Blog Smith

Blog Smith is inspired by the myth of Hephaestus in the creation of blacksmith-like, forged materials: ideas. This blog analyzes topics that interest me: IT, politics, technology, history, education, music, and the history of religions.

Monday, September 27, 2021

Day 5 The Death of Liberalism


Prompt Question for Next Lesson:

·         In the latter 1960s, what separation took place between the American civil rights movement and black power?

Day 5

Objectives:

·         SWBAT explain the split between the civil rights movement of the early 1960s and the radical black activist faction of the late 1960s. 

Sources/Handouts that will be used for discussion/evaluation for this lesson:

·         Source #17 (“Black Power,” Stokely Carmichael, Student Nonviolent Coordinating Committee [SNCC]),
·         Source #18 (“Say It Loud, I’m Black and I’m Proud,” James Brown)
·         Source #19 (Excerpted from "I Don't Want Nobody to Give Me Nothing [Open Up the Door, I'll Get It Myself], James Brown)"; “America Is My Home,” James Brown)"

Review/Key Question (s):

·         What had happened to the African-American community according to David Burner (Source #12)?
·         Why did the “New Left” radicals of the late 1960s adopt new slogans, new thinking, and split from the traditional American civil rights movement of the early 1960s?
·         How can social progress best be made: by government planning or the free-market system?

Suggested Key Discussion Points/Questions:

