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Tag Archives: World History

If Blacks Should “Go Back to Africa,” Whites Should Go to Australia

02 Wednesday Nov 2016

Posted by decollins1969 in 1, culture, Eclectic, Patriotism, Politics, Pop Culture, race

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Tags

"Go Back to Africa!", American Narcissism, American Revolution, Ancestry, Asylum, Australia, Australian Immigration Policies, DNA, Donald Trump, Hyper-Patriotism, Immigration, Islamophobia, Migration, Racism, Systemic Racism, UMUC, White Man's Country, World History, Xenophobia


Go Back to Africa! Go Back to Mexico! cartoon, 2003. (Luis Castellon; http://google.com).

Go Back to Africa! Go Back to Mexico! cartoon, 2003. (Luis Castellón; http://google.com).

It is part of the racism, narcissism, and stupidity of many US Whites to respond to protests, die-ins, boycotts, and even the most minor criticisms of systemic racism and oppression with “Go Back to Africa.” Or, “If you don’t love America, then leave,” as if most Blacks have a real choice. The amount of ignorant cruelty in these knee-jerk responses says as much about the individual racism of these supposedly right-standing Americans as it does about their comfortability with systemic racism and the psychological — if not material — benefits these Whites draw from Black suffering. Or, Native American suffering, as has been the case with the response of Whites to the Dakota Access pipeline protests over the past couple of months. Or Latino suffering, with chants of “Build that wall!,” “Send them back!,” and “Kick them out!” by Donald Trump’s exclusively White supporters for more than a year.

A few years ago, I had a White student in a World History course who was upset by my lecture about the historical consensus that the American Revolution wasn’t as transformational an event as Americans pretend. The student was so caught up that told me to “Go back to Africa” after the class. The lecture was about the nature of revolutions, and per usual, I compared the American, French, and Haitian Revolutions, and used various measures to compare their impact on the social order, on political systems, and on the social mobility of the citizenry after the fact. And as usual, I showed that there was much more change in France and Haiti (the latter the first successful slave-led revolution in modern history) than there would be in the new US until the Civil War.

But I had shattered a student’s worldview of America as always good, and the American Revolution and the US Constitution that followed it as part of some predestined, divinely-inspired, genius-infused plan of greatness. The result was the student yelling at me, “You’re anti-patriotic!,” “You don’t love America!,” and “If you don’t love America, you need to get out!” I mostly ignored the student’s racial Tourette’s, and got to the heart of their issue: a mediocre grade on a paper assignment and their complete misunderstanding of US history in the context of world history.

23andMe sample results, November 2, 2016. (http://ForumBiodiversity.com).

23andMe sample results, November 2, 2016. (http://ForumBiodiversity.com).

The student’s issue, though singularly unusual for me in a classroom setting, is something Blacks hear from Whites in everyday settings literally every day. Like selfish, brattish five-year-olds, many Whites claim everything and everyone as their playthings, and if we disagree, we should leave, we should suffer. But “Go back to Africa?” Even without DNA testing, demographers know half of the 44 million Blacks in the US are partly White, and about one in eight are part Native American. In my case, should I go back to Nigeria, Ghana, or the Ivory Coast, and to what group? Igbo, Yoruba, Wolof? Should I drill down, find that I’m at least one-eighth Choctaw, and apply for tribal membership, so I can live on a reservation in Oklahoma? Or should I sue the estates of the Scotch-Irish assholes who came to the US between 1795 and 1818 for owning my ancestors, for their crimes against humanity and for reparations, and then move to Edinburgh or Dublin?

No, I don’t have to leave at all. As James Baldwin said, “I insist on the right to criticize” the US “perpetually”. But if the White folk who firmly believe Blacks, Latinos, and even Native Americans ought to leave, maybe they should buy a one-way ticket to someplace that will make them feel even more at home than Europe. For these “Leave America [insert racial epithet]” people, they should seriously consider Australia. Seriously. Australia is perhaps the closest America’s Whites-first people can get to a “White man’s country” or a White person’s utopia they can find. Sure, there’s also Europe, but European immigration policies would likely lead to a high-rejection rate, due to lack of skills, higher education, and no need for political asylum.

Then Australian Prime Minister Julia Gillard not welcoming migrants and asylum seekers cartoon, June 30, 2012. (Bill Leak, http://www.theaustralian.com.au/).

Then Australian Prime Minister Julia Gillard not welcoming migrants and asylum seekers cartoon, June 30, 2012. (Bill Leak, http://www.theaustralian.com.au/).

