The bad (typically gun related) things happening in America thread

Surely they can't do that? Surely?

Please tell me it's against the Constitution in some way.
I mean, it goes against the entire gist of what a federalist system means. I can go get high in Colorado and there’s nothing South Carolina can do about it. I really don’t see how they’d expect to enforce that bill if it actually became law.
 
Not sure about that…


Oh, im sure there are a few seconds but nothing else. The rest are reflexes and spasms but not conscence and as well lies. How you can talk after without lungs and probably the vocal cords severe
 
It was last used in France in 1977, so more recently than the firing squad (except Utah, which used it once in 1996) in the states!
Yeah, i tead that the actor christopher lee saw it somewhere. Crazy
 
Current trend in US schooling. Love the answer…


I’m gonna make a hot take against this one.

When examining imperialism, you examine the positive impacts the practice had on the countries that practiced it. It is even in the AP curriculum, so you might want to learn that half of the equation.
 
I’m gonna make a hot take against this one.

When examining imperialism, you examine the positive impacts the practice had on the countries that practiced it. It is even in the AP curriculum, so you might want to learn that half of the equation.
I stand corrected.
 
I’m gonna make a hot take against this one.

When examining imperialism, you examine the positive impacts the practice had on the countries that practiced it. It is even in the AP curriculum, so you might want to learn that half of the equation.

It all is around how the exercise was framed, right? Based on only what the kid wrote it would appear this exercise was not given proper context or instruction.
 
I stand corrected.
I want to point out, by the way, that I wasn’t saying that you should learn the other side of the equation. I was referencing the student in the tweet’s photo.
It all is around how the exercise was framed, right? Based on only what the kid wrote it would appear this exercise was not given proper context or instruction.
I can’t really tell anything about the lesson from the context of that student response. For all we know, the teacher did present imperialism as something that hurt the imperialized for the benefit of the imperialists. All I can see is a very standard worksheet has been given to students and this particular student felt compelled not to give a direct answer to one of the prompts.
 
I want to point out, by the way, that I wasn’t saying that you should learn the other side of the equation. I was referencing the student in the tweet’s photo.

I can’t really tell anything about the lesson from the context of that student response. For all we know, the teacher did present imperialism as something that hurt the imperialized for the benefit of the imperialists. All I can see is a very standard worksheet has been given to students and this particular student felt compelled not to give a direct answer to one of the prompts.
Knew it, but thanks!
 
I want to point out, by the way, that I wasn’t saying that you should learn the other side of the equation. I was referencing the student in the tweet’s photo.

I can’t really tell anything about the lesson from the context of that student response. For all we know, the teacher did present imperialism as something that hurt the imperialized for the benefit of the imperialists. All I can see is a very standard worksheet has been given to students and this particular student felt compelled not to give a direct answer to one of the prompts.

Sure, but even the language used for the prompt is an issue in my mind. It denotes that the concept of imperialism itself has positive (and negative) sides to it. As practiced by humans there is nothing "positive" about imperialism. Sure, a very select few on one side gain enormous benefits, but I do not see that as a positive. Dividing the sheet into Positive/Negative is lazy and automatically presupposes that there must be a positive side.
 
Sure, but even the language used for the prompt is an issue in my mind. It denotes that the concept of imperialism itself has positive (and negative) sides to it. As practiced by humans there is nothing "positive" about imperialism. Sure, a very select few on one side gain enormous benefits, but I do not see that as a positive. Dividing the sheet into Positive/Negative is lazy and automatically presupposes that there must be a positive side.
To be clear… there are positives and negatives to imperialism. Ignoring the fact that positives existed would be lazy. Positives had to exist for the practitioners, otherwise they wouldn’t have done it.

And there’s nothing really wrong with the prompt. Especially if it is a worksheet prepping for the AP Exam. FRQ and SAQ prompts are concisely worded and you could very well see a question asking something like…

“Define imperialism and provide one positive impact and one negative impact of its practice.”
 
To be clear… there are positives and negatives to imperialism. Ignoring the fact that positives existed would be lazy. Positives had to exist for the practitioners, otherwise they wouldn’t have done it.

And there’s nothing really wrong with the prompt. Especially if it is a worksheet prepping for the AP Exam. FRQ and SAQ prompts are concisely worded and you could very well see a question asking something like…

“Define imperialism and provide one positive impact and one negative impact of its practice.”

Sure, if you look at imperialism as a one sided coin there are positives for a minority on one side (like I said). However, if you are looking at imperialism in its totality would you say there are positives regarding the concept of imperialism as practiced?
 
Sure, if you look at imperialism as a one sided coin there are positives for a minority on one side (like I said). However, if you are looking at imperialism in its totality would you say there are positives regarding the concept of imperialism as practiced?
Looking at it in its totality is what requires you to examine the positives and negatives of its practice.

Acknowledging that positives existed does not mean that you agree with them or that they were ethically or morally good.
 
Yeah... it might be good to do it.
We never discussed the positives of fascism in 1933-1945.
It might have made history lessons more interesting and more multi faceted.
So, I agree, not necessarily a bad thing if done properly.
 
An example

“List one positive impact and one negative impact of the suppression of the free press…”

Now, you could be edgy and try to make a point by saying there are no positives to suppressing the free press, or you could just examine what’s being asked and answer the question from 1) the perspective of the one doing the suppression and 2) the perspective of the one being suppressed or of the general public.
 
Heh, she's gonna be real upset when she only gets half marks for answering half the question but she and her sister will get some real twitter cred so not all bad I guess.
 
The German history teacher in short reply thread here nails it… (he goes back and forth with someone a few times here and it explains the “why it is taught this way” very well)

 


She's just ranting, really. Looking at her sister's answers it seems pretty fecking clear that no one was being force fed any kind of content that could be considered indoctrination.
 
She's just ranting, really. Looking at her sister's answers it seems pretty fecking clear that no one was being force fed any kind of content that could be considered indoctrination.
Exactly. Which… happens sometimes.

I got a nasty email recently where a student and parent wanted to rant that I was indoctrinating them because I showed excerpts from the State of the Union address that dealt with the war in Ukraine… in an AP class that deals in political power, political processes, and political conflict. To them I was “simply forcing the students to watch Joe Biden”.
 
This is the equivalent of getting assigned to be pro-creationism in a pro-con debate and having your only argument be "well I don't believe in creationism!". You'd rightly fail the assignment.
 
This is the equivalent of getting assigned to be pro-creationism in a pro-con debate and having your only argument be "well I don't believe in creationism!". You'd rightly fail the assignment.

I'd definitely fail, because it simply isn't possible to find any arguments in favour of creationism. There are more arguments in favour of the tooth fairy than creationism.

I reckon I could find some arguments in favour of imperialism, but using creationism is a very American example. Then again, I guess this is the America thread! It just tickled me.
 
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The balance sheet approach to the understanding and study of imperialism is increasingly frowned upon across third level education over on this (opposite) side of the Atlantic, though it appears the current conservative government in the UK is promoting it in secondary education. Interesting to see its use in the US.