·         Why was 1968 such a critical year?
o   Emergence of the Black Power movement
o   Martin Luther King was assassinated
o   Robert Kennedy was assassinated
o   Attempted assassination of George Wallace, a presidential contender
o   The Democratic Party Convention in Chicago
o   Youth riots, demonstrations in urban areas resulting in the “Long Hot Summers”
o   Student protests against the war in Vietnam
o   Election of Richard Nixon as President
·         The 1960s were characterized by two contrasting viewpoints on civil rights as represented by Malcom X and Stokely Carmichael as opposed to Dr. Martin Luther King, Jr. and James Brown.
o   Integrationist (King) Brown = Freedom Now      Black Power separatists = Black Power
·         How did the Northern Black Nationalist movement differ from the Integrationist Civil Rights movement of Dr. Martin Luther King? (As the civil rights movement fought its major battles in the South during the early 1960s, a new Black Nationalist movement was rising in the North).
·         Who led the Black Nationalist movement and what did he say? (The Nation of Islam and its charismatic spokesman, Malcolm X, attained prominence for criticizing the timidity of mainstream civil rights protesters.)
·         What did the Nation of Islam call for? (The Nation of Islam’s leaders rejected the integrationist perspective of these leaders, calling instead for an independent and separate black nation-state).
·         What racist policies did they initiate? (They demanded that black Americans patronize only black-owned stores.)
·         What did the Nation of Islam think about Dr. King’s movement? (They declared that nonviolence was fruitless.)
·         Why did the Nation of Islam appeal to some blacks? (The Nation of Islam seemed for many black people to be a more realistic solution than nonviolent resistance.)
·         Why didn’t Malcolm X and Dr. King see eye to eye?
·         "You don't integrate with a sinking ship." This was Malcolm X's curt explanation of why he did not favor integration of blacks with whites in the United States.
·         What did Malcolm X argue?
o   Malcolm X argued that America was too racist in its institutions and people to offer hope to blacks. The solution proposed by the Nation of Islam was a separate nation for blacks to develop themselves apart from what they considered to be a corrupt white nation destined for divine destruction.
·         How did Dr. King’s movement differ from black separatism?
o   In contrast with Malcolm X's black separatism, Martin Luther King, Jr. offered what he considered "the more excellent way of love and nonviolent protest" as a means of building an integrated community of blacks and whites in America. He rejected what he called "the hatred and despair of the black nationalist."
o   How American was Dr. King?
§  Dr. King believed that the fate of black Americans was "tied up with America's destiny" despite the enslavement and segregation of blacks throughout American history.
·         What was the American religious impulse of Dr. King’s message?
o   King had faith that "the sacred heritage of our nation and the eternal will of God" could reform white America through the nonviolent Civil Rights Movement.
o   A point to consider is to contrast the respective aims and means of Malcolm X and Martin Luther King, Jr. to evaluate the possibilities for black American progress in the 1960s.
o   Despite the political gains of the 1960s, Black Nationalist militancy continued to gather strength, mainly because social and economic discrimination persisted. Beginning in the summer of 1965, following riots in the Watts section of Los Angeles, urban unrest became endemic to many northern black communities. The Watts riot exploded when a seemingly routine traffic stop erupted into violence. The riot lasted six days and left thirty-four dead and more than one thousand injured. Persistent racism was certainly one cause of the riots, but so was the civil rights movement’s strategic decision not to address urban poverty. The “long hot summers” continued throughout the late 1960s after Dr. King’s assassination.
·         The Student Nonviolent Coordinating Committee (or, SNCC—pronounced “snick”) hoped to tap into the urban rage by establishing chapters in the North and developing programs to channel energy into constructive activities. Yet the increasing anger soon changed SNCC itself.
·         What significant event for black power happened in 1966?
·         In 1966, after being attacked by police during a peaceful march in Mississippi, SNCC chairman Stokely Carmichael rallied a crowd by calling for “black power,” and the crowd began chanting the phrase.
·         What happened to white people who supported SNCC after black power emerged?
o   White people were purged from SNCC.
·         How did American civil rights leaders react?
o   This development alarmed many: Roy Wilkins, the head of the National Association for the Advancement of Colored People (or the NAACP), called it “a reverse Ku Klux Klan.”
·         Read Source #17. What is Carmichael’s goal of Black Power?
o   The first popular use of the term "Black Power" as a political and racial slogan was by Carmichael and Willie Ricks (later known as Mukasa Dada), both organizers and spokespersons for the Student Nonviolent Coordinating Committee (SNCC). On June 16, 1966, in a speech in Greenwood, Mississippi, after the shooting of James Meredith during the March Against Fear.
·         What is Carmichael’s goal of Black Power?
o   Carmichael said: “This is the twenty-seventh time I have been arrested and I ain't going to jail no more! The only way we gonna stop them white men from whuppin' us is to take over. What we gonna start sayin' now is Black Power!” (Carmichael saw the concept of "Black Power" as a means of group solidarity, take over, society is at fault with institutional racism. Instead of individual achievement Black Power meant taking control based on racial differences).
o   With his use of the term, Carmichael felt this movement was not just a movement for racial desegregation, but rather a movement to help end how American racism had weakened blacks.
o   He said, "'Black Power' means black people coming together to form a political force and either electing representatives or forcing their representatives to speak their needs."
·         By the late 1960s, Black Power emerged as a movement bridging the gap between Black Nationalism and the civil rights struggle. Leaders in the Black Power movement argued that black people should have control over the social, educational, and religious institutions in their communities. Black Power advocated black pride at a time when blackness was stigmatized.
·         Perhaps no Black Power organization captured the attention of America more than the Black Panther Party, founded in 1966 in Oakland, California. The Black Panthers believed that providing goods and services to the most downtrodden people of the black community would be essential to a black revolution, and they developed free clothing and medical programs, as well as a free breakfast program that fed thousands of poor children each week. They began patrolling the streets in armed groups in an attempt to end police brutality. The Black Panthers were also frequently associated with the urban unrest that swept through many black communities in the late 1960s, particularly the riots in more than one hundred cities following the shocking assassination of Martin Luther King, Jr., on April 4, 1968.
o   What was the essential difference between Stokely Carmichael and Martin Luther King? (Stokely Carmichael argued that the “white power structure” was the ultimate cause of such spontaneous upheavals. There was a division between those aligned with Martin Luther King, Jr. and those aligned with Stokely Carmichael, marked by their respective slogans, "Freedom Now" and "Black Power.")
§  Carmichael (June 29, 1941 – November 15, 1998), later known as Kwame Ture, was a Trinidadian-American revolutionary active in the Civil Rights Movement, and later, the global Pan-African movement. Growing up in the United States from the age of 11, he graduated from Howard University. He rose to prominence in the civil rights and Black Power movements, first as a leader of the Student Nonviolent Coordinating Committee (SNCC), later as the "Honorary Prime Minister" of the Black Panther Party (BPP), and finally as a leader of the All-African People's Revolutionary Party (A-APRP).
·         1968 was contentious as the separate impulses of the civil rights movement bifurcated between the non-violent integrationist wing of Martin Luther King and the black power separatist factions of the Black Panthers, Stokely Carmichael, and the Nation of Islam.
·         The liberals of 1968 were conflicted as anti-war movements had grown stronger and liberalism was split between the New Left radicals and mainstream liberals.
‘60s civil rights movement
 Integrationist (King)                                                                  Black Power separatists

