Ian Hunter, Havana, New Hope, PA, 1 November 2014

Ian Hunter and the Rant Band Havana New Hope, PA 01 Nov 2014
Sound Check
Shots taken before, during, and after the gig.
Shots
Gig





Once Bitten, Twice Shy
Now Is the Time
Now Is The Time

I Wish I Was Your Mother
I Wish I Was Your Mother
http://youtu.be/ZDt8bVzf7jE
I Wish I Was Your Mother
Irene Wilde
All The Way From Memphis
Sweet Jane
http://youtu.be/1JdlkyVI5J0

ATYD






 http://www.comcasttix.com/events/venuepg/east/Havana+New+Hope/Havana+New+Hope/

Strength finder 2.0, Tom Rath

www.strengthsfinder.com to find out what you are good at.

Sharyl Attkisson Hacked by Obama's Regime

Government Hack

Obola

Chicago

NSA Spying, Balloon Over Utah

NSA Spying, Balloon Over Utah http://youtu.be/EsEkmHRbThk

North Carolina Non-citizens Urged to Vote

North Carolina

Muslim Can't Find Islamophobia

Bogus

Rand Dems Enemy Number 1

http://www.thedailybeast.com/articles/2014/08/07/rand-paul-democrats-enemy-1.html

Religious Slaughter

http://pamelageller.com/2014/08/video-religious-minority-member-iraqi-parliament-collapses-tears-calling-upon-world-save-people-jihad-iraqs-religious-minorities-slaughtered-isis-just.html/

Marine Objects to Public School Promotion of Islam, Banned from Campus

MA promotes Islam.

Secret Service Investigates Defecation and Zombies

Secret service

Middletown, DE Democrat Caught Stealing Opponent's Signs

Democrat

10 Catholic Facts Against the CommonCore

http://www.cardinalnewmansociety.org/Portals/0/Mail/Renewal%20Report/pdf%20for%20web%20Final.pdf

How the West Promotes Islamism

Islamism

Most and Least Religious Colleges

http://www.theblaze.com/stories/2014/08/06/the-most-and-least-religious-schools-in-america-according-to-their-student-bodies/

Week 2, Assignment 2: https://courses.edx.org/courses/MITx/11.132x/3T2014/

Does the pitch clearly state the topic to be covered?

What is the ideal society?
And, how would you build it if you had the chance?

The students will be challenged to build their own civilization in the first part of the course using Sid Meier's game, Civilization. In the second part of the course the class will transition to "Reacting to the Past," a role-playing game which recreates the threshold of democracy in Athens in 403 B.C.

Humanities classes focus on learning about cultures but why not provide students with the means to try and build one themselves? What is ideal way to govern? Should leaders control the people? Should the people do anything they want? How do you balance social vs. individual needs? Can your civilization survive? Can it thrive? How will you mediate conflicts within your civilization?

Democracy is one of the options to govern in Civilization and students will experience first-hand its drawbacks and its advantages. They will have to decide if it works or not in practice. As stated by Winston Churchill:

"Many forms of Gov­ern­ment have been tried, and will be tried in this world of sin and woe. No one pre­tends that democ­racy is per­fect or all-wise. Indeed it has been said that democ­racy is the worst form of Gov­ern­ment except for all those other forms that have been tried from time to time."
(House of Com­mons, 11 Novem­ber 1947, http://richardlangworth.com/worst-form-of-government)

The challenge for students is to understand how democracy actually works out in practice. The game will allow them to consider the topic of governing a population and teaching civilization and democracy so that students understand history and the need to balance individual vs. social needs.

Does the pitch describe the setting and/or who the learners are?

The setting is a for-profit University where learners are working adults in night classes. The challenge is to use technology in an engaging way for students who do not need abstract ideas but need to see the practical challenges of building a civilization, testing whether democracy is the best form of government, and how to reconcile competing needs and priorities. It is important in that it cuts to the heart of issues besetting the American Republic today.

How well does the pitch explain why this area is challenging? How strong is the evidence provided?

This is a challenging area since students are working all day, have families, and many other adult responsibilities. It is difficult to convey the humanities material without directly involving them and providing a vehicle for them to learn. Many of our students have attended college previously and it did not work for them. Nonetheless, the mission of the University is to make high quality post-secondary education accessible to adults of diverse backgrounds and is organized around three primary goals: Educational Access, Academic Quality, and Student Success. In our University, we have to be conscious of how traditional androgyny does not always motivate our first-generation college students. Also, we also have a certain percentage of active duty military students or retired military who would find the gaming aspect, and the role-playing course work more involving. The curriculum must be innovative, relevant, and engaging for students. The University is investing in enhancing teaching and learning with technology. New technologies are integrated to enhance student learning, student engagement, and relevancy to the workplace.

What other insights, if any, can you provide that would help your classmate refine or develop their focus?

