchased what he could read, which means that the languages are Latin, French, Italian, and English, with just a few exceptions.

We didn’t send all his books to Bosnia. Since 2014, several hundred volumes have been on loan to Montpelier, James Madison’s house. They match editions that we know Madison owned. (His library was sold to meet the debts of his stepson.) I also kept about 2,000 volumes, books printed between 1500 and 1820 that I didn’t think would survive the travel well. They now line the walls of my office at Tufts–rising eleven feet on three sides, which is hard to capture in a photo.

We intend these books as a gift to the people of Sarajevo and Bosnia and as a commitment to the humane values that made the library a target for destruction in 1992.

New Civics in Real Life: 9/11, Twenty Years Later

Good afternoon, friends. The newest Civics in Real Life is available. This was a hard one to write. Most of us likely have vivid memories of that day. Today’s Civics in Real Life looks at the impact of 9/11 on our civic life, even after 20 years.

20 Years Since 9/11: How have we been impacted?

You can download this CRL here.

You can find another relevant CRL here, looking at ways in which we can remember and honor those that lost their lives.

Florida Civics Seal of Excellence Teacher Endorsement

Good afternoon, friends. The Florida Department of Education has released a proposed rule regarding who will be qualified to earn the Civics Seal of Excellence endorsement for their teaching certificate. An overview is provided below:

This rule can be found here, and feedback can be provided here. I encourage you to provide feedback. There are a great many changes coming to our field over the next couple of years and it’s important that we all be aware of and have input on our field.

Announcing the New Lou Frey Institute Presidential Libraries Webinar Series!

The Schedule for Upcoming Webinars

Good morning, friends in civics! It gives us great pleasure to announce the launch of our new Presidential Libraries webinar series, offered in collaboration with the Florida Council for the Social Studies, the Florida Association of Social Studies Supervisors, and of course the libraries themselves! We are very excited about this series, and hope you will join us for learning and discussion. You can register here.

The Dictionary of the Khazars, pro and con

Milorad Pavic‘s Dictionary of the Khazars (1982) was prominent at the end of the last century, translated into scores of languages and much discussed. I didn’t read it then but got to it this past summer. Its subtitle is A Lexicon Novel, and it consists of alphabetical entries that are heavily cross-referenced. To Pavic’s delight, the order of the entries is different in each translation. He says that he doesn’t want you to read it from the first to the last page (as I did) but to follow links at your own will. The book was published just when hypertext was developing, and it surely owed some of its influence to being on that cutting edge. In a current Kindle edition, you can click words to move around–but we are used to doing that now.

The topic is the story (originally from Judah Halevy) that the Khazars, a real medieval people, converted to Judaism after holding a debate among a Christian, a Moslem, and a Jew. The Dictionary consists of Christian, Moslem, and Jewish sections. The book we’re reading is supposed to have had a long and tortuous history (one edition was poisonous), and the entries concern characters and events from the original conversion period, from the 1600s, and from the 1900s. That produces a 3-by-3 grid of religions and eras into which all the specific entries fit. The whole thing is intricately symmetrical, so that there is guaranteed to be a Moslem 20th-century analogue for a Jewish 17th- century character, and so on.

The whole text is very dream-like. It’s too magical to be magic-realism: people are constantly changing form and doing amazing things for mysterious reasons. Dreams are also an explicit topic, since the Khazars’ priests were “dream hunters.” They interpreted people’s dreams and could follow a thread from one dreamer to another when the first person dreamed of the second one. According to their religion, all our dreams collectively formed the body of the original man, or Adam. As you might expect, it turns out there are still dream-hunters among us today.

The Abrahamic faiths derive scriptures from their founding eras. But they also tell many subsequent stories: tales of saints and sages and miracles. These stories are dream-like, by which I don’t necessarily mean they are false. (That is up to you to decide). They are like dreams in that they are surprising stories with strong symbolic meanings and recurrent motifs. And the three religions’ stories pervasively interconnect. The same people often figure in the dream-like tales of Jews, Christians, and Moslems, albeit sometimes bearing different names, or changing their roles from heroes to villains, or appearing in new contexts. In that sense, an interlinked series of dream-like stories is a great way to represent the world co-created by the Abrahamic faiths.

This fictional world seems cosmopolitan (since the religions are equal and related), free (you can choose your own path), ironic and subversive, and avant-garde. You may or may not enjoy it, but it seems fit for enjoyment.

On the other hand … The Khazars themselves turn out to be a self-hating people, consistently favoring the Jewish, Christian, and Moslem foreigners in their midst until they subject themselves to conversion and then actually vanish. Just for example:

As is known, when a people vanishes, the first to disappear are the upper classes, and with them literature; all that remains are books of law, which the people know by heart. The same can be said of the Khazars. In their capital, sermons in the Khazar language are expensive, whereas in Hebrew, Arabic, or Greek they are cheap or free of charge. Curiously, once they are outside their state the Khazars are reluctant to reveal their Khazar origin, preferring to avoid one another and conceal the fact that they speak and understand the Khazar language, hiding it from their own compatriots even more than from foreigners. In the country itself, people not proficient in the Khazar language, which is the official language, are more highly regarded in the civil and administrative services. Consequently, even people who are fluent in the Khazar language will often deliberately speak it incorrectly, with a foreign accent, from which they derive a manifest advantage. Even with translators – for instance, from Khazar into Hebrew, or Greek into Khazar – the people selected are those who make mistakes in the Khazar language or pretend to do so.

This is plausibly how a nationalistic professor of Serbian literature might feel about his own ethnic group inside Tito’s Yugoslavia. Thus a book that was read around the world as a postmodern ironist’s game was apparently read in Serbia as a nationalist tract.

It might be harmless for a writer to adopt aggrieved nationalism, especially in a work of fiction that is pervasively playful. Maybe it was just a stance. However, it seems that Pavic continued to espouse similar ideas even while Serbian armies were massacring other former Yugoslavs. In 1992, he said “I am a Khazar too because the fate of my family was very similar and in the end we went back to our original religion” (quoted in Wachtel, p. 638). It appears that he was completely serious about the Khazar/Serb analogy and genuinely aggrieved as a Serb. At least, he did not distance himself from the nationalistic implications of his work.

I’m not sure what I think about the ethics of having read this novel for fun. Of course, authors do not control their own texts, least of all texts like this one. So maybe the author’s political intentions are not all that important. I certainly did not become a Serbian nationalist as a result of reading the Dictionary of the Khazars, so maybe no harm done. And I deeply appreciate Pound and Eliot, notwithstanding their views. On the other hand, would I read a playful, possibly gimmicky novel that reflected one of the world’s other forms of bigotry? Caveat emptor, I suppose.

See Andrew Wachtel, “Postmodernism as Nightmare: Milorad Pavic’s Literary Demolition of Yugoslavia,” The Slavic and East European Journal, vol. 41, no. 4, 1997, pp. 627–644; and David Damrosch, “Death in Translation,” in Nation, Language, and the Ethics of Translation, edited by Sandra Bermann and Michael Wood (Princeton: Princeton University Press, 2005), pp. 380-398; and cf. Ivo Andric, Bosnian Chronicle, Or, The Days of the Consuls