   James Brown                                                                            The New Left Radicals
Liberalism

                        New Left Radicals                    Mainstream Liberals (JFK, LBJ, Hubert Humphrey)

·         The integrationist wing of civil rights is to be distinguished against the black power separatists. A good example of individual achievement, hard work, and pursuing the American Dream is illustrated in a song by James Brown, “I’m Black and I’m Proud.” It is a song which is easy to misinterpret as a simple, Black Power song but an examination of the lyrics is revealing.
·         Read Source #18. How is the song in contrast to Stokely Carmichael’s understanding of Black Power? The song addresses the Black Power movement of 1968: but how it addresses black power is the interesting aspect of the song. (Brown is distancing himself from the radical Black Power movement emerging in 1968).
·         What individualist gospel song does Brown sample? (Mahalia Jackson’s spiritual, “Buked and Scorned,” in the lyrics: “We’ve been buked and we’ve been scorned).
·         How does Brown suggest blacks get their share? Does he expect anything to be given to him? Does he want to work for others or himself? (We have been treated poorly but we can’t quit until we get our share working for ourselves. We demand a chance to do things for ourselves. We would rather die on our feet than live on our knees. Brown is black and proud which means to work hard for yourself rather than be dependent on others).
·         Read Source #19. Several other Brown singles from the same era as "Say It Loud – I'm Black and I'm Proud", notably "I Don't Want Nobody to Give Me Nothing (Open Up the Door, I'll Get It Myself)", explored similar themes of black empowerment and self-reliance. And, coupled with his "America Is My Home" tune we can see that just as individual American Jews and Christians in the early 1960s are relying on their talent, hard work, and education to bring about social change so was Brown. At the same time that the liberal Great Society programs were being implemented there was a negative impact on black culture and families.
·         What individualist themes are to be found in these additional two songs? (Brown states clearly that he does not want anyone to give him anything but he will get it himself. He does not want self-pity but equal opportunity and not a guaranteed outcome by the government. He wants education and books so that he can develop himself. He wants to be self-reliant, use his talents, and without help from others. He loves America as his home. Races should unite against the enemies of America. We enjoy freedom of speech and although there are many nice places to visit you should get an education here. America is the best country without a doubt. Opportunity is here for the lowest person including a shoeshine boy. There are no royals or an aristocracy here. Work hard and you can make it in America.)
·         Both the Federal government with the Great Society programs and Black Power organizations were pitted against the individualist, hard-working America that inspired James Brown and early 1960s singers during the March on Washington in 1963.
·         The war in Vietnam pitted civil rights leaders against one another. Popular entertainer James Brown believed as a religious leader Dr. King should not have spoken out about the Vietnam War. Those were difficult days for King because he was being pulled apart by two movements: the Civil Rights movement and the war in Vietnam. When Dr. King spoke out against the Vietnam War, Mr. Brown thought he was wrong because Brown thought that he is a religious leader. He is not a politician. He is getting out of his bag, as we would say, he is getting out of what he stands for and he can create a problem for himself. Because the powers that be are not going to stand for this.
·         After Martin Luther King was killed, despite their disagreement on Vietnam, Brown continued his non-violent, hard-working American message.

Follow-up/Assessment Questions:

·                     During this contentious time, do you think things will calm down or escalate?
·                     Do you understand the differences between of radicalism and traditional, American civil rights and why they appealed to diverse people?
·                     Why do you think James Brown didn’t believe in Black Power?
·                     What was Brown’s alternative?

