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    <blockquote><blockquote><font face="Verdana,Arial,Helvetica" size="-1"><a href="learningactivities.html"><b>INDEX</b></a><br><br><font size="+1"><center><i>Reading Revolutions:  Ideas for Teaching</i><br><br><font size="+0"><br><br><font size="+1">Learning Activities:&nbsp;  Freedom in Different Countries</center>


	<p><b><font face="Verdana" size=-1>Different Countries</font></b></p>
	<p><font face="Verdana" size=-1>To understand the context of an essay or book students should investigate the zeitgeist or spirit of the times.&nbsp; Students should be given appropriate original sources to read.&nbsp;  The length and complexity will depend on the age of the students and the difficulty of the material.&nbsp;  It's better to read five pages of Machiavelli than to read a summary in a textbook.&nbsp; Students will remember the concepts better and the author can be brought to life for them so they can hear his or her voice.&nbsp;  The assignment is to find out what was happening in
	the author's country at the time he or she lived and to investigate what
	was happening in other countries at the same time.</font></p>

	<p><font face="Verdana"><font size=-1>When John Adams was writing <i>A
	Defence of the Constitutions of Government of the United States of America
	</i>what were the ideas of freedom and government in Spain, Russia, India, Africa,
	or South America?&nbsp; What was life like for the ordinary person?&nbsp;
	What types of government were common at this time?&nbsp; For the more advanced
	student, a consideration of the differences between John Adam's culture
	and the culture of another country and the role that difference played
	would provide quite a challenge.&nbsp;  Students with different interests can look at culture in unique ways.&nbsp;  How did people dress?&nbsp;  How many lived on farms?&nbsp;  What were the farming practices?&nbsp;  What kind of entertainment was popular in different countries?&nbsp;  What could you buy in a store?&nbsp;&nbsp;  How many people in the country could read the text?  </font></font></p>

	<p><font face="Verdana"><font size=-1>When using a text devoted to discussions of freedom, you can consider slavery.&nbsp;  Many authors while passionately defending freedom were silent on the subject.&nbsp; What different countries have practiced
	slavery?&nbsp; What process led to the cessation of the practice in each
	country?&nbsp; Did the different countries have different laws to protect
	the slaves?&nbsp; Did slaves have rights?</font></font></p>

	<p><b><font face="Verdana"><font size=-1>Constitutions</font></font></b></p>
	<p><font face="Verdana"><font size=-1>Have the students collect the constitutions
	from as many different countries as possible.&nbsp; Assign four constitutions
	to each subgroup of students.&nbsp; The students should analyze the constitutions,
	compare the provisions, research how the constitution is used in law and
	by the legislature, and see if there are ideas that would work well in this
	country.</font></font></p>

	<p><b><font face="Verdana"><font size=-1>Freedom</font></font></b></p>
	<p><font face="Verdana"><font size=-1>Are the ideas of freedom different
	in different cultures?&nbsp; How?&nbsp; Here you might start out with the
	idea of freedom on the basketball court and then bring it into the school
	setting before you talk about freedom within and between countries.&nbsp;
	The students should begin to discover that there are differences between
	individual freedom and the freedom of the individual within a group.</font></font><font face="Verdana"><font size=-1></font></font></p>

	<p><font face="Verdana"><font size=-1>You can talk about different kinds
	of freedom...freedom from hunger, freedom from fear, freedom of choice.&nbsp;
	Is political freedom worth giving up the freedom from fear or freedom from
	hunger?</font></font><font face="Verdana"><font size=-1></font></font></p>

	<p><font face="Verdana"><font size=-1>How have these concepts changed over
	time?&nbsp; Did the people in the 14th century have the same ideas about
	themselves as we do?</p>

	<br><br><br>
	Marilyn Shea<br>
	Professor of Psychology<br>
	University of Maine at Farmington<br>

	<br><br><br></font></font>
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