In Australia, the image of the rugged White individual remains in full bloom. Their immigration policies are very much the ones Trump’s almost exclusively White supporters would go for. In Australia’s case, anyone without a passport or a visa coming to their shores by boat finds themselves in detention centers in the remote Southwest Pacific island nation Nauru or on Los Negros Island in Manus Province, off Papua New Guinea. For those with visas who’ve committed minor crimes like a traffic violation, those visas can be revoked automatically, and those people can be sent to deportation centers on Christmas Island (off the southwest coast of Indonesia, but an Australian territory), or in remote parts of Australia (less likely). Everyone from asylum seekers from Iran, Iraq, and Syria to Britons and New Zealanders arrested for misdemeanors have all been caught up in Australia’s Migration Act, its Pacific Solution, and its post-Pacific Solution solution.

Now this is a country for American White folk who want a country mostly in line with their values. You just have to leave for Australia. One caveat, though. In 1996, Australia passed the National Firearms Agreement, which restricted ownership of semi-automatic and automatic weapons. But that shouldn’t matter. Whiteness should trump all for Whites who would take up my offer to leave for Australia, a continent and country of 24 million, a place that is 92 percent White.

Hollywood and the Sounds of Empire

21 Monday Dec 2015

Posted by decollins1969 in 1, Academia, culture, Eclectic, Movies, Politics, Pop Culture, race

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Acting, British Accent, British English, Commonwealth English, Cultural Imperialism, Da Vinci's Demons (2013-15), East vs. West, Historical Lies, Hollywood, Imperialism, Leonardo da Vinci, Linguistic Imperialism, Paris Climate Summit, Tom Riley, TV Shows, World History


Da Vinci's Demons Season 3 Poster, October 2015. (Starz via http://www.ew.com/). Fair use due to direct connection with subject matter and non-commercial use.

Da Vinci’s Demons Season 3 Poster, October 2015. (Starz via http://www.ew.com/). Fair use due to direct connection with subject matter and non-commercial use.

I finished catching up on the Starz series Da Vinci’s Demons over the weekend, which included me watching the final episode via Xfinity On Demand last night. I will not provide any spoilers. But, I am at a loss regarding the one constant with most period pieces or fantasy TV series and movies. I simply do not understand the need for a British accent in everything that isn’t American in Hollywood or its near-equivalent. If my understanding of history is correct, Romans didn’t speak in British English with English colloquialisms like “Needs must” or “bollocks.” Alexander the Great was never “knackered” or “gobsmacked.” And Leonardo da Vinci as played by Tom Riley saying “codswallop” or “fortnight” or any of a hundred British sayings with a nasally, pretentious accent is about as accurate as firing a shotgun at a barn’s broadside from 1,000 meters away.

Brit Slang Explained: Translation Chart for a British Slang Bus Blind T-shirt Design, December 21, 2015. (https://anglotees.com.

Brit Slang Explained: Translation Chart for a British Slang Bus Blind T-shirt Design, December 21, 2015. (https://anglotees.com.

In general, I love hearing and reading the differences in British and other forms of English when not spoken by Americans. With so many TV series and movies now done with international casts, though, it has turned into a form of cultural imperialism. Especially since I know that until two centuries ago, the average Brit sounded more like the average Canadian or American than like James Bond while attending Oxford. The change in accent was part of the United Kingdom of Great Britain’s rise to superpower empire status during the eighteenth and nineteenth centuries. Anyone who wanted to become part of the British gentry class — including newly monied industrialists and merchants — hired speech coaches to train them to speak English in the manner that we hear from most British English speakers in 2015.

Even with the rise of the US as the world’s leading superpower and its gigantic cultural and economic footprint, British English still is the language and sound of empire. At least where Hollywood is concerned. Because British English sounds imperial, high-class, important, urgent, and intelligent, according to the ears of many an English speaker, whether in the UK, the US, or elsewhere in the world. It doesn’t matter if the modern version of f–k didn’t exist until the eighteenth century. It doesn’t matter if some shows like Game of Thrones or movies like Lord of the Rings are complete fantasy and should have no adherence to any particular language or sound. British English is all that and a bag of chips, the cat’s meow, is dope for the English-speaking world.

For me, though, all I’m hearing with shows like Da Vinci’s Demons, Rome, Spartacus and The Borgias (the Showtime version), and with movies like 300 and Gladiator is a narrative framed by imperialism and the triumph of the West. It’s not just the British English accent and the imperialism it represents. It’s also how producers, directors, and actors consistently frame period pieces in the West vs. East, civilization vs. savagery narrative. Be them Ottoman Turks, Germanic barbarians or Persian emperors, they’re all simplistic antagonists for cinematic fodder that reinforces the West as good, godly and victorious. Or, rather, to quote Pittsburgh Steelers’ head coach Mike Tomlin, those without British accents are “the dead Indians” in these modern-day “cowboy” movies.

"Linguistic Imperialism" - what the world might look like if borders were based upon the 10 major languages, May 10, 2014. (The Economist via http://pinterest.com ).