Prompt Question for the Next Lesson:
·         How did the theme of revolution play out and end the late 1960s?

Sources

17. “Black Power,” Stokely Carmichael, Student Nonviolent Coordinating Committee (SNCC), June 16, 1966, in a speech in Greenwood, Mississippi, after the shooting of James Meredith during the March Against Fear, Carmichael said:
§  “This is the twenty-seventh time I have been arrested and I ain't going to jail no more! The only way we gonna stop them white men from whuppin' us is to take over. What we gonna start sayin' now is Black Power!”

18. “I’m Black and I’m Proud,” James Brown

Uh! Your bad self!
Say it loud! I'm black and I'm proud
Say it louder! I'm black and I'm proud
Look a-here!
Some people say we got a lot of malice, some say it's a lotta nerve
But I say we won't quit movin' until we get what we deserve
We've been buked and we've been scourned
We've been treated bad, talked about as sure as you're born
But just as sure as it take two eyes to make a pair, huh!
Brother we can't quit until we get our share
Say it loud, I'm black and I'm proud
Say it loud, I'm black and I'm proud
One more time, say it loud, I'm black and I'm proud, huh!
I've worked on jobs with my feet and my hands
But all the work I did was for the other man
And now we demands a chance to do things for ourselves
We tired of beatin' our head against the wall
An' workin' for someone else
Say it loud! I'm black and I'm proud
Say it loud! I'm black and I'm proud
Say it loud! I'm black and I'm proud
Say it loud! I'm black and I'm proud, oh!
Ooh-wee, you're killin' me
Alright, uh, you're out of sight!
Alright, so tough you're tough enough!
Ooh-wee uh! you're killin' me! oow!
Say it loud! I'm black and I'm proud
Say it louder! I'm black and I'm proud
Now we demand a chance to do things for ourselves
We tired of beatin' our heads against the wall
And workin' for someone else look a-here
There's one thing more I got to say right here
Now, now we're people, we're like the birds and the bees
We rather die on our feet than keep livin' on our knees
Say it loud, I'm black and I'm proud huh!
Say it loud, I'm black and I'm proud huh!
Say it loud, I'm black and I'm proud Lord-a, Lord-a, Lord-a
Say it loud, I'm black and I'm proud, ooh!
Uh! alright now, good God
You know we can do the boogaloo

Songwriters: James Brown / Alfred James Ellis
Say It Loud - I'm Black And I'm Proud [Live In Dallas] lyrics © Warner/Chappell Music, Inc.

19. Excerpts: "I Don't Want Nobody to Give Me Nothing (Open Up the Door, I'll Get It Myself)", and, "America Is My Home"

"I Don't Want Nobody to Give Me Nothing (Open Up the Door, I'll Get It Myself)"
I don't want nobody
To give me nothing
Open up the door
I'll get it myself

Don't give me sorrow
I want equal opportunity
To live tomorrow
Give me schools
And give me better books
So I can read about myself
And gain my truly looks

Some of us try
As hard as we can
We don't want no sympathy
We just wanna be a man

We got talents we can use
On our side of town
Let's get our heads together
And get it up from the ground

Got to get myself together
So many things I got to do
So many things I got to do
I don't need no help from you
Tell everybody, everybody else
All of these things, baby
I got to do it myself

Kids, get that education
And don't you take no more
'Cause if we gonna get
This thing together
Then you got to carry the ball

Songwriters: James Brown
I Don't Want Nobody to Give Me Nothing lyrics © Warner/Chappell Music, Inc

