The Pledge of Allegiance and now Silence?

Rituals and habits are important parts of our lives. They create a mindset before beginning worthwhile ventures and they provide closure for journey’s end. Graduation day has its gowns and speeches and diploma handing. Birthdays have their cakes and singing. Our school day has the Pledge of Allegiance.

When I first started teaching at my high school, there was no saying of the Pledge. There was a flag in nearly every room, but each day started with the morning announcements and no reference to the flag hanging quietly and dignified in the corner of the room. Then came September 11, 2001 and America was searching for its identity in a time of crisis and uncertainty. Many Americans were feeling patriotic. And in July of 2003, Governor George Ryan signed Senate Bill 1634, which amends the state school code so that “students in secondary schools recite the Pledge of Allegiance on a daily basis.”

Besides not liking being forced (by a corrupt governor no less) to do this, there were other reasons I did not stand up and support this pledge immediately. The United States had invaded a sovereign nation in March of 2003. This was an invasion and war that I never supported, but I was surrounded by a whirlwind of patriotism that demanded military action was a necessary course of action. Indeed most of our Congressmen felt compelled to authorize this slaughter for fear of being considered unpatriotic. In brief, it was blind patriotism and I felt that forcing teachers and students to stand for the pledge was one more blinder for the patriotic horse.

And then I was reminded of the history of the Pledge of Allegiance. In 1892, in accordance with the celebration of the 400th anniversary of Columbus’s arrival in the Americas Francis Bellamy wrote the Pledge as a salute to the original ideals of the American republic.
Dr. Mortimer Adler, American philosopher and last living founder of the Great Books program at Saint John's College, has analyzed these ideas in his book, The Six Great Ideas. He argues that the three great ideas of the American political tradition are 'equality, liberty and justice for all.' 'Justice' mediates between the often conflicting goals of 'liberty' and 'equality.'

His original Pledge read as follows: 'I pledge allegiance to my Flag and the Republic for which it stands, one nation, indivisible, with liberty and justice for all.' He considered placing the word, 'equality,' in his Pledge, but knew that the state superintendents of education on his committee were against equality for women and African Americans.
In 1923 and 1924 the National Flag Conference, under the 'leadership of the American Legion and the Daughters of the American Revolution, changed the Pledge's words, 'my Flag,' to 'the Flag of the United States of America.' Bellamy disliked this change, but his protest was ignored.
In 1954, Congress after a campaign by the Knights of Columbus, added the words, 'under God,' to the Pledge. The Pledge was now both a patriotic oath and a public prayer.
Bellamy's granddaughter said he also would have resented this second change. He had been pressured into leaving his church in 1891 because of his socialist sermons. In his retirement in Florida, he stopped attending church because he disliked the racial bigotry he found there.
What follows is Bellamy's own account of some of the thoughts that went through his mind in August, 1892, as he picked the words of his Pledge:
It began as an intensive communing with salient points of our national history, from the Declaration of Independence onwards; with the makings of the Constitution...with the meaning of the Civil War; with the aspiration of the people...
The true reason for allegiance to the Flag is the 'republic for which it stands.' ...And what does that vast thing, the Republic mean? It is the concise political word for the Nation - the One Nation which the Civil War was fought to prove. To make that One Nation idea clear, we must specify that it is indivisible, as Webster and Lincoln used to repeat in their great speeches. And its future?
Just here arose the temptation of the historic slogan of the French Revolution which meant so much to Jefferson and his friends, 'Liberty, equality, fraternity.' No, that would be too fanciful, too many thousands of years off in realization. But we as a nation do stand square on the doctrine of liberty and justice for all...
If the Pledge's historical pattern repeats, its words will be modified during this decade. Below are two possible changes.
Some pro-life advocates recite the following slightly revised Pledge: 'I pledge allegiance to the Flag of the United States of America and to the Republic for which it stands, one nation under God, indivisible, with liberty and justice for all, born and unborn.'
A few liberals recite a slightly revised version of Bellamy's original Pledge: 'I pledge allegiance to my Flag, and to the Republic for which it stands, one nation, indivisible, with equality, liberty and justice for all.'
So, although the words in the Pledge have changed and the meaning has sometimes been forgotten, the importance remains. We are fortunate to live in a country that allows a certain degree of freedom. We are fortunate to be, at the very least, citizens striving for equality, justice and freedom. These ideals must be achieved through education. And we are also fortunate for that. Our well-being as individuals depends upon our education. Our ability to achieve happiness depends upon it. So whether you recite Bellemy’s original Pledge or you add God or equality to it, what matters is the ritual of giving thanks that you are about to embark on self-discovery that is only possible in an unoppressive country with public education. Let the Pledge be a time to reflect on that and get into the proper mindset for you to fully take advantage of that. I am grateful to be here with you today. I am happy that you are able to be here and I want you to feel thankful that you may achieve happiness through the quest for equality, justice and freedom.

