Young people are detached from history, the planet, and most important, the future. It's no wonder teenage suicide is at a record level. Even the best tend to believe we are hopeless to affect such matters. Kids today live with awful nightmares: AIDS will wipe us out the polar ice cap will melt the nuclear bomb will go off at any minute. You hear it from a lot of young people – I hear it from my own kids: Daddy, you're so quaint to believe in hope. You travel around this country, no matter where you go, people say, Don't waste your time, nothing changes, you can't fight the powers that be – no one can. If matters such as we have been discussing here are left only to be discussed behind closed doors in Washington, then we would cease to have a government of the people.
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It was very sad to read last month that the New England town hall meetings are dying off, and, in a large sense, the spirit of this trial is that grass-roots participation in democracy must not die. If you stop doing it, democracy crumbles and falls apart. He would say, "See how the people participate, see how they participate in the decisions that affect their lives – that's democracy." I grew up with the idea that democracy is not something you believe in, or a place you hang your hat, but it's something you do. He often took me to town hall meetings in Clinton, Athol and Hudson. When I was growing up in Worcester, Massachusetts, my father was very proud of democracy. Using Mass Moments in Third Grade Classroomsįrom Abbie Hoffman's closing statement at the Aptrial at which 12 people, including Hoffman, were acquitted of trespassing charges in connection with the occupation of an office building at UMASS Amherst during a November 4 th protest against C.I.A.Lesson C: A Young Colony Faces Challenges.Activity 4: How the Puritans Celebrated Christmas.Activity 2: High Cost of Following Other Religious Beliefs.Activity 1: The Puritans’ Promise to God.Lesson B: Religious Intolerance in Seventeenth-Century Massachusetts.Activity 1: Creating Big Maps Showing Early Towns.Lesson A: The First English Settlements in the Massachusetts Bay Colony.E/MS Unit II: Building a New Society: Life in Colonial Massachusetts.William Apess Presents a Different Point of View Lesson D: William Apess and the “Mashpee Revolt”.Activity 2: The Fate of Indian “Praying Towns”.Activity 1: Accounts of King Philip’s War.Activity 2: Establishing "Praying Towns" and Educating Indian Youth.Activity 1: Examining the Puritans’ Goals in Relation to Native Peoples.Activity 5: Creative Extension - County Maps.Activity 4: Examining Historic Maps for Information.Activity 2: Reading Early Settlers’ Accounts.
Activity 1: Mapping Native American Tribes and English Settlements.Lesson A: Native American Tribes and English Colonists in Early Massachusetts.E/MS Unit I: Two Cultures Collide: Early Relations Between English Settlers and Indigenous People in Plymouth and Massachusetts Bay Colonies.Activity 1: Early Years in the Lowell Mills.HS Unit III: Voices of Labor - Working People Organize, 1925-1930.Activity 2: The Work of a Nobel Peace Prizewinner.Activity 3: Fifty Years’ Worth of Gains.Activity 2: The Difference One Individual Can Make.Activity 1: Nineteenth-Century Women Activists.Activity 2: Advocates for Female Education.Activity 1: The 1840s-How Things Stood for Women.Lesson A: Advocates for Higher Education.HS Unit II: Women's Struggle for Equal Rights, 1825 - 1930.Activity 3: Anthony Burns-Slave-Catchers Come to Boston for the Last Time.Activity 2: Comparing and Contrasting Two Points of View in Newspaper Reports.Activity 1: Analyzing the Fugitive Slave Act.Lesson D: The Fugitive Slave Act of 1850: A Case Study of Resistance.Activity 2: New Opportunities in Education.Activity 1: Panel Discussion/Debate: Integration v.
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