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Tuesday, September 29, 2015

Legacy of Malcolm X and the GED



Malcolm X Make It Plain (Full PBS Documentary)



Full Wikipedia article about Malcolm X here

Malcolm X (/ˈmælkəm ˈɛks/; May 19, 1925 – February 21, 1965), born Malcolm Little and also known as el-Hajj Malik el-Shabazz[A](Arabicالحاجّ مالك الشباز‎), was an American Muslim minister and a human rights activist. To his admirers he was a courageous advocate for the rights of blacks, a man who indicted white America in the harshest terms for its crimes against black Americans; detractors accused him of preaching racism and violence. He has been called one of the greatest and most influential African Americans in history.
Malcolm X was effectively orphaned early in life. His father was killed when he was six and his mother was placed in a mental hospital when he was thirteen, after which he lived in a series of foster homes. In 1946, at age 20, he went to prison for larceny and breaking and entering. While in prison, Malcolm X became a member of the Nation of Islam, and after his parole in 1952, quickly rose to become one of the organization's most influential leaders. He served as the public face of the controversial group for a dozen years. In his autobiography, Malcolm X wrote proudly of some of the Nation's social achievements made while he was a member, particularly its free drug rehabilitation program. In keeping with the Nation's teachings, he promoted black supremacy, advocated the separation of black and white Americans, and rejected the civil rights movement for their emphasis on integration.
By March 1964, Malcolm X had grown disillusioned with the Nation of Islam and its leader Elijah Muhammad. Expressing many regrets about his time with them, which he had come to regard as largely wasted, he embraced Sunni Islam. After a period of travel in Africa and the Middle East, which included completing the Hajj, he repudiated the Nation of Islam, disavowed racism and founded Muslim Mosque, Inc. and the Organization of Afro-American Unity. He continued to emphasize Pan-Africanism, black self-determination, and black self-defense.
In February 1965 he was assassinated by three Nation of Islam members. The Autobiography of Malcolm X, published shortly after his death, is considered one of the most influential nonfiction books of the 20th century.

Tuesday, August 11, 2015

Bernie Sanders on Racism (GED politics)

Racial Justice

We must pursue policies that transform this country into a nation that affirms the value of its people of color. That starts with addressing the four central types of violence waged against black and brown Americans: physical, political, legal and economic.

PHYSICAL VIOLENCE

PERPETRATED BY THE STATE

Sandra Bland, Michael Brown, Rekia Boyd, Eric Garner, Walter Scott, Freddie Gray, Tamir Rice, Samuel DuBose. We know their names. Each of them died unarmed at the hands of police officers or in police custody. The chants are growing louder. People are angry and they have a right to be angry. We should not fool ourselves into thinking that this violence only affects those whose names have appeared on TV or in the newspaper. African Americans are twice as likely to be arrested and almost four times as likely to experience the use of force during encounters with the police.

PERPETRATED BY EXTREMISTS

We are far from eradicating racism in this country. In June, nine of our fellow Americans were murdered while praying in a historic church because of the color of their skin. This violence fills us with outrage, disgust, and a deep, deep sadness. Today in America, if you are black, you can be killed for getting a pack of Skittles during a basketball game. These hateful acts of violence amount to acts of terror. They are perpetrated by extremists who want to intimidate and terrorize black and brown people in this country.

ADDRESSING PHYSICAL VIOLENCE

It is an outrage that in these early years of the 21st century we are seeing intolerable acts of violence being perpetuated by police, and racist terrorism by white supremacists.
A growing number of communities do not trust the police and law enforcement officers have become disconnected from the communities they are sworn to protect. Violence and brutality of any kind, particularly at the hands of the police sworn to protect and serve our communities, is unacceptable and must not be tolerated. We need a societal transformation to make it clear that black lives matter, and racism cannot be accepted in a civilized country.
  • We must demilitarize our police forces so they don’t look and act like invading armies.
  • We must invest in community policing. Only when we get officers into the communities, working within neighborhoods before trouble arises, do we develop the relationships necessary to make our communities safer together. Among other things, that means increasing civilian oversight of police departments.
  • We need police forces that reflect the diversity of our communities.
  • At the federal level we need to establish a new model police training program that reorients the way we do law enforcement in this country. With input from a broad segment of the community including activists and leaders from organizations like Black Lives Matter we will reinvent how we police America.
  • We need to federally fund and require body cameras for law enforcement officers to make it easier to hold them accountable.
  • Our Justice Department must aggressively investigate and prosecute police officers who break the law and hold them accountable for their actions.
  • We need to require police departments and states to provide public reports on all police shootings and deaths that take place while in police custody.
  • We need new rules on the allowable use of force. Police officers need to be trained to de-escalate confrontations and to humanely interact with people who have mental illnesses.
  • States and localities that make progress in this area should get more federal justice grant money. Those that do not should get their funding slashed.
  • We need to make sure the federal resources are there to crack down on the illegal activities of hate groups.