“Linguistic Imperialism” – what the world might look like if borders were based upon the 10 major languages, May 10, 2014. (The Economist via http://pinterest.com ).

And like Tomlin, in the case of screen entertainment, I’m kind of tired of the same theme running over and over again. Not only is depicting the Ottoman Empire or Achaemenid Persia as evil heathens when compared with Italy in the 1480s or Greece in 480 BCE a historical lie. It also reinforces the idea that when the West wields its power and imperialism, the world is always a better place. If the climate summit in Paris demonstrated anything, it showed how much damage the West has done to the world.

A century or two from now — assuming our globalized world doesn’t fall apart due to wars and climate change — entertainment will likely be highlighted with accents unfamiliar to today’s Western ears. Even if one of entertainment’s primary languages remains English, it will likely have another accent. Ace!

 

Montgomery County Public Schools’ World Studies Mythology

29 Tuesday Sep 2015

Posted by decollins1969 in 1, Academia, culture, Eclectic, Politics, Pop Culture, race, Religion, Youth

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Comfort Food, Common Core, Common Core State Standards, Crock, Curriculum 2.0, Curriculum Development, Eurocentric Perspective, Eurocentrism, Falsehoods, Latin America, Maryland, MCPS, Middle Ages, Middle School, Montgomery County Public Schools, Multicultural Education, Multiculturalism, Mythology, Teaching and Learning, Technocrats, Western Civilization, Western Dominance, World History, World Studies


Satirical cartoon of Rudyard Kipling's The White (?) Man's Burden ("white" colonial powers being carried as the burden of their "colored" subjects), Life Magazine, March 16, 1899. (Travb via Wikipedia). In public domain.

Satirical cartoon of Rudyard Kipling’s The White (?) Man’s Burden (“white” colonial powers being carried as the burden of their “colored” subjects), Life Magazine, March 16, 1899. (Travb via Wikipedia). In public domain.

My son is taking Advanced World Studies in seventh grade this year. As a historian — and one that’s taught World History fifteen times over the years — I thought it was a good thing that he would have exposure to world history and cultures before engaging in US history in eighth grade and in high school. Once again, the technocrats in K-12 education have proven me dead wrong. While there may be some exposure to the rest of the world, the frame for the curriculum is one that not-so-subtly implies that world studies, advanced or otherwise, cannot exist without a European or Western frame to tell students how to think about the non-Western part of the globe.

I noticed it the first week, but didn’t pay much attention to the brief synopsis (what teachers call their “syllabus”) of the course until Back to School Night last week. The four units for my son’s course are

  • Unit One: The Foundation of Modern Political Systems: Europe in the Middle Ages
  • Unit Two: The Influence of Culture in Africa: The Middle Ages and Today
  • Unit Three: Geography Shapes Latin America
  • Unit Four: The Impact of Economics: One World Past and Present

When I finally read through it, I was incensed. It sunk in with my experiences with AP World History and with World History at the college level why so many of my own students were almost completely ignorant of world history that wasn’t about ancient Greece, the Roman Empire, or Western Europe. School districts, even ones as above par as MCPS, have helped lull students into a false sense of security through the exchange of knowledge as comfort food, rather than a higher protein diet of actual history.Screen Shot 2015-09-29 at 7.12.09 AM

Unit One is fine, for the most part, although the idea of a nation-state or some sort of constitutional democracy doesn’t entirely come from Europe. But it’s downhill from there. Culture, Africa and the Middle Ages for Africa? Really? The Middle Ages is a specifically Western and Central European experience, as no civilization from the classical world experienced a greater decline or collapse than Rome in the fifth century CE. To just take that term and paste it unto another continent, another group of people, and their different history is just plain wrong. How about Culture and Africa, 1000-1500 CE? You don’t need the frame of Europe’s Middle Ages to discuss Africa, unless your point is to embed some sense of Western dominance as a subliminal theme within the curriculum.

Or unless the curriculum developers in Rockville were thinking about making the Age of European Discovery and the Transatlantic Slave Trade Africa’s “Middle Ages.” The period between 1450 and 1800, in which the Portuguese, the Dutch, the Spanish, the English, and the French helped stoke the fires of intertribal and cross-kingdom warfare to obtain millions of slaves for their colonies in the Western Hemisphere. That’s probably too much for the advanced twelve-year-old, though, no?

Storming of the Teocalli by Hernán Cortez and His Troops (1848), painting by Emanuel Leutze, January 11, 2012. (Penelope37 via Wikipedia). In public domain.

Storming of the Teocalli by Hernán Cortez and His Troops (1848), painting by Emanuel Leutze, January 11, 2012. (Penelope37 via Wikipedia). In public domain.