I will provide a brief description of how I plan to address the learning challenge. As I understand it, that is the next step of the process. Classes meet for four hours in the evening between 6 - 10 pm. Most of the students have put in a full day of work already before attending class and have numerous other adult responsibilities. Thus, the classes need to be dynamic, and engaging. I can schedule classes in a computer Lab thus the proposal is realistic and should work well on campus.

As described, my pitch has included a brief, concrete description of a situation in which learning is challenging for a number of reasons: full-time working adults, active military, or ex-military adjusting to civilian life, coupled with lengthy 4-hour session classes which can be held in a computer lab. The nature of the content is difficult enough in traditional short session classes, and often students do not obtain actual experience in building a civilization but they just read about it. In my case, I have taught in a wide variety of settings, K-12, traditional college age students, weekend college students, and at my present position which leads me to conclude that this project will go over well.

Relevant Academic literature, news articles, etc., will be listed

COURSE DESCRIPTION/PRINCIPAL TOPICS
This course introduces students to the idea of civilization from its origins in the late Bronze Age to the Renaissance with special focus on Athenian democracy. The course will be introduced with Civilization, a gaming accessory to illustrate the issues of balancing governance, social demands, defense, and a myriad of issues brought on with organizing a society. Thereafter, the class will transition to “Reacting to the Past,” a role-­playing game to enable students to relive important intellectual debates in a specific historical moment. With The Threshold of Democracy: Athens in 403 B.C., students will draw on Plato’s Republic as well as on excerpts from Thucydides’ History of the Peloponnesian War, and other contemporary sources to debate the Reconciliation Agreement between Athens and Sparta after nearly three decades of war (431-­404 BC). Topics may include: Homeric poetry; Greek religion; from Dark Age to city-­state, 900-­600 B.C.; Herodotus and the Persian Wars (490–479 B.C.); Freedom and imperialism: the Athenian Empire; Athenian democracy and society; Attic drama; Thucydides and the Peloponnesian War (431–404 B.C.); Radical ideas and radical reactions; Socrates and Plato. By examining democracy at its threshold, the game provides the perspective to consider its subsequent evolution.

STUDENT LEARNING OUTCOMES
Students will:
1. Explain how key social, cultural, and artistic contributions contribute to historical changes.
2. Explain the importance of situating a society’s cultural and artistic expressions within a historical context.
3. Identify major historical developments in world cultures during the eras of antiquity to the Renaissance.
4. Identify and describe key artistic styles in the visual arts of world cultures during the eras of antiquity to the Renaissance.
5. Identify and describe key literary works, styles, and writers from world cultures during the eras of antiquity to the Renaissance.
6. Explore the presence of cultural parallels between the world’s cultures.
7. Examine the influences of intellectual, religious, political, and socio-economic forces on social, cultural, and artistic expressions.
8. Use technology and information resources to research issues in the study of world cultures.
9. Write clearly and concisely about world cultures using proper writing mechanics.
10.  Demonstrate their knowledge of basic literary, philosophical, social, and cultural developments that affect the interpretation of texts, artifacts, and historical events.
11. Develop strategies on how to read and/or interpret literary texts and artifacts from the ancient world, such as art objects, material remains, monuments, inscriptions, and so on.
12. Appraise information in primary sources so as to appreciate the values of the ancient Greek culture.
13. Distinguish the different theoretical approaches in evaluating primary sources from the ancient Greek world.
14. Create and Role - play a character based on primary sources, representing key positions, as outlined in the Student Reader.
15. Engage in debate through improvisation and composition of consistent, historically accurate and carefully argued speeches.

Master List assignment

Civilization is a game created in the 1990s by Sid Meier. There is an article on Wikipedia but fans have created sites as well.

Assignment 2.2: The Problem Pitch

INTRODUCTION

This assignment is the first in a series that will result in your course-long project. At the end of the course you’ll have a “product pitch” for a well-designed and pedagogically-sound educational technology. The first step, what you’ll do in this assignment, is to identify the problem you would like your project to address. From there, you’ll go about incorporating all the elements of a good learning tool, resulting in your final pitch.

WHAT TO DO

To start, identify a learning challenge - something that’s hard to teach or hard to learn, and which might benefit from additional resources and alternate approaches. You should have some experience or source that can back up your assertion that there is a need there. In ed tech, we always try to start with the problem and figure out what technology or design would best address the need.
For example, you might choose high school biology if you have been reading about the lack of students interested in STEM careers. Or even better, you might get more specific and choose the topic of DNA replication if you have a teacher friend who has told you about where and how students struggle with those concepts.

Next, craft it into a “problem pitch”  which describes the topic and setting, who the learners are, why it’s so challenging, and why it’s important. The pitch should include a brief, concrete description of a situation in which learning is challenging for any number of reasons. Articulate the reasons as best you can. Is it hard because of the nature of the content, the context in which it’s taught, or common misconceptions? Add credibility by grounding your assertions in some evidence, which could include personal experience, observations of your own learning, your classroom, relevant academic literature, news articles, etc.

