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	<title>Comments for Clio and Me</title>
	
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		<title>Comment on Contemporary Political Rhetoric and Teaching History by Ben Hoffman</title>
		<link>http://feedproxy.google.com/~r/CommentsForClioAndMe/~3/FHQbCCloPt0/</link>
		<dc:creator>Ben Hoffman</dc:creator>
		<pubDate>Wed, 28 Oct 2009 14:19:16 +0000</pubDate>
		<guid isPermaLink="false">http://clioandme.wordpress.com/?p=343#comment-2328</guid>
		<description>Hey Mark! Good to see you here.   :)</description>
		<content:encoded><![CDATA[<p>Hey Mark! Good to see you here.   :)</p>
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		<title>Comment on What Having a Socialist Nazi in the White House Means for the Classroom by Rene Monroe</title>
		<link>http://feedproxy.google.com/~r/CommentsForClioAndMe/~3/DSvuldft38k/</link>
		<dc:creator>Rene Monroe</dc:creator>
		<pubDate>Sun, 06 Sep 2009 16:20:10 +0000</pubDate>
		<guid isPermaLink="false">http://clioandme.wordpress.com/?p=303#comment-2126</guid>
		<description>Very interesting. Especially when it comes to the topic of language. I am in school right now to become an English teacher and I am a fan of classic literature so I can see, not only in my daily life but through what I read, how language has changed and is continuing to change. 

I especially love when you touch on that awful thing, the "s" word. I simply love how that term has become this sort of label that the right slaps on something that they wish to fail. Kind of the way it was thrown on Obama's health care plan. 

I kind of feel that semantics are a very important part of conversation too. How can we, as people, communicate effectively if we do not agree on what the words we are using mean. Like when conservatives say that our country is founded upon Judeo-Christian values simply because some of our founding fathers use "God" every now and then. They fail to realize, or choose to ignore, that our founding fathers were deists which meant that they believed in God but not the church or its theology. 

Anyway, nice blog, I really enjoyed it.</description>
		<content:encoded><![CDATA[<p>Very interesting. Especially when it comes to the topic of language. I am in school right now to become an English teacher and I am a fan of classic literature so I can see, not only in my daily life but through what I read, how language has changed and is continuing to change. </p>
<p>I especially love when you touch on that awful thing, the &#8220;s&#8221; word. I simply love how that term has become this sort of label that the right slaps on something that they wish to fail. Kind of the way it was thrown on Obama&#8217;s health care plan. </p>
<p>I kind of feel that semantics are a very important part of conversation too. How can we, as people, communicate effectively if we do not agree on what the words we are using mean. Like when conservatives say that our country is founded upon Judeo-Christian values simply because some of our founding fathers use &#8220;God&#8221; every now and then. They fail to realize, or choose to ignore, that our founding fathers were deists which meant that they believed in God but not the church or its theology. </p>
<p>Anyway, nice blog, I really enjoyed it.</p>
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		<title>Comment on What Having a Socialist Nazi in the White House Means for the Classroom by Sibel</title>
		<link>http://feedproxy.google.com/~r/CommentsForClioAndMe/~3/-XZr4KYcMnU/</link>
		<dc:creator>Sibel</dc:creator>
		<pubDate>Fri, 04 Sep 2009 17:57:45 +0000</pubDate>
		<guid isPermaLink="false">http://clioandme.wordpress.com/?p=303#comment-2118</guid>
		<description>It is refreshing to see teachers taking their role has mentors seriously and not just as a job with a pay check at the end of the month. But we know that you are a minority.  In our modern days, teenagers are overloaded by the medias, their English are learned not in class rooms but by rappers and texting lingo. Iphone,Video games, music, fashion trends are their instructors.  I feel that social studies teachers have a hard task before them, because since the first genocide, when the world said "never again" to today, it seems that nothing much has changed. The majority of the population still doesn't feel implicated to the issues plaguing the United States, otherwise how can we explain electing G.W.Bush for two terms. How is this going to be explain the the future generation. It seems that the word "socialism" and " weapon of mass destruction"  has the same agenda, fear.</description>
		<content:encoded><![CDATA[<p>It is refreshing to see teachers taking their role has mentors seriously and not just as a job with a pay check at the end of the month. But we know that you are a minority.  In our modern days, teenagers are overloaded by the medias, their English are learned not in class rooms but by rappers and texting lingo. Iphone,Video games, music, fashion trends are their instructors.  I feel that social studies teachers have a hard task before them, because since the first genocide, when the world said &#8220;never again&#8221; to today, it seems that nothing much has changed. The majority of the population still doesn&#8217;t feel implicated to the issues plaguing the United States, otherwise how can we explain electing G.W.Bush for two terms. How is this going to be explain the the future generation. It seems that the word &#8220;socialism&#8221; and &#8221; weapon of mass destruction&#8221;  has the same agenda, fear.</p>
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		<title>Comment on What Having a Socialist Nazi in the White House Means for the Classroom by Ian Thal</title>
		<link>http://feedproxy.google.com/~r/CommentsForClioAndMe/~3/1RxjAI8Ph-8/</link>
		<dc:creator>Ian Thal</dc:creator>
		<pubDate>Sun, 30 Aug 2009 20:29:45 +0000</pubDate>
		<guid isPermaLink="false">http://clioandme.wordpress.com/?p=303#comment-2090</guid>
		<description>What students perceive as politicking in the context of the classroom, especially when they are first being taught to think critically about their everyday assumptions, isn't necessarily politicking, even if the students perceive it as such.