Affirming with action

After looking at explicit and implicit racism and acknowledging white privilege in the US, it should come as no surprise that minority groups face very difficult challenges, especially black US citizens.  For example, nearly 1 out of 3 black males in the US will go to prison.  Also, although there are far many more whites in poverty than blacks, black US citizens are living in poverty in a much higher percentage than whites - 28% of black compared to only 15% of whites.    In terms of joblessness, the black unemployment rate is twice that of whites.

Some people argue that these statistics are why racial policies are needed to help provide balance in a society that is full of racism.  For example, in education, black students score lower than all other races.  See this chart from the ACT:

There are numerous reasons for this.  First, the test may be culturally biased.  For example, here is just one sentence from one question;

The kids who hung around the community center
liked Abshu, because he never preached and it   

20clear that when they spoke he listened; so he could zero
in on the kid who had a real problem.

 In this sentence there are at least three examples of cultural interpretations on language that is not necessarily taught in school: 1) "hanging around", 2)"preaching about it", and 3)"zeroing in".  The meanings of these slang terms might mean different things to different groups of people, specifically, they might be difficult for a black child from an impoverished neighborhood to discern.  Similarly, if a white suburban kid tried to take a test written by impoverished black children, it would be very difficult for the white kids.  Here is an example, called The Chitling Test.

Similar to education, US citizens who are perceived as black face discrimination in the workplace as well.  There was a study done by the Chicago Urban League which found that resumes that are exactly the same will get less call backs for interviews if the name on the resume sounds black.  Here is a CBS news report about the study.  You can download the whole study here but here is the abstract of the study:

We study race in the labor market by sending fictitious resumes to help-wanted ads in Boston and Chicago newspapers. To manipulate perceived race, resumes are randomly assigned African-American- or White-sounding names. White names receive 50 percent more callbacks for interviews. Callbacks are also more responsive to resume quality for White names than for African-American ones. The racial gap is uniform across occupation, industry, and employer size. We also find little evidence that employers are inferring social class from the names. Differential treatment by race still appears to still be prominent in the U. S. labor market.

Note that whites received fifty percent more call backs! Fifty! And the discrimination was apparent regardless of occupation - both high income and low income jobs, and the study notes that the discrimination exists even in government jobs where legally, there is a requirement to not discriminate based on race. 

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􏰥 􏰤> ¢􏰙 􏰺6 􏰥!X¡􏰩􏰧 􏰭􏰣 􏰬. 􏰧A􏰣􏰪\ 􏰭􏰾􏰳􏰱j􏰥l􏱀􏰎􏰺 􏰹p 􏰷􏰿􏰴􏰹 􏰪X 􏰷􏰿 􏰺􏰎 􏰭􏰡 􏰹􏰰􏰸􏰷.􏰬􏰿􏰷􏰎􏰧 􏰽!􏰎􏰻􏰳􏰷s􏰲9􏰱 􏰭􏰾􏰳􏰷 􏰽!X􏰭 􏰧􏰎 􏰥j 􏰧􏰩 􏰼l 􏰻􏰩 􏰭􏰣 􏰥6 􏰬. 􏰪􏰚􏰩􏰺 􏰺􏰞 􏰹n 􏰥Z 􏰬3􏰸􏰷􏰎􏰧~􏰥\􏰦 􏰵􏰶 􏰥~􏰴􏰲 􏰱􏰳 􏰥~ 􏰯􏰰 􏰭􏰔 􏰬􏰮􏰎􏰧􏰣􏰪􏰫􏰨 􏰧􏰩 􏰥~ 􏰦\ 􏰥j 􏰤>

Real Estate prestige (prices)

Here are some homes for sale listed in 2014 with their prices.  Notice how widely the prices vary.