Your pitch is focused on the initial idea and by nature probably doesn’t have any fancy visuals. So this assignment will most likely consist of less than a page of text, perhaps with a few links to support your points.

FEEDBACK CRITERIA

Although there is no need for a formal rubric in this assignment, these are the areas you should evaluate and respond to for each problem pitch you review:

• Does the pitch clearly state the topic to be covered?
• Does the pitch describe the setting and/or who the learners are?
• How well does the pitch explain why this area is challenging? How strong is the evidence provided?
• What other insights, if any, can you provide that would help your classmate refine or develop their focus?

Please note that for this assignment, there may or may not be a description of how the designer plans to address the learning challenge. That is the next step of the process so if it’s mentioned here that’s fine, but if not that’s fine too as next week’s assignment will move on to that step.

DUE DATE

Technically the only due date is to submit this assignment by the end of the course. However, to get the benefit of peer feedback, we stronly suggest you submit it by the end of Week 2: October 28th. After that time the majority of course participants will be moving on to Week 3 work and won't be focused on this specific topic.

DELIVERY FORMAT

In week 1 you turned in your assignment through the Peer Review tool. This week you will still get feedback from your peers, but in a less formal way. Each of you will post your pitch to the forums where it will hopefully generate some discussion. Once you post your pitch, please read through at least 3 other students’ pitches and comment on them. This way if people are drawn to topics they have experience with, the person writing the pitch can benefit from that expertise and use their classmates as a resource as they develop their idea.


What is Learning?

Activity Break: Learn to Juggle

Testing Security Around Cameron

Revere, MA Public School Converts Kids to Islam

Public school promotes Islam.

DHS Report States Terrorists Roam USA

Report

Liberty Kids Shake Up Republican Party

http://news.yahoo.com/liberty-kids-shake-l-republican-party-look-other-181234386.html

Government Bugged, Planted Documents on Reporter

Bugged

Americans Get $2 Trillion in Goodies for 2013

http://www.cnsnews.com/news/article/ali-meyer/americans-got-2-trillion-benefits-federal-government-2013

Atkinson Tells Us What We Already Know: Enemedia Lies

Enemedia

Peace and Liberty Plurality

http://www.forbes.com/sites/lawrencehunter/2012/11/12/the-grand-old-republican-party-is-over/

Cambridge, MA, Center of Islamism

Cambridge

Non-Citizens Throw November Election

Voter fraud

God's Not Dead | Teaser Trailer

http://youtu.be/90PWFEeRApA

Islamist Attacks NYPD with Hatchet

Hatchet

Cell phone vid

The Power of Love

http://www.etv-hellas.net/videos/2014-03-05.html

Islamist Meets 72 Virgins in Canadian Parliament

Sergeant-are-Arms 1, Islamist, 0.