Unit Three and the term “Latin America?” Seriously? It covers the Maya, the Mexica (or rather, Aztecs), and the Inca, all prior to European contact in the sixteenth century. So technically, there’s no Latin in the Americas before 1500. MCPS, ever heard of the Americas, the Western Hemisphere, Mesoamerica, and Andean civilizations, all terms that are more accurate alternatives to Latin America in the time before Columbus and conquistadors? Unless, again, the point of curriculum designers here was to bake into the recipe for this course a sense of inevitability. That is, that the pre-Columbian cultures of the Western Hemisphere, no matter how sophisticated, were doomed to fall by the wayside in the wake of Western dominance over the globe.

Unit Four and “One World Past and Present” in the context of trade, economic systems, and communication bring the themes of European dominance together in the period since 1450. The MCPS curriculum designers do hint that “the cultural diffusion between many ‘worlds’ had both positive and negative consequences.” But for the most part, the technocrats provide a sense of progress to market-based economies and positive globalization in this unit, as Europeans led the charge to make the world one and whole.

Stainless steel Crock-Pot, September 29, 2015. (http://amazon.com).

Stainless steel Crock-Pot, September 29, 2015. (http://amazon.com).

This is a crock of a curriculum, MCPS, a shameful attempt at world studies. The course might as well be called, Advanced and Expanded Western Civilization, How Europeans Went From the Middle Ages to Dominating the World. The point of any world history or world studies course is supposed to be the study of specific bits of history of the world, without imposing a Western model, frame, or sense of progress and comparison on the rest of the world in the process. Otherwise, what’s the point? You might as well teach Western Civ in middle school, then, and save world history to teachers and curriculum designers who understand that the world is a bigger place than Western-culture-navel-gazing.

Though the pressures of Common Core may have birthed this new curriculum as part of MCPS’s Curriculum 2.0 efforts, it’s not specifically a Common Core-inspired curriculum. One of the problems with Common Core State Standards and PARCC assessments is that they mask the problems that existed in America’s K-12 education long before. One of which is fake efforts at diversity and a multicultural curriculum, of which MCPS’s World Studies is but one example. It may well be true that virtually all world history curriculum is bs, however. But that is an article for another day.

“Stupid Atheist” Meets Truly Stupid Christian

06 Monday Oct 2014

Posted by decollins1969 in 1, Boy @ The Window, Christianity, culture, Eclectic, Mount Vernon High School, Mount Vernon New York, Politics, Pop Culture, race, Religion, Youth

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Acting, Activism, AP American History, AP US History, Arrogance, Atheism, Atheists, Christianity, Contradictions, Doing, Evangelical Christianity, Faith, Giving, Hope, Hypocrisy, Jay Sekulow, Mary Zini, Masturbation, Pat Robertson, Prayer in Schools, Stupidity, Teenage Angst, Teenagers, Televangelism, Televangelists, Trust, World History


Screenshot from HBO show The Leftovers title sequence, September 5, 2014. ( yU+co via http://news.creativecow.net). Qualifies as fair use under US copyright laws -- low resolution and relevance to subject matter.

Screenshot from HBO show The Leftovers title sequence, September 5, 2014. ( yU+co via http://news.creativecow.net). Qualifies as fair use under US copyright laws — low resolution and relevance to subject matter.

I’ve written about Mary Zini and our classroom incidents before, here and in Boy @ The Window. It’s been thirty years since she was my tenth-grade World History teacher. Yet most of what I remember from this class has little to do with Plato, NATO, or anything in between. It’s mostly Zini’s condescending personality, my new Christian arrogance, and that people’s personalities and actions are often walking and talking contradictions.

It was the beginning of October ’84 when we had our first incident. It occurred after what was the first of an endless cycle of fill-in-the-bubble Scan-Tron exams.

Screen shot 2014-10-05 at 5.59.18 PM

Honestly, I had no idea at that moment why I said what I said. I supposed that a summer of Jay Sekulow and the American Center for Law and Justice, all via Pat Robertson and The 700 Club had done the trick in making me a one-time prayer-in-public-schools advocate. I knew that Zini was raised a Catholic, so on some level, didn’t that make me a stupid Christian for calling her a stupid “atheist?”

That incident was also the beginning of seven months of starting to figure out how to be me and be a follower of Christ at the same time. I approached it the same way I approached how to be me in my first few months of seventh grade and Humanities at A.B. Davis Middle School in the fall of ’81. With the naiveté of a child, the hubris of a teenager, and the callousness of a human with alien superpowers.

Jay Sekulow lecturing, Regent University, December 15, 2006. (Juda Engelmayer via Wikipedia). Released to public domain via GFDL.

Jay Sekulow lecturing, Regent University, December 15, 2006. (Juda Engelmayer via Wikipedia). Released to public domain via GFDL.