POLITICAL VIOLENCE

DISENFRANCHISEMENT

In the shameful days of open segregation, “literacy” laws were used to suppress minority voting. Today, through other laws and actions — such as requiring voters to show photo ID, discriminatory drawing of Congressional districts, not allowing early registration or voting, and purging voter rolls — states are taking steps which have a similar effect.
The patterns are unmistakable. An MIT paper found that African Americans waited twice as long to vote as whites. Wait times of as long as six or seven hours have been reported in some minority precincts, especially in “swing” states like Ohio and Florida. Thirteen percent of African-American men have lost the right to vote due to felony convictions.
This should offend the conscience of every American.
The fight for minority voting rights is a fight for justice. It is inseparable from the struggle for democracy itself.
We must work vigilantly to ensure that every American, regardless of skin color or national origin, is able to vote freely and easily.

ADDRESSING POLITICAL VIOLENCE

  • We need to re-enfranchise the more than two million African Americans who have had their right to vote taken away by a felony conviction.
  • Congress must restore the Voting Rights Act’s “pre-clearance” provision, which extended protections to minority voters in states where they were clearly needed.
  • We must expand the Act’s scope so that every American, regardless of skin color or national origin, is able to vote freely.
  • We need to make Election Day a federal holiday to increase voters’ ability to participate.
  • We must make early voting an option for voters who work or study and need the flexibility to vote on evenings or weekends.
  • We must make no-fault absentee ballots an option for all Americans.
  • Every American over 18 must be registered to vote automatically, so that students and working people can make their voices heard at the ballot box.
  • We must put an end to discriminatory laws and the purging of minority-community names from voting rolls.
  • We need to make sure that there are sufficient polling places and poll workers to prevent long lines from forming at the polls anywhere.

LEGAL VIOLENCE

Millions of lives have been destroyed because people are in jail for nonviolent crimes. For decades, we have been engaged in a failed “War on Drugs” with racially-biased mandatory minimums that punish people of color unfairly.
It is an obscenity that we stigmatize so many young Americans with a criminal record for smoking marijuana, but not one major Wall Street executive has been prosecuted for causing the near collapse of our entire economy. This must change.
If current trends continue, one in four black males born today can expect to spend time in prison during their lifetime. Blacks are imprisoned at six times the rate of whites and a report by the Department of Justice found that blacks were three times more likely to be searched during a traffic stop, compared to white motorists. African-Americans are twice as likely to be arrested and almost four times as likely to experience the use of force during encounters with the police. This is an unspeakable tragedy.
It is morally repugnant and a national tragedy that we have privatized prisons all over America. In my view, corporations should not be allowed to make a profit by building more jails and keeping more Americans behind bars. We have got to end the private-for-profit prison racket in America. Profiting off the misery of incarcerated people is immoral and it is immoral to take campaign contributions from the private prison industry or its lobbyists.
The measure of success for law enforcement should not be how many people get locked up. We need to invest in drug courts as well as medical and mental health interventions for people with substance abuse problems, so that people struggling with addiction do not end up in prison, they end up in treatment.
For people who have committed crimes that have landed them in jail, there needs to be a path back from prison. The federal system of parole needs to be reinstated. We need real education and real skills training for the incarcerated.
We must end the over incarceration of nonviolent young Americans who do not pose a serious threat to our society. It is an international embarrassment that we have more people locked up in jail than any other country on earth – more than even the Communist totalitarian state of China. That has got to end.
We must address the lingering unjust stereotypes that lead to the labeling of black youths as “thugs.” We know the truth that, like every community in this country, the vast majority of people of color are trying to work hard, play by the rules and raise their children. It’s time to stop demonizing minority communities.
We must reform our criminal justice system to ensure fairness and justice for people of color.

ADDRESSING LEGAL VIOLENCE

  • We need to ban prisons for profit, which result in an over-incentive to arrest, jail and detain, in order to keep prison beds full.
  • We need to turn back from the failed “War on Drugs” and eliminate mandatory minimums which result in sentencing disparities between black and white people.
  • We need to invest in drug courts and medical and mental health interventions for people with substance abuse problems, so that they do not end up in prison, they end up in treatment.
  • We need to boost investments for programs that help people who have gone to jail rebuild their lives with education and job training.