Waukegan, IL
$65,000

 Grayslake, IL
$299,999

 Lake Forest, IL
$1,200,000

 Lake Forest, IL
1,600,000

 Grayslake, IL
$469,000

 Grayslake, IL
$499,000

 Lake Forest, IL
$1,120,000

Waukegan, IL
$230,000

A Just Harvest

Sign up for A Just Harvest - December 13,  2013 3:30 - 8:30 Helping to serve meals to the hungry. Volunteers will meet in Parking lot C. Ms Fainman is the chaperone for this event. Do you need hours for your Social Studies classes? This is a great way to give back to the community and get the hours you need for class. Hope to see you there!

https://www.ugive.org/Opportunities/Detail.aspx?projectid=59712

Final Paper: Reflecting on Your Service Experience (Step3)

Click here for a google doc for the final paper or you can read it below: Looking back at your experiences in community service, reflect on what you did and relate it to sociology. This paper should be about your experiences in general. Do not simply restate what you have already written in your journals. Instead, look at your journals to refresh your memory about what you experienced and then try to make some generalizations about the experience. Apply these generalizations to the three areas below. You do not need to respond to every prompt below, but you should have well-developed and authentic answers to each of the three areas: application, sociological themes and sociological content. Each area should be written from your perspective as an individual. Your paper will be graded on the following components. This is due the second to last Friday before final exams. Journal: Please refer back to your journals to remind you of your experiences as you think about the three areas below: Application of the Experience: Evaluate the importance and value of voluntarism. How has this and will it affect your life in the short term & long term? Do you think that being involved in community (through the service experience) gives you sense of belonging and a feeling of being necessary that teens often lack, and how? Can you see how volunteering and helping others can contribute to the happiness and well-being of the volunteers? In what ways do you think that you have benefited from the experience? Was the experience rewarding/fulfilling? What did you take away from this experience? Sociological Themes: How might your experience reflect the idea of a sociological imagination? How are the private troubles of the people you served, a part of larger social forces? Use your sociological imagination to discuss why the people you served need volunteers. How are their lives (their reality) constructed by social forces? Has this experience helped you to become more sociological mindful? Why? Why not? Has this experience impacted the, “mark that you want to leave?” See Schwalbe’s Sociological Mindfulness for more on this idea. How might your service experience help to show the interconnectedness between people within society? Use examples from your own experiences. You might want to lookup what the organization you volunteered with does. Who do they help? Where does there money go? Sociological Content: Relate your experiences to sociology content. What aspects of class (or our blog) does this encompass? What connections do you see between the content of our class and the community service? Use our class notes, readings, and your blog to review all the ways your service experience might relate. Some ideas might be: What stereotypes were there before starting? Did any of these change? Was there any relation to gender, age, social class, race or any other group we discussed in sociology? Think about how the people you helped (and perhaps yourself) are socialized to think about themselves. Does culture play a part in the service experience? Maybe American values can be used to analyze the service experience. Perhaps you can think of the group as a subculture. Is there deviance involved? Perhaps the group you are working with is considered deviant by society. How might that affect those people? Maybe you are considered deviant for volunteering. Use the suggestions on the back of this sheet for other ideas of how the service experience connects to sociology. Also use at least 4 references to class discussions, activities, readings and videos. If you need help remembering all of the specifics of what we did in class, use my blog. Go through it and refresh your memory. Format: Write in proper format. Use a standard font type, size 10-12, margins .5-1.25, double space. Use proper prose and paragraphs, be cohesive and turn it in on time. Besides proper academic writing, your paper should be authentic. Do not fill your paper with generic clichés. Explain why and how from your unique perspective. Used detailed examples from your own experiences to support your answers. Here are some ways to help you think about how your service experience relates to sociology content: Culture: Identify unique elements in your service experience, such as: material culture, norms, values and sanctions. Consider how these cultural elements aid in the functioning of the organization and how they contrast with mainstream elements of culture. Socialization: Analyze the modes of interaction that you engaged in during your service. Where there differences in the way that you acted towards the clients versus other volunteers versus members of the organization? Did you see any processes of socialization occurring with yourself or with the clients that you were working with? Deviance: Reflect on the whether the organization or clientele of the organization where you were volunteering bears any stigma from the larger community. Often times, community-service organizations have the primary goal of aiding individuals who carry a deviant identity. Whether it is poverty, substance abuse, illness, age, disability, etc. Observe how the clients manage their stigmatized identities. How do the workers at the organization treat the clients? Do the clients manage or reject the label of deviant? How does the work of the organization help change societal perceptions of the stigmatized? Social Class: What role does class inequality play in their organization? How is the organization funded? How do community service organizations in general generate enough interest for people to volunteer their time and donate their money to help others? How does charity fit into the American Dream ideology? Do you believe that most Americans are willing to sacrifice some of their own wealth to help those in need? Why? Why not? Race/Ethnicity: Reflect on the racial and ethnic dynamic of their organization. Is there a difference between the racial or ethnic composition of the staff, the volunteers, and the clientele? Did your experiences of the racial or ethnic composition at the organization parallel your everyday experiences? Have you gained any insight into a particular group? Explain.