It was evident in my outward actions. I packed my red-pleather-covered King James Bible every day. For school. For Subway trips down into Midtown Manhattan when me and my older brother Darren worked for our father Jimme. For when we washed clothes every Saturday or Sunday at the laundromat on the Mount Vernon-Pelham border (it’s a yoga studio now). The Bible was my constant companion, my shield protecting me from this mad world of almost bottomless sin.

In the process, I read everything from Genesis to Revelations at least twice. (some books, like the Gospels, as many as four times). I learned a lot from  reading all sixty-six books of the Old and New Testaments. That the Israelite God Yahweh was stern and pretty unforgiving. That Jesus was a radical, not just spiritually, but politically as well. And that Paul was not exactly the most enlightened of the apostles when it came to women, children and slaves.

Mostly what I learned was that readings and understanding The Bible wasn’t like living out my beliefs at all. I was still a teenager, a fifteen-year-old living in the midst of welfare poverty, at 616 with an abusive womanizer, a wounded mother and a gaggle of siblings between the ages of eight months and five-and-a-half years. Not to mention my alcoholic cuss-factory of a father that I had to hunt down for money nearly every weekend. What all that meant was feeling lust for a young woman one minute, hate toward my idiot stepfather Maurice the next, and imitating Jimme’s slurred language and mannerisms the minute after that.

This new walk was very confusing, so much so that I often hid my emotions in much the same way I’d already been doing to protect myself from yet another abuse episode with Maurice. My emotions couldn’t stay bottled up, though. I frequently humped my way to sleep once our living room at 616 had become my bedroom during and after the months in which Balkis Makeda had lived with us.

Screen shot 2014-10-05 at 6.06.59 PM

By the spring of ’85, when Zini granted me her full support in getting me into AP US History for eleventh grade (this despite my 84 average in her class at the time), I was flabbergasted. I couldn’t stand being in the same room with Zini much of the time. Yet she did for me what few in my life had done — she opened up a door for me to walk through, albeit a relatively small one.

Hands of God & Adam, fingers about to touch, Sistine Chapel ceiling, Vatican, Michelangelo, 1508-1512 (via Wikipedia). In public domain.

Hands of God & Adam, fingers about to touch, Sistine Chapel ceiling, Vatican, Michelangelo, 1508-1512 (via Wikipedia). In public domain.

What did it all mean? That devoutness is meaningless without action, without giving and receiving, without trust, without taking risks. That even supposed atheists can act and give in ways that should shame many arrogant Christians. That Christianity isn’t a transactional relationship or process, but a journey with many pitfalls and lots of contradictions along the way. That who I/we say God is, well, at best an infinitesimal guess, because God and this universe is so much more that I as a human male living in the context of Western culture can only begin to understand.

Most of all, I had just begun to learn that spiritual liberation wasn’t supposed to be a yoke, but an opening to see the world and myself stripped bare of narrative and pretense. A strict adherence to the principles of Pat Robertson would bring me no closer to enlightenment and no further out of poverty than wishing on a star or avoiding cracks on Mount Vernon’s blue-slate sidewalks. Work, trust, opportunities, and not just Romans 8:28, was the beginning of the key for me.

A Children’s Crusade

02 Saturday Aug 2014

Posted by decollins1969 in 1, Academia, Boy @ The Window, Christianity, culture, Eclectic, eclectic music, music, Patriotism, Politics, Pop Culture, race, Religion, Youth

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"Children's Crusade" (1984), 100th Anniversary, Aggression, Colonialism, Culture of Imperialism, Dehumanization, Ethnic Cleansing, Ethnocentrism, First World War, Genocide, Imperialism, Nationalism, Parallels, Religious Nationalism, Settler Colonialism, Sting, The Dream of the Blue Turtles, War, Western Culture, World History, World Powers, World War I


Living among the dead, Flanders, Belgium, most likely during Second Battle of Ypres, April 21-May 25, 1915. (http://www.flandersfieldsmusic.com/).

Living among the dead, Flanders, Belgium, most likely during Second Battle of Ypres, April 21-May 25, 1915. (http://www.flandersfieldsmusic.com/).

World War I reached its 100th anniversary on Monday. One hundred years ago this week, European imperialism, nationalism, and Social Darwinism/scientific racism all led to what was once known as the Great War. It was a war that would leave ten million soldiers, sailors and airmen dead, another seven million civilians dead from military action, malnutrition and disease, and another 23 million wounded in action on both sides.

A British Mark V tank coming out of a trench, France, circa 1917. (Imperial War Museum via http://i.dailymail.co.uk/i/pix/2013/10/05/).

A British Mark V tank coming out of a trench, France, circa 1917. (Imperial War Museum via http://i.dailymail.co.uk/i/pix/2013/10/05/).

That war, a mostly European war of the great world powers, was itself based in the idea that Western culture and technologies would make this a quick and winnable war of dominance, for Germany, Britain, France and possibly Russia. The first war planes, the first tanks, the first submersibles, along with mustard and chlorine gas, nests of machine guns and trench warfare. It’s amazing how small-minded these so-called great powers were a full century ago, and so remarkable that we’ve grown beyond this thinking today!

