Running Head: GUIDED RESPONSE 1
GUIDED RESPONSE 73
Title of Paper
Student’s Name
Instructor’s Name
Course Title
Date
See the attached example. Please list five significant historical events/leaders from this era (Chapters Three and Four) and choose two to compare and contrast. Your Discussion Forum response will satisfy the following requirements:
a. Five events and the date each event occurred is listed.
b. Two events are chosen and a Venn Diagram is completed showing (at least three in each category) the similarities and differences of each chosen event.
c. Three of the following five questions have been answered.
· These events are still significant today because____.
· If I could change the outcome of one of my listed events I would change___ because____.
· If only one of these events/individuals could have taken place; I would chose ___ because____.
· If I could change the outcome of one of my chosen events I would choose___ because____.
· What would you say is the most important result of each of your chosen events?
Chaper 3
3.1 Education Under the Articles of Confederation and the Constitution
The first attempt at self-governance, the Articles of Confederation and Perpetual Union, were adopted by the Continental Congress and went into effect after their ratification in 1781. With the Articles of Confederation, Congress attempted to organize the 13 separate colonies under a national government that was given little authority and included no executive or judicial branches. It was also unable to tax, regulate commerce, or enforce civil law. This weak government could not bring 13 disparate governments into a unified whole, and popular unrest, particularly over issues of money and debt, erupted with increasing frequency.
Fearing that the confederation would collapse and that anarchy would prevail, delegates from each state (except Rhode Island, which declined to send any representatives) met in the summer of 1787 and drafted the Constitution. After its ratification in 1789, it launched the new republic.
Neither the Articles of Confederation nor the Constitution mention education. It is thus one of the powers reserved to the states by the 10th Amendment, which states: "The powers not delegated to the United States by the Constitution, nor prohibited by it to the States, are reserved to the States respectively, or to the people." And, in fact, by 1800, 7 of the then 16 states had adopted constitutions that contained formal statements regarding their responsibility for education. Eventually, all the states adopted specific provisions for education. The language of these provisions range from a very general statement that the state provides a system of free public schools to very specific provisions specifying sch ...
I. Introduction
A. Briefly introduce the topic of the essay and its importance.
B. Provide background information on the role of education in fighting injustice.
C. State the thesis of the essay.
II. The role of education in fighting injustice according to Marx
A. Explain Marx's theory of education as a means of social transformation.
B. Provide evidence from Marx's writings on the importance of education in the fight against social injustice.
C. Evaluate the strengths and weaknesses of Marx's ideas on the role of education in fighting injustice.
III. The role of education in fighting injustice according to MLK
A. Explain MLK's theory of education as a tool for social change.
B. Provide examples from MLK's speeches and writings on the importance of education in the fight against social injustice.
C. Evaluate the strengths and weaknesses of MLK's ideas on the role of education in fighting injustice.
IV. The role of education in fighting injustice according to Alinsky
A. Explain Alinsky's theory of education as a means of empowering marginalized communities.
B. Provide evidence from Alinsky's writings on the importance of education in the fight against social injustice.
C. Evaluate the strengths and weaknesses of Alinsky's ideas on the role of education in fighting injustice.
V. Comparing and contrasting the three perspectives
A. Discuss the similarities and differences between Marx, MLK, and Alinsky's views on the role of education in fighting injustice.
B. Analyze the strengths and weaknesses of each perspective and compare them to one another.
C. Explore the implications of these different views for contemporary social justice movements.
VI. Critiques of the role of education in fighting injustice
A. Discuss some of the critiques of the idea that education is the key to fighting injustice.
B. Evaluate the strengths and weaknesses of these critiques and how they relate to the ideas of Marx, MLK, and Alinsky.
C. Offer potential responses to these critiques.
VII. Conclusion
A. Summarize the main points of the essay and restate the thesis.
B. Offer final thoughts on the role of education in fighting injustice.
C. Suggest areas for further research and reflection.
please when citing in the text use page number when possible //
PLEASE USE THE FOLLOWING REFERENCES:
Marx, K. (1867). Capital: A Critique of Political Economy. (Vol. 1). Penguin Books.
Marx, K. (1848). The Communist Manifesto. Penguin Classics.
Marx, K. (1859). A Contribution to the Critique of Political Economy. Progress Publishers.
McLellan, D. (1995). Karl Marx: A Biography. Palgrave Macmillan
Marx, K. (1845). Theses on Feuerbach. Retrieved from https://www.marxists.org/archive/marx/works/1845/theses/theses.htm
Marx, K. (1867). Capital: A critique of political economy. Volume 1. Moscow: Progress Publishers.
Marx, K. (1888). The Communist Manifesto. London: Penguin Books.
Mettler, L. (2002). Marx, education, and the possibilities of post-capitalist futures. Educational Theory, 52(1
1. Alicia DaleyEDF 3521 The Republic and The School: Horace Mann on the education of free man. Edited by: Lawrence A. Cremin Pages 29-52 and 59-112
2. First Annual Report (1837) Mann’s First Report had four essential needs of the public schools are dealt with: good schoolhouses, intelligent local school boards, widespread public commitment to universal education, and competent teachers.
3. Second Annual Report (1838) This report is devoted to the subjects of reading, spelling, and composition in the schools. A penetrating discussion of the place of language in education is followed by numerous recommendations regarding the teaching of reading and spelling.
4. Third Annual Report (1839) The Third Report deals principally with the need for free public libraries as adjuncts to the public schools. Mann’s solution “lay in the establishment of a free circulating library in every school district of the state.
5. Fourth Annual Report (1840) Mann treated a variety of subjects in his Fourth Report, among them schoolhouses, the need to consolidate overly small school districts, private schools, and attendance and disciplinary problems. He also included a thoughtful discussion of the qualifications of teachers, from which the following paragraphs are excerpted.
6. Tenth Annual Report (1846) The Tenth Report is a general discourse on the Massachusetts schools. While much of it is devoted to a lengthy exposition of the state education code, Mann includes an illuminating discussion of the general principles governing the public school system.
7. Eleventh Annual Report (1847) In the Eleventh Report Mann argues the power of universal education to redeem the state from manner of social vice and crime.
8. Twelfth Annual report (1848) The Twelfth Report is Mann’s summing-up; he wrote it after having won a seat in the United States Congress. It is also far and away the most inclusive and searching of the twelve documents. In it Mann draws together all of his earlier reports into one great credo of public education.