Islamist Plot Unfolds

Meeting

Islamicizing Schools

The Islamic takeover plot of British schools has been long in the planning and the process. Here in America, Islamic supremacist groups are working towards the very same end. I am the founder of the first Muslim school in London in 1981, called London School of Islamics Trust. I am now the consultant of this Trust. I have been campaigning for state funded Muslim schools for the last 45 years.Now there are 188 Muslim schools and only 18 are state funded. I would like to see each and every Muslim child in a Muslim school. I hope one day my dream would come true. This is the Muslim plan for the UK and beyond. Muslim children not only need halal meat or Eid Holidays but they need state funded Muslim schools with Muslim teachers as role models during their development period also. There is no place for a non-Muslim child or a teacher in a Muslim school. Legally, the state has an obligation to respect the rights of parents to ensure that ‘education and teaching(of their children) is in conformity with their own religious and philosophical convictions.’ The schools must satisfy the spiritual, moral, social, and cultural needs of Muslim pupils. State schools with non-Muslim monolingual teachers are not in a position to satisfy their needs. A good school is not just a knowledge factory or a conveyor belt for churning out exam passes – it is a community, a family. A community is held together by common values and principles. Indiscipline, incivility, binge drinking, drug addiction, gun and knife crimes, teenage pregnancies and abortion are part and parcel of British schooling. These are the reasons why majority of Muslim parents would like to send their children to Muslim schools with Muslim teachers as role models during their developmental periods. Only less than 5% attend Muslim schools and more than 95% keep on attending state and church schools to be mis-educated and de-educated by non-Muslim monolingual teachers. There are more Methodist schools than Muslim schools in England and 33% of English state schools are Christian. There’s been a big kerfuffle over a supposed Muslim influence on six schools in Birmingham, with outlets like the BBC and Telegraph alleging a “Trojan horse” takeover by Muslim parents. But whether you agree with religion in schools or not, the faith that is most clearly represented in Britain’s education system is Christianity. There are more Methodist schools (26 or 0.13%) than Muslim schools in England. Out of the total number of state-funded schools (primary and secondary) in England this is what percentage were Muslim in 2012. Some 0.06% or 12 schools are Muslim faith schools. Out of all UK state-funded schools, 33.61% or 6751 schools are Christian. School segregation: 12% of state schools are split into boys and girls. Charges against the six schools in Birmingham include not teaching the curriculum, inviting radical speakers to talk to the children and gender segregating classrooms – to the detriment of girls. A small, but significant number of traditional British schools are split by gender too. British schooling and the British society is the home of institutional racism. The result is that Muslim children are unable to develop self-confidence and self-esteem, therefore, majority of them leaves schools with low grades. Racism is deeply rooted in British society. British schools are not doing enough to tackle racism and promote race relations. Many teachers are unaware of racist attitudes amongst pupils. Schools have a responsibility not only to deal with racist incidents but also to prepare pupils for life in a multicultural and multiracial society. At least one racist incident is reported daily in Bolton schools, according to stats obtained from Bolton Council by Manchurian Matters. Bolton Council of Mosques Manager, Ibrahim Kala, said the data is only the “tip of the iceberg” and that Islamophobia makes up a large portion of the reported incidents. Stats obtained through the Freedom of Information request show 2,397 cases of racism in Bolton schools in the years from 2004 to 2013, meaning on average there are 1.26 racist incidents occur daily – and these are only the ones being reported. There are hundreds of state and church schools where Muslim children are in majority. In my opinion, all such schools may be opted out as Muslim Academies. There is no place for a non-Muslim child or a teacher in a Muslim school. Speaking English does not promote integration into British, American and Australian societies, and broaden opportunities. English speaking Muslim youths are angry, frustrated and extremist, thanks to state schools with monolingual non-Muslim teachers and English language. English language is not only a lingua franca but also lingua frankensteinia. Human right are also covers linguistic right. Cultural and linguistic genocide are very common. British schooling is murdering community languages like Arabic, Urdu and others. English is today the world killer language. Linguistic genocide is a crime against humanity and British schooling is guilty of committing this crime. Language is not just a language. It defines one’s culture, identity and consciousness. It defines how we think, communicate and express ourselves. The fact is the most South Asian Muslims have come to know Islam by way of Urdu, the children’s alienation from the language that connects them the heritage of their parents and grandparents is disturbing. As a matter of fact, one has to get to know his mother tongue well if one is to master any other language. I regard Muslim schools not just Faith schools but more or less bilingual schools. I set up the first Muslim school in Forest Gate London in 1981. Special attention was given to Standard English, Arabic and Urdu languages along with National Curriculum. The teaching of Standard English will help them to follow the National Curriculum and go for higher studies and research to serve humanity. A Muslim is a citizen of this tiny global village, he/she does not want to become notoriously monolingual Brit. The sound knowledge of one’s owns language would appear to help – not hinder the acquisition of a second language and bilingual children may even have cognitive advantages and that the ability to speak more than one language is going to be increasingly important for the world of the future. Therefore, Muslim children and young Muslims have potentially a major educational advantage, although sadly this is not being developed well at present. British policy makers now recognise bilingualism as an educational asset rather than a problem. Education plays a central role in the transmission of languages from one generation to the next. The teaching of mother tongues is essential in terms of culture and identity. Arabic is a religious language for the Muslims but for Pakistanis, Urdu is also essential for culture and identity. Blind Muslim children in Bradford are learning to read Arabic and Urdu Braille, by a blind teacher who travelled from Pakistan. Now blind Muslim children are not going to miss out on culture, religion, language and the social aspects and integration into their own community and identity. As a British Asian myself, and a Muslim, I am deeply proud of my heritage and language. At home i speak my own languages, Punjabi and Urdu. When out and about with family, i speak in Urdu etc. I will speak in whatever language I like. Nobody, absolutely nobody will tell us what language to speak. Obviously I appreciate everyone living here should ve able to speak a bit of English. But its not a must, especially for elders. After all, look at how many Brits move to other nations yet refuse to learn the languages? No, they expect others to learn or speak English, and the Brits just don’t wanna integrate. If u Brits don’t do it when u move to other nations, don’t expect or demand other others, Asians, Africans etc to have to learn English to fit in. Me, I’m Asian, I’m proud of my languages and if it riles others when they cant understand our conversations, well get over it. There is no such thing as multiculturalism, it’s a phallusy, a twisted idealism of the truth, multiculturalism refers to the mixing and integration of different races and beliefs but they don’t integrate, they purposefully segregate themselves to continue their own way of life, I don’t call that ‘integration’. Iftikhar Ahmad London School of Islamics Trust http://www.londonschoolofislamics.org.uk

CA Government Orders Churches to Kill Babies

Government issues orders to kill.

Assignment 1: Draft

1957 The Joys of 8mm Home Movies

1970s anti-communist film

Assignment 1, Design and Development of Educational Technology, Iconoclast1967

Assignment 1

http://youtu.be/fitTn23tFTU

Iconoclast1967

Rubrics

 Very knowledgeable about chosen current technology and provided an insightful and in-depth analysis.
 Very knowledgeable about chosen earlier technology and provided an insightful and in-depth analysis.
 Thoroughly described the differences and similarities between the two technologies and used each to highlight aspects of the other.
Utilized multimedia and technology in a creative and inspiring but also relevant presentation format.