Actually, not so fast! Our world seems to have learned little from the lessons of the First World War, repeating practices that leave the globe perpetually on the brink of chaos and potentially in peril of annihilation. We’ve seen this with the Second World War, with the Cold War and its myriad proxy wars in the Global South, with post-Cold War aggression in the Balkans, the Middle East, Sub-Saharan Africa, and with US preemptive aggressions in the Muslim world. Ethnocentrism and ethnic cleansing in the name of a religion (or a lack thereof, in a couple of cases) or nationalism has been a part of modern war since World War I.

Poppies in field between Kelling and Weybourne, North Norfolk, England, UK,  June 2002. (John Beniston via Wikipedia). Released to public domain via CC-SA-3.0.

Poppies in field between Kelling and Weybourne, North Norfolk, England, UK, June 2002. (John Beniston via Wikipedia). Released to public domain via CC-SA-3.0.

Imperialism and colonialism and resistance to both in the name of freedom, or too frequently, another form of ethnocentrism and religious nationalism. Name a given nation, and you have some strain of Western imperialism and colonization, resistance and ethnocentrism and nationalism (religious, anti-religious or otherwise) running through their recent history. India, Pakistan, the former Soviet Union, Nazi Germany, the former Yugoslavia, Perón’s Argentina, Pinochet’s Chile, the Khmer Rouge and Cambodia, South Africa and apartheid, Israel and Zionism and settler colonialism, Japan and its military occupation of China, just to name a few. The First World War unleashed these forces this week one hundred years ago, a Pandora’s box that we will need to destroy, for it’s obviously too late to close it.

One of Sting’s songs from his first solo album, The Dream of the Blue Turtles, is titled “Children’s Crusade” (1984). It’s the story of Britain’s blind march into the First World War, the wasting of a generation of youth in the name of the empire, juxtaposed with the UK’s heroin and drug epidemic of the early 1980s.

Young men and soldiers, Nineteen Fourteen
Marching through countries they’d never seen
Virgins with rifles, a game of charades
All for a Children’s Crusade

Pawns in the game are not victims of chance
Strewn on the fields of Belgium and France
Poppies for young men, death’s bitter trade
All of those young lives betrayed

Though not his best work, Sting’s “Children’s Crusade” has made me think more than once about the brutality of humanity and this inherent need to dominate other human beings, as well as the lands and resources for which vulnerable people have been cleansed and displaced. He should update it for 2014 this way:

Midnight in Gaza, Twenty Fourteen
Bombed and shelled hospitals, pawns in the game
Ashes and sackcloth, death’s bitter trade
All of those young lives betrayed

And all for a century-old crusade of nationalistic paranoia, imperialistic abuse, and dehumanizing ethnocentric warfare.

Harold Meltzer Appreciation Day

21 Friday Jun 2013

Posted by decollins1969 in 1, Academia, Boy @ The Window, culture, Eclectic, Mount Vernon High School, Youth

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Advanced Placement, AP, AP Reader, AP Readings, College Preparation, CollegeBoard, Critical Thinking, Educational Testing Service, Essays, ETS, Harold Meltzer, High Schools, Historical Analysis, K-12 Education, Profit Motive, US History, World History, Writing


MVHS AP US History/Mock Trial Team visit to Mount Vernon's City Hall with Harold Meltzer and Frank Pandolfo, March 18, 1986. (Frank Pandolfo).

MVHS AP US History/Mock Trial Team visit to Mount Vernon’s City Hall with Harold Meltzer and Frank Pandolfo, March 18, 1986. (Frank Pandolfo).

Today marks twenty eight years (both day and date — the ’13 calender and the ’85 calendar are in the same sequence) since the end of tenth grade for the Class of ’87. It’s also the day that fourteen of us met Harold Meltzer in “Room 275 of the Mount Vernon High School” for the first time. We were a grumpy bunch that third Friday in June, having gone through days of Regents exams and other tests from a rather underwhelming (though well-meaning) group of teachers. Again, it’s all in Boy @ The Window. But because I’ve had some experience teaching high school students, not to mention AP reader and ETS (Educational Testing Service, the exam developers) consulting experience, my appreciation for Meltzer has grown over the years.

In all, I’ve given up forty-five days of my life to scoring AP US and World History essays over the years, in the not-so-nice towns of Louisville, Kentucky, Fort Collins, Colorado, Salt Lake City (not to mention Princeton and from my own home). Scoring exams in a factory-esque setting is about as appealing as being an antibiotic-infused chicken at a Tyson’s egg-laying factory in Arkansas. Aside from the long hours of sitting around reading documents-based question essays, comparative essays, other essays and listening to long discussions of rubrics and accuracy in “meeting the standard” for scoring exams, it’s a blast. Especially with all of the coughing, sneezing and farting that can be heard throughout the week!