ECONOMIC VIOLENCE

Weeks before his death, Dr. Martin Luther King, Jr. spoke to a union group in New York about what he called “the other America.”
“One America is flowing with the milk of prosperity and the honey of equality,” King said. “That America is the habitat of millions of people who have food and material necessities for their bodies, culture and education for their minds, freedom and human dignity for their spirits. . . . But as we assemble here tonight, I’m sure that each of us is painfully aware of the fact that there is another America, and that other America has a daily ugliness about it that transforms the buoyancy of hope into the fatigue of despair.”
The problem was structural, King said: “This country has socialism for the rich, rugged individualism for the poor.”
Eight days later, speaking in Memphis, King continued the theme. “Do you know that most of the poor people in our country are working every day?” he asked striking sanitation workers. “And they are making wages so low that they cannot begin to function in the mainstream of the economic life of our nation. These are facts which must be seen, and it is criminal to have people working on a full-time basis and a full-time job getting part-time income.”
King explained the shift in his focus: “Now our struggle is for genuine equality, which means economic equality. For we know that it isn’t enough to integrate lunch counters. What does it profit a man to be able to eat at an integrated lunch counter if he doesn’t earn enough money to buy a hamburger and a cup of coffee?”
But what King saw in 1968 — and what we all should recognize today — is that it is necessary to try to address the rampant economic inequality while also taking on the issue of societal racism. We must simultaneously address the structural and institutional racism which exists in this country, while at the same time we vigorously attack the grotesque level of income and wealth inequality which is making the very rich much richer while everyone else – especially those in our minority communities – are becoming poorer.
In addition to the physical violence faced by too many in our country we need look at the lives of black children and address a few other difficult facts. Black children, who make up just 18 percent of preschoolers, account for 48 percent of all out-of-school suspensions before kindergarten. We are failing our black children before kindergarten. Black students were expelled at three times the rate of white students. Black girls were suspended at higher rates than all other girls and most boys. According to the Department of Education, African American students are more likely to suffer harsh punishments – suspensions and arrests – at school.
We need to take a hard look at our education system. Black students attend schools with higher concentrations of first-year teachers, compared with white students. Black students were more than three times as likely to attend schools where fewer than 60 percent of teachers meet all state certification and licensure requirements.
Communities of color also face the violence of economic deprivation. Let’s be frank: neighborhoods like those in west Baltimore, where Freddie Gray resided, suffer the most. However, the problem of economic immobility isn’t just a problem for young men like Freddie Gray. It has become a problem for millions of Americans who, despite hard-work and the will to get ahead, can spend their entire lives struggling to survive on the economic treadmill.
We live at a time when most Americans don’t have $10,000 in savings, and millions of working adults have no idea how they will ever retire in dignity. God forbid, they are confronted with an unforeseen car accident, a medical emergency, or the loss of a job. It would literally send their lives into an economic tailspin. And the problems are even more serious when we consider race.
Let us not forget: It was the greed, recklessness, and illegal behavior on Wall Street that nearly drove the economy off of the cliff seven years ago. While millions of Americans lost their jobs, homes, life savings, and ability to send their kids to college, African Americans who were steered into expensive subprime mortgages were the hardest hit.
Most black and Latino households have less than $350 in savings. The black unemployment rate has remained roughly twice as high as the white rate over the last 40 years, regardless of education. Real African American youth unemployment is over 50 percent. This is unacceptable. The American people in general want change – they want a better deal. A fairer deal. A new deal. They want an America with laws and policies that truly reward hard work with economic mobility. They want an America that affords all of its citizens with the economic security to take risks and the opportunity to realize their full potential.

ADDRESSING ECONOMIC VIOLENCE

  • We need to give our children, regardless of their race or their income, a fair shot at attending college. That’s why all public universities should be made tuition free.
  • We must invest $5.5 billion in a federally-funded youth employment program to employ young people of color who face disproportionately high unemployment rates.
  • Knowing that black women earn 64 cents on the dollar compared to white men, we must pass federal legislation to establish pay equity for women.
  • We must prevent employers from discriminating against applicants based on criminal history.
  • We need to ensure access to quality affordable childcare for working families.

Wednesday, July 15, 2015

President Obama and Iran





CLICK HERE to read entire New York Times Article

Mr. Obama used a formal East Room news conference to begin what White House officials said would be an aggressive effort by the president and his top advisers over the next 60 days to combat critics in both parties and to sell the Iran deal to members of Congress, the public and allies in the region.
While Mr. Obama is expected to win enough votes to sustain a veto of any legislation rejecting the deal, his goal over the next two months is to persuade enough Democrats to support the accord so that he can paint opponents as driven by politics rather than diplomacy.