My goal is to express myself knowledgeably about current technology in order to provide an insightful and in-depth analysis of both current technology, and older technology. In terms of the older technology I want to consider 8mm films and in so far as the new technology is concerned, a website: iCivics. The civics game has as its goal to provide a fun and educational experience for the next generation of citizens. They want to demonstrate that participation is important and they promote the ideas of democracy. Although the age range is essentially K-12 they do seem to overlook some of the intricacies and complexities of the actual government. For example, the three branches of government are not precisely three equal branches currently. I would have preferred that they demonstrated the concept of the Imperial presidency and how the two other branches, the legislative and the judicial, have been superseded.

The student has some choice however and can move through various aspects of the site at their own pace and by choice. The site does seem to favor the view that participatory democracy is the ideal political state. Not surprisingly, it has been endorsed to promote Common Core principles as funded by Bill Gates. The site states:. "Overview:The Next Generation Learning Challenges (NGLC) initiative, provided grants to 19 organizations for implementing proven and emerging technology-enabled instructional and assessment materials to improve students’ mastery of Common Core-aligned content for grades 7 through 9." In addition, the "Bill & Melinda Gates Foundation contracted with the nonprofit research institute SRI International for an independent evaluation of the NGLC Wave II grants." Along these lines, one other site examined, the Khan Academy, also complies with the politics of Common Core: "We're working hard to ensure our math content rigorously and comprehensively covers the Common Core Standards, a set of math standards that most of the states in the U.S. have adopted." In short the iCivics site is a very engaging site in that the design is clean and clear and indeed bright colors and interesting graphics are sprinkled throughout. The student will learn because not only are they memorizing facts and reading they are actually experiencing the dynamic process of democracy. They state their intention clearly enough: "democratic action," which is code for progressive politics.

What do you think are some of this technology’s goals?
The goal of the technology is to allow the student to manipulate the data in such a way that they actually understand the promoters of the living Constitution and the progressive ideals advocated by the organizers. In the exercise to Know Your Rights clients come in to interact with the lawyer who may or may not have the expertise needed and then go to trial: it's an interesting approach.

What does the user “do” when s/he uses the technology?
The student may choose four main exercises in which they have to interact and think through the issues within that module. It means they have to think while making decisions based on their understanding of the Constitution.

Does the technology direct the learner toward a specific goal or is it more open-ended?
The learner is directed towards participatory, direct action progressive politics. It is similar to the Greek notion of direct democracy, as the Founders had written a Constitution to head off such a direction.

How does it seek to engage and/or motivate the learner?
The learner is engaged and motivated by moving through various modules. The student is given a semblance of choice in that they could move from preselected silos and categories of thinking.

How might the learner learn from it?
The learner might see themselves as oppressed (Pablo Freire) and the learner may raise their consciousness. The designers of the site seemed to intend that the learner understand that activism is the route to pursue.

Who was/is its intended primary audience?

The audience of the older technology was school-age in high school kids. I will anticipate part three by contrasting it with the newer technology.

The intended primary audience of young people are those without a knowledge about American history and a constitutional background. There is no discussion of America as a Republic, or a description of the Res Publica.
What were/are its goals?

The older technology had as its goal to stimulate thought and to encourage conversation and discussion

The new technology goals are to be engaging and relevant while acquainting a student with the living Constitution as one that can be interpreted and expanded upon.

Based on your personal experiences with it, did the technology meet its goals? Why or why not?
Yes, the older technology met its goals because it is very memorable even after several decades.

Yes, the new technology meets its goals in that it is well-designed, attractively arranged, and well laid out to involve a younger, impressionable student to enjoy.

Did it have other potentially unintentional effects (either positive or negative)?

The older technology had unintentional effects in that it was bombastic and it turned some students off.

Insofar as the new technology is concerned the following is one of the more intriguing passages in the game. The game actually shows you how to violate the Constitution of the United States of America. It is an unabashed appeal to the unbridled use of tyrannical power. The site states:
"Do you like running things? Branches of Power allows you to do something that no one else can: control all three branches of government! You'll have the power to write any laws you want about issues you choose. Careful, though, there's a lot to juggle when you're playing all three branches. Good luck!"

There is no instructive background to explain a figure like George Washington for example who actually refused the title of Excellency. It appears to take the history out of its context and with no readings or learning objectives that have to do with the times and the culture of the day it is difficult to really grasp why the Founders wrote the document that they did.
Are their approaches similar or divergent?
The approach of the older technology is to provoke thought and enjoyment because films in the old days were technologically challenged but very exciting for the day and age. At this time the newer technology is striving to keep up with the better produced more highly commercial products that students have access to already.