AP logo, The College Board, June 21, 2013. (http://www.stjacademy.org/).

AP logo, The College Board, June 21, 2013. (http://www.stjacademy.org/).

But the one thing I’ve learned is that many of America’s best and brightest students have significant reading, writing and analyzing issues, and not just because AP exam essay questions are written to be deliberately opaque. I’ve scored about 3,500 essays for the AP folks in all, and I can honestly say I’ve never read more than ten in any session that would’ve been A-level material in any of my college courses (or when I’ve taught high school students, for that matter). My last AP read, every one of the nearly 800 essays I read made my eyeballs ache and my teeth grind.

Most of these essays lack an introduction, a thesis statement, organization of ideas, examples that provide evidence of understanding or analysis, transition sentences between paragraphs and main ideas, and a conclusion. So many students don’t even try. They spend three hours drawing, journaling, writing short stories, poems and haikus, quoting rap lyrics and theme songs, or write in detail about their terrible AP US or World History teacher.

My pretend version of an introduction to a documents-based question essay for AP World History (in my best-worst handwriting), June 21, 2013. (Donald Earl Collins).

My pretend version of an introduction to a documents-based question essay for AP World History (in my best-worst handwriting), June 21, 2013. (Donald Earl Collins).

Aside from the almost indecipherable handwriting, that’s what has bothered me most in scoring these essays. That there are tens of thousands of unlucky students out their who by virtue of having a teacher unable to teach US or World History for advanced students. Or worse, teachers who don’t care to find out how best to teach these courses, to teach students how to write a proper introduction and thesis, to teach students how to bring in outside knowledge and intertwine it with documents or other materials within the actual exams. The inability of so many students to draw solid connections and to make a critical examination of the questions that these AP exams pose stems from both teacher neglect (benign and malignant), school districts hungry for ETS and College Board (the latter runs the AP program) dollars, and ETS and the College Board pushing these exams to more and more schools.

That reality makes me still appreciate all that I learned from Meltzer during the 1985-86 school year. Eccentric? Most def. Counterintuitive beyond what was necessary for AP US History? Without a doubt. Strange and somewhat meddlesome compared to our other teachers to be sure. But if any of us paid attention in his class even twenty percent of the time, we not only scored a 3 or better. We learned how to think beyond an answer, to ask “How?” and “Why?” for the first time. We learned how to read for an argument, and not just to read for understanding. We learned how to write a college essay (not just an AP essay) two full years before college.

And all of this learning began this day and date twenty-eight years ago. I can honestly say that I’ve had more than my share of life-changing teachers growing up. Meltzer, though, is at the top of my list, giving the time in which he was my teacher. May he rest in peace.

Sports and “The -tions”

22 Saturday Dec 2012

Posted by decollins1969 in 1, Academia, culture, Eclectic, High Rise Buildings, Politics, Pop Culture, race, Sports, Work

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Tags

"Social Political Economic", African American History, De-industrialization, Declining Cities, Economic Inequality, Gentrification, High School Social Studies Teaching Formula, Higher Education, History, History of American Sports, History of Education, Immigration, Industrialization, Migration, social mobility, Suburbanization, Teaching History, The -tions, Urbanization, US History, World History


Gentrification via sports collage, December 22, 2012. [Includes aerial view of location of new DC baseball stadium site, June 22, 2006, http://www.wreckingcorp.com; Nationals Park Greeting Card; Baseball Stadium Price Tag cartoon, March 27, 2008 (Nate Beeler/Washington Examiner)]

Gentrification via sports collage, December 22, 2012. [Includes aerial view of location of new DC baseball stadium site, June 22, 2006, http://www.wreckingcorp.com; Nationals Park Greeting Card; Baseball Stadium Price Tag cartoon, March 27, 2008 (Nate Beeler/Washington Examiner)]

Off and on for the past twenty years, I’ve attempted to wean my students off the ridiculous high school social studies formula for addressing an essay question or writing a history paper. Thinking about history — particularly modern world history or US history — purely in social, political and economic terms misses so much. History is about patterns, trends and dynamic processes involving people and human tendencies. So in my discussion sections for US History Since 1877 in the fall of ’92, I began to discuss the idea that you can better understand history through applying what I started to call “the -tions” as a series of trends, processes and patterns.

I did this because I’d already grown tired of students who had adopted “the formula.” The formula goes something like this. First, write an introduction (usually, without mention of the need for a clear thesis statement). Then, put facts, events, ideas and evidence in the social, political and economic changes silos (it always has to be these three). Then, write a conclusion that restates the introduction, with a “my essay/paper has proven” sentence.