Preschool Privilege

One of the final points that the People Like Us movie made was that we are separated by class from a young age.  For example, when the wealthy take steps to ensure their child be accepted into the upper-upper class, they begin early. A few recent articles and a documentary highlight this subculture. Wealthy parents in New York City hire consultants and special tutors to get their child into a handful of elite preschools and then they pay costly tuition ($15,000+) to send the child there. This article from Bloomberg News highlights the competition to get in,

...An average of 15 applicants vie for every spot in about 200 preschools, Uhry said. According to its Web site, Harvard University in Cambridge, Massachusetts, received 22,754 applications for the freshman class entering in last fall and admitted 2,124 -- 11 applications per admission.

From the New York Daily News,

Consultants charge $10,000 a pop to share their secrets of success. A nose-picking habit is considered special needs.
As the mother of an 11-month-old already bemused by Manhattan's hypercompetitive baby-rearing culture, I watched the film with amusement and dread.
If, like Moon, I want my child to attend one of these nurseries - popularly perceived as "Ivy League feeder schools" - finding the annual $20,000 tuition would apparently be the least of my worries.

An interesting contrast might be comparing this to my post on the Harlem Children's Zone, also a rigorous program, but for parents of low-income, at-risk students.
Watch the trailer for a documentary called Nursery University which reveals the intensity around getting into the "right" preschool.

Social class and your possessions

In the movie People Like Us, they show many different things that people buy that represent their social class such as a Tuscan style kitchen, a 4 foot Mitsubishi TV, a Volvo. What possessions do you or your family own that represent your social class? Do you think that class is related to the things we own? Think about a possession that you own that could be much cheaper or much more expensive - why do you have the one that you have and not a cheaper/ more expensive one? You can go to the following website and take a quiz about how the things you prefer represent your class:
Chintz or shag

We also see a guy who goes into Williams & Sonoma and says that the store represents upper middle class because of the things it sells. Then we see Karen Hess (bread expert) who says the bread we eat reflects our class. We develop tastes that reflect our class. What stores do you shop at and what types of bread do you eat? How do your possessions reflect your own social class? You can visit the following website and take the quiz "Identify this" or "Name that class" and see if your values represent a class:
Identify this

Here's a quick example from W & S:
It is a set of wooden utensils - but not just any wooden utensils, "Canadian inventor and designer Tom Littledeer is known for his beautifully carved kitchen tools with fluid shapes inspired by canoe paddles. Each of the tools in this set is handcrafted from a single piece of North American maple..." $99.99 for a set of 5.

Barbie - one example of a toy that socializes girls into an unrealistic image of themselves.

Below is an image from a rehab center for eating disorders. Here is a link

Also, here is an image of how an average woman would have to be altered to fit the Barbie ideal: Here is a caption from the Huffington Post:

The woman in the photograph is model Katie Halchishick, co-founder of Healthy Is The New Skinny, an organization dedicated to "revolutionizing how we think about, talk about, live in and love our bodies." This is hardly the first time that someone has pointed out how unrealistic a Barbie doll's proportions are, but it's still interesting to see the proportions drawn out onto an actual body. Some initial observations: -- Oddly pointy chin. -- A chest about half the width of her chest. -- Giant eyes! -- A neck that seems unlikely to be able to support her head.

Halloween - holiday for Freaks and Geeks?

Episode 3 of Freaks and Geeks (click here to watch it on mediacast) highlights some different aspects of sociology and socialization. Look at how Lindsay and her brother are influenced by their mom to think about the holiday. We also see the peer pressure from their friends take them into two different directions: Sam influences his friends to dress up and embrace the holiday while Lindsay is influenced by her friends to go out with them and cause trouble instead of hanging out with her mom. With a careful analysis we also see the influence of religion, the media and school.

Another interesting dynamic in the episode is what sociologists call socialization through the lifecourse; that is, how people are influenced differently throughout their life. For example, when you are a kid you are influenced to dress up and trick or treat and then when you are an adult you are supposed to act differently. What we see in the episode is the difficulty in being a teen and not really being a kid who can embrace Halloween but not yet being considered a mature adult. This unknowing of what is expected of you is called role strain. We see this most obviously in the teen years. Are you supposed to be a kid or a mature adult?

Volunteer Op: Volunteer for a candidate

Another option for your service hours is political volunteering.  Stevenson will be hosting a campaign fair on the night of Tuesday, Nov. 5th from 7-9 pm.  We will feature the staffs of the governors' campaigns to recruit student workers for this winter and spring.  We'll also have campaign staffers from Rep. Brad Schneider, former-Rep. Bob Dold, 10th Cong Dems, Lake County Young Republicans and the Illinois Fair Map gerrymandering reform group.

Plus, we'll serve complimentary pizza.  Click here to rsvp.