Click on the arrow below to watch a video about the historical relationship between the United States and Iran.


Monday, June 22, 2015

SuccessGED GED Civics and Government Studies with Exercises




Civics is the study of the great theoretical and practical aspects of citizenship, its rights and duties; the duties of citizens to each other as members of a political body and to the government.[1] It includes the study of civil law and civil code, and the study of government with attention to the role of citizens ― as opposed to external factors ― in the operation and oversight of government.[1]
Within a given political or ethical traditioncivics refers to educating the citizens. The history of civics dates back to the earliest theories of civics by Confucius in ancient Chinaand Plato in ancient Greece. In China also along with Confucianism developed the tradition of Legalism. These traditions in the East and in the West developed to an extent differently, therefore, with bringing in the past different concepts of citizens rights and the application of justice, together with different ethics in public life. This was mainly valid before the translation of the Western legal tradition to Chinese which started in 1839 after which influence by Western tradition was brought to China, with periods of restoration of traditional Chinese law, influence by Soviet law; specific is the common ordinary language used in Chinese laws which has significant educational role.

Hit this button, then once you get to the Cerego site, push the "Start Learning" button. 

PRACTICE CIVICS FACTS HERE


Wednesday, June 3, 2015

ANCIENT CIVILIZATIONS: EGYPT

Ancient Egypt Documentary - Complete History - 8000 B.C. to 30 B.C. Part 1 - Part 2




From Wikipedia:
Ancient Egypt was a civilization of ancient Northeastern Africa, concentrated along the lower reaches of the Nile River in what is now the modern country of Egypt. It is one of six civilizations globally to arise independently. Egyptian civilization coalesced around 3150 BC (according to conventional Egyptian chronology)[1] with the political unification of Upper and Lower Egypt under the first pharaoh.[2] The history of ancient Egypt occurred in a series of stable Kingdoms, separated by periods of relative instability known as Intermediate Periods: the Old Kingdom of the Early Bronze Age, the Middle Kingdom of the Middle Bronze Age and the New Kingdom of the Late Bronze Age.
Egypt reached the pinnacle of its power during the New Kingdom, in the Ramesside period where it rivalled the Hittite EmpireAssyrian Empire and Mitanni Empire, after which it entered a period of slow decline. Egypt was invaded or conquered by a succession of foreign powers, such as the Canaanites/HyksosLibyans, the Nubians, theAssyriansBabylonians, the Achaemenid Persians, and the Macedonians in the Third Intermediate Period and the Late Period of Egypt. In the aftermath of Alexander the Great's death, one of his generals, Ptolemy Soter, established himself as the new ruler of Egypt. This Greek Ptolemaic Dynasty ruled Egypt until 30 BC, when, underCleopatra, it fell to the Roman Empire and became a Roman province.[3]
The success of ancient Egyptian civilization came partly from its ability to adapt to the conditions of the Nile River valley for agriculture. The predictable flooding and controlled irrigation of the fertile valley produced surplus crops, which supported a more dense population, and social development and culture. With resources to spare, the administration sponsored mineral exploitation of the valley and surrounding desert regions, the early development of an independent writing system, the organization of collective construction and agricultural projects, trade with surrounding regions, and a military intended to defeat foreign enemies and assert Egyptian dominance. Motivating and organizing these activities was a bureaucracy of elite scribes, religious leaders, and administrators under the control of a pharaoh, who ensured the cooperation and unity of the Egyptian people in the context of an elaborate system of religious beliefs.[4][5]
The many achievements of the ancient Egyptians include the quarrying, surveying and construction techniques that supported the building of monumental pyramidstemples, and obelisks; a system of mathematics, a practical and effective system of medicine, irrigation systems and agricultural production techniques, the first known ships,[6]Egyptian faience and glass technology, new forms of literature, and the earliest known peace treaty, made with the Hittites.[7] Egypt left a lasting legacy. Its art andarchitecture were widely copied, and its antiquities carried off to far corners of the world. Its monumental ruins have inspired the imaginations of travelers and writers for centuries. A new-found respect for antiquities and excavations in the early modern period by Europeans and Egyptians led to the scientific investigation of Egyptian civilization and a greater appreciation of its cultural legacy.[8]

CIVILIZATION FOR GED STUDENTS

 Civilisation: A Personal View by Kenneth Clark



Civilisation—in full, Civilisation: A Personal View by Kenneth Clark—is a television documentary series outlining the history of Western artarchitecture and philosophy since the Dark Ages. The series was produced by the BBC and aired in 1969 on BBC2. Both the television scripts and the accompanying book version were written by art historian Lord Clark (1903–1983), who also presented the series. The series is considered to be a landmark in British Television's broadcasting of the visual arts.