The historian often needs to be on the front lines when ideologues are misrepresenting historical memory for propaganda purposes.</description>
		<content:encoded><![CDATA[<p>What students perceive as politicking in the context of the classroom, especially when they are first being taught to think critically about their everyday assumptions, isn&#8217;t necessarily politicking, even if the students perceive it as such.</p>
<p>The historian often needs to be on the front lines when ideologues are misrepresenting historical memory for propaganda purposes.</p>
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		<title>Comment on What Having a Socialist Nazi in the White House Means for the Classroom by timethief</title>
		<link>http://feedproxy.google.com/~r/CommentsForClioAndMe/~3/EKTHG7wUGLU/</link>
		<dc:creator>timethief</dc:creator>
		<pubDate>Fri, 28 Aug 2009 23:04:50 +0000</pubDate>
		<guid isPermaLink="false">http://clioandme.wordpress.com/?p=303#comment-2083</guid>
		<description>Rise to the challenge and take the chance -- please.</description>
		<content:encoded><![CDATA[<p>Rise to the challenge and take the chance &#8212; please.</p>
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		<title>Comment on Miracle Workers by Taylor Mali by Work « Stoneman’s Corner</title>
		<link>http://feedproxy.google.com/~r/CommentsForClioAndMe/~3/V_WdhULI9fc/</link>
		<dc:creator>Work « Stoneman’s Corner</dc:creator>
		<pubDate>Sun, 09 Aug 2009 15:57:10 +0000</pubDate>
		<guid isPermaLink="false">http://clioandme.wordpress.com/?p=297#comment-2025</guid>
		<description>[...] If this actually amounted to a living income in the DC area, I could be happy. Instead, it just lets me almost get by, sort of, because it is all paid by the course (history) or hour (ESL). Of course, in these economic times, survival is a pretty good achievement too. And I do like what I do. [...]</description>
		<content:encoded><![CDATA[<p>[...] If this actually amounted to a living income in the DC area, I could be happy. Instead, it just lets me almost get by, sort of, because it is all paid by the course (history) or hour (ESL). Of course, in these economic times, survival is a pretty good achievement too. And I do like what I do. [...]</p>
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		<title>Comment on Abusing History in Support of Gun Rights by jan4insight</title>
		<link>http://feedproxy.google.com/~r/CommentsForClioAndMe/~3/PGYYpjATHf8/</link>
		<dc:creator>jan4insight</dc:creator>
		<pubDate>Wed, 13 May 2009 00:34:33 +0000</pubDate>
		<guid isPermaLink="false">http://clioandme.wordpress.com/?p=295#comment-1751</guid>
		<description>Thank you for posting this, Mark. Another area of cultural or intellectual blindness that often coincides with these discussions is the false belief that violent actions are the ONLY way to defend oneself, or attain liberty.

In fact, there are many well-documented accounts of successful, non-violent resistance to oppression. There was much non-violent resistance to the Nazis in WWII. Then we have the shining examples of Gandhi (whose spearheaded a movement leading to India's independence), Martin Luther King, Jr. and the civil rights movement; and the work of Cesar Chavez. More recently, former Soviet Republics such as Poland, Czechoslovakia, and Lithuania, led the way to independence - and the dismantling of the former Soviet Union - largely through non-violent means.