“America Is My Home”
Talking 'bout me leaving America
You gotta be crazy, man, I like
All the nice thing, Jack
Colonial suits and things, look at here
Now I am sorry for the man
Who don't love this land
Now black and white, they may fight
But when up the enemy come
We'll get together and run about all side
I love it
The sun don't come out in rainy weather
But when you ball it down they are still together
Now let's not overlook the fact that we are, we are still in reach
You got to chance to make it and you got a freedom of speech
Say what you wanna, tell 'em how you feel
There may be a lot of places, a lot of places that you like to go
But believe me if you get an education you can blow
You can all it blow, dig this
Now you tell me if I'm wrong
America is still the best country
And that's without a doubt
America is still the best country
Without a doubt
And if anybody says it ain't, you can try to put him out
They ain't going nowhere, you got a good fight
When I tell you one time that I was a shoeshine boy
Every word I said, I meant
But name me any other country
You can start out as a shoeshine boy
And shake hand with the president
It ain't gonna help you gotta had that royal blood to make it
And I ain't got nothing royal but me
So I can take the chances, I'm gonna stay home
And look at here I got a brand new jet
When I need to move
I saw a brother made it
Now it ain't that a rule
So look at here
Brothers and sisters and friends, dig this
So quit your dreaming all night
Stop beatin' yourself and get up and fight
Don't give up, you might give up, but just don't give out
I know if you give out don't give up
There's no quick going, I mean like keep it moving you know
Cause if you stop like a ball quit rolling
Now we got two of the [Incomprehensible] from Florida to Rome
Which we know there's one thing we'll never forget
America's still our home, hit it bad
God bless America, I'm talking about me too
You know I'm American myself, I like that kind of thing, look at here

Songwriters: Hayward Epps Moore / James Brown
America Is My Home lyrics © Warner/Chappell Music, Inc.

Sunday, September 26, 2021

Civic Virtue-George Washington as the American Cincinnatus


Civic Virtue-George Washington as the American Cincinnatus

Objectives:
·         SWBAT define the term "civic virtue"
·         Students will be compare the civic virtue of Cincinnatus, a farmer and military leader during the Roman Republic and George Washington, a general in the Continental army, and first leader of the American Republic.
·         Students will nominate and give a rationale for a contemporary "American Cincinnatus."

Sources/Handouts that will be used for discussion/evaluation for this lesson:
·         Excerpts from George Washington's Resignation Address to the Continental Congress
[Annapolis, Md. 23 December 1783]
Review—Key Question (s):
·         Remind students that individuals in the Roman Republic prospered because of limited government and by being adaptable, obstinate, patriotic, and valorous (cf. February at a Glance Monthly Curriculum Guide Grade 3).
·         Why does a Republic require civic virtue to be successful?


"Calling of Cincinnatus from the Plow," Constantino Brumidi, U.S. Capitol Rotunda

Lucius Quinctius Cincinnatus was called upon by a delegation from the Roman senate in 458 BC. He was plowing his small farm of three acres alongside the Tiber River and he was informed that the Senate called upon him to be dictator so that he could rid Rome of the threat of certain tribes to the east, the Aequians.
Cincinnatus turned to his wife Racilia and said, `We may not have enough food to live on this winter because we won't be able to sow our fields.' Despite the personal cost he performed his duty. He wore the regalia of a dictator but as a patriot he loyally assumed the responsibilities and duties that the Roman senate had placed upon him. Within 16 days he had accomplished the mission. He turned his back on power. The civic virtue of Cincinnatus suggested the Roman model of one who did not seek power, did not want power, and willingly gave up power.
The Founders believed that civic virtue was important to make a Republic function properly. Civic virtue means that people should put the common welfare above their own interests. By returning to his home, Cincinnatus showed that he valued being a citizen of Rome more than fame and personal power. He did not want to use his popularity to take power away from the duly elected representatives of the people.