FROM WIKIPEDIA:
civilization (US) or civilisation (UK) is any complex society characterized by urban developmentsocial stratificationsymbolic communication forms (typically, writing systems), and a perceived separation from and domination over the natural environment.[1][2][3][4][5][6][7][8] Civilizations are intimately associated with and often further defined by other socio-politico-economic characteristics, including centralization, thedomestication of both humans and other organisms, specialization of labor, culturally ingrained ideologies of progress and supremacismmonumental architecturetaxation, societal dependence upon agriculture, and expansionism.[2][5][3][8][7] Historically, a civilization was an "advanced" culture in contrast to more supposedly barbarian, savage, or primitive cultures.[1][3][5][9] In this broad sense, a civilization contrasts with non-centralized feudal or tribal societies, including the cultures of nomadic pastoralists or hunter-gatherers. As an uncountable noun, civilization also refers to the process of a society developing into a centralized, urbanized, stratified structure.
Civilizations are organized in densely populated settlements divided into hierarchical social classes with a ruling elite and subordinate urban and rural populations, which, by the engagement in intensive agriculture, mining, small-scale manufacture and trade. Civilization concentrates power, extending human control over the rest of nature, including over other human beings.[10]
The earliest emergence of civilizations is generally associated with the final stages of the Neolithic Revolution, culminating in the relatively rapid process of state formation, a political development associated with the appearance of a governing elite. This neolithic technology and lifestyle was established first in the Middle East (for example at Göbekli Tepe, from about 9,130 BCE), and Yangtze and later in the Yellow river basin in China (for example the Pengtoushan culture from 7,500 BCE), and later spread. But similar "revolutions" also began independently from 9,000 years ago in such places as the Norte Chico civilization in Peru[11]and Mesoamerica at the Balsas River. These were among the six civilizations worldwide that arose independently.[12] The neolithic revolution in turn was dependent upon the development of sedentarism, the domestication of grains and animals and the development lifestyles which allowed economies of scaleand the accumulation of surplus production by certain social sectors. The transition from "complex chieftains" to "civilisations", while still disputed, seems to be associated with the development of state structures, in which power was further monopolised by an elite[13]
Towards the end of the Neolithic period, various Chalcolithic civilizations began to rise in various "cradles" from around 3300 BCE. Chalcolithic Civilizations, as defined above, also developed in Pre-Columbian Americas and, despite an early start in Egypt, Axum and Kush, much later in Iron Age sub-Saharan Africa. TheBronze Age collapse was followed by the Iron Age around 1200 BCE, during which a number of new civilizations emerged, culminating in the Axial Agetransition to Classical civilization. A major technological and cultural transition to modernity began approximately 1500 CE in western Europe, and from this beginning new approaches to science and law spread rapidly around the world.[14]

PREHISTORY FOR GED STUDENTS


The Rise of Man 
The Entire History of the World 
- Our World HD Documentary





The term "prehistory" can refer to the vast span of time since the beginning of the Universe, but more often it refers to the period since life appeared on Earth, or even more specifically to the time since human-like beings appeared.[4][5] In dividing up human prehistory, historians typically use the three-age system, whereas scholars of pre-human time periods typically use the well-defined geologic record and its internationally defined stratum base within the geologic time scale. The three-age system is the periodization of human prehistory into three consecutive time periods, named for their respective predominant tool-making technologies: the Stone AgeBronze Age, and Iron Age. This system emerged during the late nineteenth century in the work of British, German and Scandinavian archaeologists, antiquarians and anthropologists.[6] Another division of history and prehistory can be made between those written events that can be precisely dated by use of a continuous calendar dating from current and those that can't. The loss of continuity of calendar date most often occurs when a civilization falls and the language and calendar fall into disuse. The current civilization therefore loses the ability to precisely date events written through primary sources to events dated to current calendar dating.[original research?]
The occurrence of written materials (and so the beginning of local "historic times") varies generally to cultures classified within either the late Bronze Age or within the Iron Age. Historians increasingly do not restrict themselves to evidence from written records and are coming to rely more upon evidence from the natural and social sciences, thereby blurring the distinction between the terms "history" and "prehistory".[7][8][9] This view has been articulated by advocates of deep history.