Steel grain silos, Ralls, Texas, October 12, 2010. (Leaflet via Wikipedia). In public domain.

Steel grain silos, Ralls, Texas, October 12, 2010. (Leaflet via Wikipedia). In public domain.

It’s a terrible way to teach history, and a terrible way to write about it. It leaves so much out, including the idea that history is a constantly evolving process, not a static picture of events involving larger-than-life individuals herding billions of people through one period of history or another. So I decided to make immigration, industrialization, urbanization, and migration (sometimes called internal migration) a bigger focus with my students my second year of graduate school at Pitt. Some liked it, some didn’t, and some just kept writing their formulaic five-paragraph essays for their midterm and final exams. Oh well.

So, in expanding my list of -tions to include de-industrialization, suburbanization, globalization and gentrification over the years, I’ve begun to see patterns beyond what I typically teach or even write about. The rise and decline of American cities are a case in point. Especially if one compares this to the rise and decline of mainstream American team sports over time. That baseball, football and basketball have all been the nation’s first or second most popular sports at one point or another since the 1890s is a reflection of the leisure activities available to ordinary Americans living in growing or declining cities.

Of course, I could also include boxing (as this was America’s most popular sport through the first four decades of the twentieth century). But as an individual sport wrought with even more racial overtones than baseball, boxing deserves a separate discussion. For team sports, though, their rise or decline in popularity seems to have followed a number of trends related to the -tions.

Baseball was the nation’s most popular team sport from the 1890s through the 1950s, mirroring the growth of American cities (urbanization) during the same period. Immigrants from Southern and Eastern Europe helped grow these cities, as they left behind rural poverty, religious persecution and pogroms for industrial exploitation here in the US. Native-born Whites, already enamored with baseball, essentially introduced these immigrant groups to the sport, which in turn made it more popular. Of course, many sons of these immigrants became great baseball players. Blacks migrating to cities such as New York, Pittsburgh, Kansas City and Chicago also adopted the pastime. Every -tion is involved, at least, that’s my argument.

As we well know, though, baseball has declined in popularity since the 1950s, as the professional game became an integrated sport, and as millions of Whites began moving to the suburbs, taking millions of jobs with them. Blacks underwent a second massive wave of migration after 1940 that grew during the 1950s and 1960s.

During this transition, basketball and football (especially the latter) became more popular sports. Both were sports whose history and records were less revered than those in baseball, and at least appeared to be more welcoming of athletes of color than baseball. In the migration of Whites from cities to suburbs and Blacks to cities, the shuffling of team sports’ popularity and their locations began.

Pittsburgh's Civic Arena under demolitiion, March 11, 2012 (AVPHOTOGRAPHICS PGH via Flickr.com). In public domain. The "Igloo" (home of the Pittsburgh Penguins) itself was built after the demolition of the Lower Hill District between 1958 and 1961, displacing thousands of Blacks in the process.

Pittsburgh’s Civic Arena under demolition, March 11, 2012. (AVPHOTOGRAPHICS PGH via Flickr.com). In public domain. The “Igloo” (home of the Pittsburgh Penguins) itself was built after the demolition of the Lower Hill District between 1958 and 1961, displacing thousands of Blacks.

Once the US economy began to decline, and then de-industrialize, in the 1970s, 1980s, and 1990, the role of declining cities attempting to hold on to their sports franchises became a new theme. Declining post-industrial cities like Baltimore, Detroit and Cleveland lost their teams entirely to other cities, or lost them to the suburbs. While Sunbelt cities like Dallas-Fort Worth, Atlanta, Phoenix, Denver and Houston have picked up some of these pieces.

Gentrification, backed by a politically conservative model for economic growth and nary a concern for the declining income of city residents, has led to a return of professional sports teams to city centers. Billions of taxpayer dollars have gone into sports arenas and stadiums in Washington, DC, Brooklyn, Seattle, Detroit, Boston, San Jose, and so many other places across the country. But with little to no benefit for the people living in these cities, especially the poor. As a result of the inflation that came with gentrification and these commercial building ventures, millions of America’s poor have been forced to move out into poorer suburban communities that often border major cities.

Maybe it’s just me. I just don’t find much to celebrate about the business side of sports today, because it reflects the trends of growing economic inequality and much more difficult social mobility. It shows how desperate the mayors of declining cities are for growing their municipalities, without regard for its poor and working-class residents. It’s emblematic of our culture’s inability to see that the shift from industrial work to service industry work has left millions without the ability to live decent lives in city or suburb, whether they migrate to Houston or stay in New York. Sports is a reflection of these trends, but they also exacerbate them as well.

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Boy @ The Window: A Memoir

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Boy @ The Window on Barnes & Noble: http://www.barnesandnoble.com/w/boy-the-window-donald-earl-collins/1115182183?ean=2940016741567

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