“General George Washington Resigning His Commission,” John Trumbull, 1824, U.S. Capitol Rotunda
George Washington, similar to Cincinnatus was a farmer although he of course was a gentleman farmer. Washington gave up power by resigning his war commission and thereafter by not clinging to the power and trappings of a monarch.
Excerpts from George Washington's Resignation Address to the Continental Congress
[Annapolis, Md. 23 December 1783]
“Mr. President
The great events on which my resignation depended having at length taken place; I have now the honor of offering my sincere Congratulations to Congress & of presenting myself before them to surrender into their hands the trust committed to me, and to claim the indulgence of retiring from the Service of my Country.
Happy in the confirmation of our Independence and Sovereignty, and pleased with the opportunity afforded the United States of becoming a respectable Nation, I resign with satisfaction the Appointment I accepted with diffidence—A diffidence in my abilities to accomplish so arduous a task, which however was superseded by a confidence in the rectitude of our Cause, the support of the Supreme Power of the Union, and the patronage of Heaven.
Having now finished the work assigned me, I retire from the great theatre of Action—and bidding an Affectionate farewell to this August body under whose orders I have so long acted, I here offer my Commission, and take my leave of all the employments of public life.”
Suggested Key Discussion Points/Questions:
·         Why did Washington say that he was resigning? (His duty was at an end; the nation was independent and sovereign).
·         What did he mean when he said that he accepted his appointment (to be the nation's first president) with "diffidence"? (He was reticent to accept since the task was so difficult).
·         How was he able to overcome that feeling? (The cause was just, the colonies were united, and Heaven favored the result).
·         What are the words of Washington's speech that would move his audience? (Various answers: great events, honor, congratulations, trust, removed himself from power, sovereign and independent nation, just cause, power of union, patronage of heaven, farewell, no public seizure or retention of power).
·         What quotes could have been made by Cincinnatus? (Various: but the key analogy is that neither of these individuals sought personal power or gain but voluntarily gave up power). 
·         What is the message that Washington leaves to the country as a whole? (Similar to Cincinnatus civic virtue requires that citizens do their duty but not unnecessarily retain public acclaim or power).

When asked to preside over the Constitutional Convention in 1789, he went reluctantly, since he did not want to leave his wife and treasured Mount Vernon property. When it was obvious in 1787 that he would be the first President he demurred taking power but out of patriotic duty he reluctantly took up the post for a first, and then a second term. At the time not codified in law Washington set the precedent that the Chief Executive would not serve more than two terms. His selfless actions were seen as showing respect for the embryonic American Republic. Washington’s altruism appealed to the new American citizenry.
Follow-up/Assessment Questions:
·         Who might be considered today's American Cincinnatus? (Various: but students may identify that there is a lack of civic virtue today, as opposed to the exemplary actions of Cincinnatus and Washington).
·         Which form of government, a democracy or a republic, more easily turns to tyranny? Why? (Students should identify weaknesses of democracy, power struggles, individuals who seize and retain power, majorities who persecute minorities, demagoguery: Republics have constitutional limits in place, checks and balances, and individuals who exercise civic virtue).  
·         In the future, who may demonstrate civic virtue? (Various: but students may decide that they themselves could demonstrate civic virtue by their individual choices just like Cincinnatus and Washington).