Why aren't these non-violent examples taught with the same  rigor as the endless litany of war that comprises so much history "education"? (that's what I remember from my school days - history as a catalogue of war!) To my mind, it stems from ignorance, failure of the imagination, or just plain refusal to see....</description>
		<content:encoded><![CDATA[<p>Thank you for posting this, Mark. Another area of cultural or intellectual blindness that often coincides with these discussions is the false belief that violent actions are the ONLY way to defend oneself, or attain liberty.</p>
<p>In fact, there are many well-documented accounts of successful, non-violent resistance to oppression. There was much non-violent resistance to the Nazis in WWII. Then we have the shining examples of Gandhi (whose spearheaded a movement leading to India&#8217;s independence), Martin Luther King, Jr. and the civil rights movement; and the work of Cesar Chavez. More recently, former Soviet Republics such as Poland, Czechoslovakia, and Lithuania, led the way to independence &#8211; and the dismantling of the former Soviet Union &#8211; largely through non-violent means.</p>
<p>Why aren&#8217;t these non-violent examples taught with the same  rigor as the endless litany of war that comprises so much history &#8220;education&#8221;? (that&#8217;s what I remember from my school days &#8211; history as a catalogue of war!) To my mind, it stems from ignorance, failure of the imagination, or just plain refusal to see&#8230;.</p>
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		<title>Comment on Abusing History in Support of Gun Rights by Steve</title>
		<link>http://feedproxy.google.com/~r/CommentsForClioAndMe/~3/SVbRLsozrH4/</link>
		<dc:creator>Steve</dc:creator>
		<pubDate>Tue, 12 May 2009 06:03:01 +0000</pubDate>
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		<description>Actually the whole thing is bizarre. 

Assuming that the dissidents in the Soviet Union or Nazi Germany did have firearms, and used them to resist arrest, how long would they have been able to do so?

People who resist arrest using firearms usually die sooner, or have to surrender sooner or later. 

The best chance of avoiding arrest in a totalitarian state is to avoid and evade the police, not confront them, and if possible skip across the border into a free(er) country, assuming that there is one nearby.</description>
		<content:encoded><![CDATA[<p>Actually the whole thing is bizarre. </p>
<p>Assuming that the dissidents in the Soviet Union or Nazi Germany did have firearms, and used them to resist arrest, how long would they have been able to do so?</p>
<p>People who resist arrest using firearms usually die sooner, or have to surrender sooner or later. </p>
<p>The best chance of avoiding arrest in a totalitarian state is to avoid and evade the police, not confront them, and if possible skip across the border into a free(er) country, assuming that there is one nearby.</p>
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		<title>Comment on Whitewashing Soviet History by Ian Thal</title>
		<link>http://feedproxy.google.com/~r/CommentsForClioAndMe/~3/2FDhLJBTQZk/</link>
		<dc:creator>Ian Thal</dc:creator>
		<pubDate>Sat, 02 May 2009 14:24:12 +0000</pubDate>
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		<description>The Russian example is not unique, not even in our era.

The Vatican still refuses unfettered scholarly access to its Nazi era archives. Its publications have spent more time issuing unsubstantiated apologias for Pius XII's record than even praising the work of Catholic clergy who were documented as having acted heroically. 

Right wing political parties in Japan have worked hard prevent acknowledgment of Japanese war crimes in China and Korea.

Though the youngest survivors are well into their 90s, The Turkish government exerts a great deal of energy to silence discussion of the Armenian Genocide, filing criminal charges against Turkish citizens who dare to write and investigate the episode, making military and diplomatic alliances contingent on the word "genocide" not being used, et cetera.</description>
		<content:encoded><![CDATA[<p>The Russian example is not unique, not even in our era.</p>
<p>The Vatican still refuses unfettered scholarly access to its Nazi era archives. Its publications have spent more time issuing unsubstantiated apologias for Pius XII&#8217;s record than even praising the work of Catholic clergy who were documented as having acted heroically. </p>
<p>Right wing political parties in Japan have worked hard prevent acknowledgment of Japanese war crimes in China and Korea.</p>
<p>Though the youngest survivors are well into their 90s, The Turkish government exerts a great deal of energy to silence discussion of the Armenian Genocide, filing criminal charges against Turkish citizens who dare to write and investigate the episode, making military and diplomatic alliances contingent on the word &#8220;genocide&#8221; not being used, et cetera.</p>
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		<title>Comment on History Courses Blog by Scott</title>
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		<dc:creator>Scott</dc:creator>
		<pubDate>Wed, 22 Apr 2009 18:45:40 +0000</pubDate>
		<guid isPermaLink="false">http://clioandme.wordpress.com/?p=285#comment-1661</guid>
		<description>Great idea. I hope more teachers and professors catch on to this type of communication. Students can add the RSS feeds to their phones and get relatively instant updates.</description>
		<content:encoded><![CDATA[<p>Great idea. I hope more teachers and professors catch on to this type of communication. Students can add the RSS feeds to their phones and get relatively instant updates.</p>
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