Pick one aspect of the experience across both technologies and contrast them.
One aspect of the experience across both technologies can be contrasted since the older technology, although not technologically sound, provoked a great deal of excitement and expectation among students. The newer technology by contrast does not enlighten and inform. It appears to titilate but not engender fun and the joy of learning and reading seems missing.

How do they compare? Did you find one more engaging? More thought-provoking? More memorable? More playful or structured? More motivating?
They compare in the sense that both want education to be fun. The older technology involved us because it was something very different and out of the ordinary. The newer technology is something that kids experience every day because they've grown up with and have been surrounded by technology. There's no question that the newer technology is more engaging in that the older technology was a more passive medium. We were excited by it since we really had to socialize and discuss the content to make sense of it. But considering the question of which is more thought-provoking I think you can still make a case for the older technology. I have retained the memories of Mr. Deeds and those history classes over several decades but I doubt if students today will remember technology in the same way after several decades. The older technology is more memorable because it really stood out in a day when there was much less technology. It was really something out of the ordinary. I think the newer technology is both more playful and more structured and does not allow for the freedom of thought as the older technology did. You also do not interact and socialize in the new technology. In the older technology there are no limitations of thought. You were free to think of the material as you saw fit including as I suggested in my video presentation. Some students simply laughed at how ridiculous the propaganda was. The newer technology is more structured in that there are silos of thought confining the student to certain pathways to learn. In the case of motivation they probably are just about equal in that the older technology allowed students to think what they wanted. The newer technology motivates students to be activists.

Why do you think this is the case for you? Is it likely the case for other users as well?

I see the technology as I do more simply because of the culture of the time and my age. The country is much different and therefore what is most likely be the case is that other users will have a very different experience.

What other differences or similarities struck you about these tools?

I found the older technology more engaging in that it is open-ended. Contrast the more narrowly focused iCivics site. The student has only one of four areas: Lawcraft, Election Resources, One Big Party?, or Citizen Me. What if the student had other ideas about civics? There are only four choices to pick from. If you pick Lawcraft for example, you can only be a Democratic or a Republican. Thus, you only have two choices. The student may pick from numerous characteristics to advocate within the confines of those two parties. The provided definition of liberty is misleading. In politics, liberty is freedom from government coercion; however, in the game, it is defined as "people have the freedom to do things that they want to do." Generosity is defined that "the government is providing large benefits or services to citizens." Can non-government NGOs be generous? Perhaps institutions such as churches, synagogues, or non-profits are providing benefits or services too. The difference, not mentioned in the game, is that government is collecting taxes first. The NGOs are simply generous. 

Common Core References

Lawcraft and the Annenberg Foundation

To be posted:
March 28, 2015
Liberty Beats Common Core
https://blogsmithconsulting.blogspot.com/b/post-preview?token=xBPhNUkBAAA.90JQYy3n40_pLZzMVQvqMA.z9qg37U9oJCeIFdKJU0J6Q&postId=889523697381562301&type=POST

March 24, 2015
Rare to Common Core: College Degree Over 40 Years

January 29, 2015
How to Make Math Hard: Common Core
Harder Math Harder Subtraction

December 31, 2014
Conform Common Core

December 22, 2014
Governor Jindal Sues Feds Over Common Core

November 30, 2014
Common Core History Nonsense
Enochs High School principal Deb Rowe in charge in California, social studies teacher Janeen Zambo read from a breakup note to the students ab Nonsense

October 29, 2014
10 Catholic Facts Against the CommonCore
http://www.cardinalnewmansociety.org/Portals/0/Mail/Renewal%20Report/pdf%20for%20web%20Final.pdf

Media Fawned Over Common Core
http://blogsmithconsulting.blogspot.com/2014/10/media-fawned-over-common-core.html#axzz3GoFkxdc0

Common Core Promotes Islam
American Common Core Pro-Islamist
Read more: http://blogsmithconsulting.blogspot.com/2014/10/common-core-promotes-islam.html#ixzz3GoG5thci

Common Core Toxic
http://www.theblaze.com/stories/2014/07/04/public-school-teacher-has-some-harsh-words-for-common-core-and-the-toxic-culture-of-education/

PA Against Common Core
http://blogsmithconsulting.blogspot.com/2014/08/common-core.html#axzz3GoFkxdc0

Iowa Ditches Common Core
http://blogsmithconsulting.blogspot.com/2014/08/iowa-ditches-common-core.html#axzz3GoFkxdc0

Catholics Battle Church Officials Against Common Core
http://www.theblaze.com/stories/2014/06/18/catholic-parents-clash-over-common-core/

10 Reasons to Oppose Common Core
http://youtu.be/na-JmnHdlZw

Common Core Data Collection of Every Child
http://www.breitbart.com/Big-Government/2014/05/22/Study-New-Technology-Development-Pushed-By-Feds-Allows-For-Data-Collection-on-Every-Child
Read more: http://blogsmithconsulting.blogspot.com/2014/05/common-core-data-collection-of-every.html#ixzz3GoHHhbNk