Saturday, September 25, 2021

Battle of the Clouds


Battle of the Clouds

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  • Abbot, Edwin A., Flatland;
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  • Ali, Tariq, The Clash of Fundamentalisms: Crusades, Jihads, and Modernity;
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  • Alperovitz, Gar, The Decision To Use the Atomic Bomb;
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  • Arad, Yitzchak, In the Shadow of the Red Banner: Soviet Jews in the War Against Nazi Germany;
  • Aristotle, Athenian Constitution. Eudemian Ethics. Virtues and Vices. (Loeb Classical Library No. 285);
  • Aristotle, Metaphysics: Books X-XIV, Oeconomica, Magna Moralia (The Loeb classical library);
  • Armstrong, Karen, A History of God;
  • Arrian: Anabasis of Alexander, Books I-IV (Loeb Classical Library No. 236);
  • Atkinson, Rick, The Guns at Last Light: The War in Western Europe, 1944-1945 (Liberation Trilogy);
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  • Baker, James A. III, and Lee H. Hamilton, The Iraq Study Group Report: The Way Forward - A New Approach;
  • Barber, Benjamin R., Jihad vs. McWorld: Terrorism's Challenge to Democracy;
  • Barnett, Thomas P.M., Blueprint for Action: A Future Worth Creating;
  • Barnett, Thomas P.M., The Pentagon's New Map: War and Peace in the Twenty-First Century;
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  • Baseline: Where Leadership Meets Technology;
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  • Beard, Charles Austin, An Economic Interpretation of the Constitution of the United States (Sony Reader);
  • Benjamin, Daniel & Steven Simon, The Age of Sacred Terror: Radical Islam's War Against America;
  • Bergen, Peter, The Osama bin Laden I Know: An Oral History of al Qaeda's Leader;
  • Berman, Paul, Terror and Liberalism;
  • Berman, Paul, The Flight of the Intellectuals: The Controversy Over Islamism and the Press;
  • Better Software: The Print Companion to StickyMinds.com;
  • Bleyer, Kevin, Me the People: One Man's Selfless Quest to Rewrite the Constitution of the United States of America;
  • Boardman, Griffin, and Murray, The Oxford Illustrated History of the Roman World;
  • Bracken, Paul, The Second Nuclear Age: Strategy, Danger, and the New Power Politics;
  • Bradley, James, with Ron Powers, Flags of Our Fathers;
  • Bronte, Charlotte, Jane Eyre;
  • Bronte, Emily, Wuthering Heights;
  • Brown, Ashley, War in Peace Volume 10 1974-1984: The Marshall Cavendish Encyclopedia of Postwar Conflict;
  • Brown, Ashley, War in Peace Volume 8 The Marshall Cavendish Illustrated Encyclopedia of Postwar Conflict;
  • Brown, Nathan J., When Victory Is Not an Option: Islamist Movements in Arab Politics;
  • Bryce, Robert, Gusher of Lies: The Dangerous Delusions of "Energy Independence";
  • Bush, George W., Decision Points;
  • Bzdek, Vincent, The Kennedy Legacy: Jack, Bobby and Ted and a Family Dream Fulfilled;
  • Cahill, Thomas, Sailing the Wine-Dark Sea: Why the Greeks Matter;
  • Campus Facility Maintenance: Promoting a Healthy & Productive Learning Environment;
  • Campus Technology: Empowering the World of Higher Education;
  • Certification: Tools and Techniques for the IT Professional;
  • Channel Advisor: Business Insights for Solution Providers;
  • Chariton, Callirhoe (Loeb Classical Library);
  • Chief Learning Officer: Solutions for Enterprise Productivity;
  • Christ, Karl, The Romans: An Introduction to Their History and Civilization;
  • Cicero, De Senectute;
  • Cicero, The Republic, The Laws;
  • Cicero, The Verrine Orations I: Against Caecilius. Against Verres, Part I; Part II, Book 1 (Loeb Classical Library);
  • Cicero, The Verrine Orations I: Against Caecilius. Against Verres, Part I; Part II, Book 2 (Loeb Classical Library);
  • CIO Decisions: Aligning I.T. and Business in the MidMarket Enterprise;
  • CIO Insight: Best Practices for IT Business Leaders;
  • CIO: Business Technology Leadership;
  • Clay, Lucius Du Bignon, Decision in Germany;
  • Cohen, William S., Dragon Fire;
  • Colacello, Bob, Ronnie and Nancy: Their Path to the White House, 1911 to 1980;
  • Coll, Steve, The Bin Ladens: An Arabian Family in the American Century;
  • Collins, Francis S., The Language of God: A Scientist Presents Evidence for Belief ;
  • Colorni, Angelo, Israel for Beginners: A Field Guide for Encountering the Israelis in Their Natural Habitat;
  • Compliance & Technology;
  • Computerworld: The Voice of IT Management;
  • Connolly, Peter & Hazel Dodge, The Ancient City: Life in Classical Athens & Rome;
  • Conti, Greg, Googling Security: How Much Does Google Know About You?;
  • Converge: Strategy and Leadership for Technology in Education;
  • Cowan, Ross, Roman Legionary 58 BC - AD 69;
  • Cowell, F. R., Life in Ancient Rome;
  • Creel, Richard, Religion and Doubt: Toward a Faith of Your Own;
  • Cross, Robin, General Editor, The Encyclopedia of Warfare: The Changing Nature of Warfare from Prehistory to Modern-day Armed Conflicts;
  • CSO: The Resource for Security Executives:
  • Cummins, Joseph, History's Greatest Wars: The Epic Conflicts that Shaped the Modern World;
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