Common Core Motivator: White Privilege
http://newsbusters.org/blogs/tom-blumer/2014/05/21/teacher-involved-common-core-development-my-white-privilege-motivated-me http://www.theblaze.com/stories/2014/05/22/listen-to-the-audiences-reaction-when-teacher-reveals-why-he-helped-write-common-core/

Common Core Government Propaganda
https://mobile.twitter.com/ColetteMoran/status/395967716382629889/photo/1

Feds Threaten Indiana Over Common Core
http://www.theblaze.com/stories/2014/05/07/federal-govt-issues-warning-to-state-that-wants-to-opt-out-of-common-core/

Comedian Comes Out Against Common Core, Standardized Testing – See If You Can Get the Answers to His Kids’ Homework
http://www.theblaze.com/stories/2014/04/28/when-the-famous-comedian-who-once-said-i-really-love-barack-obama-says-this-about-common-core-it-makes-news/
Read more: http://blogsmithconsulting.blogspot.com/2014/04/comedian-comes-out-against-common-core.html#ixzz3GoHnA0a6

Another Common Core Progaganda Site
opened.io

Common Core Opponent Suspended
http://blogsmithconsulting.blogspot.com/2014/04/common-core-opponent-suspended-for.html#axzz3GoFkxdc0

Teacher Tearfully Describes Bullying and Intimidation She Suffered for Opposing Common Core
Speaking before the Missouri Senate Education Committee, Susan Kimball said she has been “strongly discouraged from saying anything negative about Common Core by my administration and some school board members.”
Read more: http://blogsmithconsulting.blogspot.com/2014/04/teacher-tearfully-describes-bullying.html#ixzz3GoIpTjSx
http://blogsmithconsulting.blogspot.com/2014/04/teacher-tearfully-describes-bullying.html#axzz3GoFkxdc0

SAT Dumbing Down for Common Core: Gov't to Put Companies Out of Business
SAT test prep companies out of business and aligning the test to the Common Core Read more: http://www.politico.com/story/2014/03/sat-test-prep-makeover-104291.html#ixzz2v81LnhTc
Read more: http://blogsmithconsulting.blogspot.com/2014/03/sat-dumbing-down-for-common-core-govt.html#ixzz3GoIxbi2K

Common Core Principal Against Common Core
http://nepc.colorado.edu/author/burris-c-c

Click the "play" arrow for the Common Common Core audio report
Common Core audio report http://www.grassrootsaction.com/201105/offer.asp?Ref_ID=25183&p=1&CID=201107&RID=41539123 See more at: http://www.grassrootsaction.com/201105/offer.asp?Ref_ID=25183&p=1&CID=201107&RID=41539123#sthash.v8WrYqgf.dpuf
Read more: http://blogsmithconsulting.blogspot.com/2014/03/click-play-arrow-for-common-common-core.html#ixzz3GoJBcZLj

Common Core, Wrong
http://blogsmithconsulting.blogspot.com/2014/02/common-core-wrong.html#axzz3GoFkxdc0

Panelist at Podesta Think Tank on Common Core: 'The Children Belong to All of Us' - See more at: http://cnsnews.com/news/article/penny-starr/panelist-podesta-think-tank-common-core-children-belong-all-us#sthash.g7hUMfGo.dpuf
Read more: http://blogsmithconsulting.blogspot.com/2014/02/panelist-at-podesta-think-tank-on.html#ixzz3GoJRWMxV

Catholic is Our Core, Not Common
Catholic Schools Standards Project known as the Common Core Catholic Identity Initiative (CCCII)
http://www.cardinalnewmansociety.org/CatholicIsOurCore/CatholicIdentityConcerns.aspx
http://ohioansagainstcommoncore.com/2013/08/catholic-school-parents-your-revolt-is-way-overdue/
http://www.ncregister.com/daily-news/common-core-commotion-is-new-curriculum-catholic-school-friendly/
http://www.cccii-online.org/images/Resources/CCCII_Project_Overview_Ozar_June_2012.pdf
http://www.catholicschoolstandards.org/
http://www.cccii-online.org/images/Resources/Guidelines/CCCII-Guidelines-01-15.pdf
http://www.ncea.org/events/common-core-catholic-identity-initiative-conference
Read more: http://blogsmithconsulting.blogspot.com/2014/02/catholic-is-our-core-not-common.html#ixzz3GoJXPfty

FreedomWorks Common Core Course
Course: Activist Involvement: Common Core
Read more: http://blogsmithconsulting.blogspot.com/2014/01/freedomworks-common-core-course.html#ixzz3GoJdQir9

Fed-Up Mother Tackles Common Core in Viral Video: ‘Parents Have No Voice’
Karen Lamoreaux, an Arkansas parent who appeared in a viral video tackling some of the issues associated with the Common Core, appeared on the Glenn Beck Program Wednesday to discuss the “dumbing down of American kids.”
Read more: http://blogsmithconsulting.blogspot.com/2014/01/fed-up-mother-tackles-common-core-in.html#ixzz3GoJkWDGl

Part 1: Current Technology

Peer 1

Excellent analysis

Peer 2

Wait, was a new technology described?

Part 2: Earlier Technology

Peer 1

Movies were mentioned but not described. How were they used in the classroom? I liked the part where you talked about your personal connection to classroom movies.

Part 3: Comparative Analysis

Peer 1

It was a well written and in depth analysis between the two technologies.

Peer 2

If this was in there, I didn't see it. But then, maybe I totally missed the earlier tech?

Presentation & Communication

Peer 1

It was fun and flashy to do a movie. I expected to be really engaged, so you had that going for you. However, the message was lost, especially at the end. I wasn't even sure if you were trying to slip in some messages against some world ideologies.

I enjoyed reading your Then and Now submission.

Obama Record: 11 and a Half Million Left the Work Force

http://www.cnsnews.com/news/article/ali-meyer/11472000-americans-have-left-workforce-obama-took-office

Ian Hunter, MADAM X' GODZILLA INTERVIEW

Interview

Maricopa County AZ, Ballot Stuffing

Surveillance video

Ballot stuffing

Obama Weakens Military

http://p.washingtontimes.com/news/2014/jul/31/obama-military-strategy-too-weak-future-security-p/

Media Fawned Over Common Core

http://www.theblaze.com/stories/2014/07/30/educator-the-media-just-collapsed-and-failed-to-ask-basic-questions-about-common-core/

Clinton Admits He Could Have Snuffed Bin Laden

http://www.theblaze.com/stories/2014/07/31/new-audio-emerges-of-bill-clinton-admitting-i-could-have-killed-osama-bin-laden-but-its-the-date-of-the-recording-that-is-so-surreal/

Pope Francis Speech at the Conclusion of the Synod

Pope

Ian Hunter, Nalen, Stockholm, Sweden

(I'm the) Teacher, Words (Big Mouth)

Wash Away

When I'm President

Bastard

I Wish I Was Your Mother

23A Swan Hill

Roll Away The Stone

High School Nooses

High school shenanigans

Carver Vocational Technical High School Demonstrates Why Public Schools Need More Funding

Children are our future.

Ian Hunter, Falkhallen, Falkenberg, Sweden

Once Bitten, Twice Shy

Something To Believe In

I Wish I Was Your Mother

Boy

Standing In My Light

All The Way From Memphis

Jack Welch on his Executive MBA

Jack

Obama Promoting Islamists for the Military and the Pentagon

http://www.israelislamandendtimes.com/obama-admin-tracking-muslim-candidates-military-pentagon-positions/

Houston Mosque Islamic State Supporter

Islamic Houston

Ian Hunter, Kulturbolaget Malmo, Malmo, Sweden

Once Bitten, Twice Shy

Once Bitten, Twice Shy

Once Bitten, Twice Shy

Bastard

Irene Wilde

All The Way From Memphis

All The Way From Memphis

Ta Shunka Witco and Sweet Jane

Sweet Jane

23A Swan Hill/Life/All The Young Dudes/(Miss) Siver Dime/ATYD/Goodnight Irene

Islamists Shutting Down London Tunnels

http://youtu.be/Od0U1ve_odY

A Capella Johnny Cash's Ring of Fire

http://www.theblaze.com/stories/2014/07/28/the-absolutely-fantastic-a-capella-cover-of-johnny-cashs-hit-song-ring-of-fire-that-you-have-to-hear-goosebumps/

Ian Hunter Slammed on No Name Classic Metal Show

Slam

Sam Harris, Islam is the Mother Lode of Bad Ideas

Sam Harris

Southern Oregon University Students Take Back Their Campus

Take back the country.

Another American Killed by Saudi

Killed

The Israel Test

http://www.theblaze.com/blog/2014/07/29/the-single-defining-civilizational-test-that-millions-are-failing-all-over-the-world/

Jews Attacked in Crown Heights, Brooklyn

Attack

Federal Government Failure to Protect

Federal failure

Contempt Holder vs. Citizen

Citizen

Massive Government Bubble, Peter Thiel

History of the Black Flags of Jihad

Jihadi Black Flag

Muslim Manhattan: Genital Mutilation, Rape

Manhattan

Obama's Traiterous Trade Report Not Released

Traitor

Islamist Manual of Mayhem: Infiltrate Western Institutions

Islamism

Online Education Research

http://newsoffice.mit.edu/2014/what-69-million-clicks-tell-us-about-how-fix-online-education

Ian Hunter, Storen kulturhus, Singsas, Norway

Sweet Jane

Surveillance Hinders Free Speech

http://online.wsj.com/articles/surveillance-programs-hinder-journalists-lawyers-report-finds-1406554492

Put Down the Phone

https://www.facebook.com/photo.php?v=1463663330539523&set=vb.1444293462476510&type=2&theater