[ti:One Year Later, Educators Deciding How to Teach US Capitol Riot]
[by:www.21voa.com]
[00:00.00]更多听力请访问21VOA.COM
[00:00.04]Last January, thousands of supporters of then-President Donald Trump
[00:08.24]carried out a deadly attack and occupation of
[00:12.96]the U.S. Capitol Building in Washington, D.C.
[00:17.52]The violence took place as lawmakers were meeting
[00:21.88]to officially declare Joe Biden, a Democrat,
[00:26.28]the winner of the 2020 presidential election.
[00:31.40]This January, teachers across the United States
[00:35.80]are deciding how to teach and talk about the attack.
[00:40.56]What students learn may depend on where they live.
[00:46.72]In an area outside Boston, Massachusetts,
[00:51.00]history teacher Justin Voldman said his students
[00:55.52]will spend the day of January 6th writing about what happened
[01:01.92]and talking about how a democracy can be easily damaged.
[01:07.88]Voldman said he feels lucky to teach in a state
[01:11.68]where most people are Democrats.
[01:14.52]“There are other parts of the country
[01:16.68]where ... I would be scared to be a teacher,” he said.
[01:21.72]Liz Wagner is a social studies teacher near Des Moines, Iowa.
[01:27.28]The state increasingly votes Republican in local and national elections.
[01:33.52]She got an email from an administrator last year,
[01:38.28]warning teachers to be careful
[01:40.76]in how they present the discussion of the violence.
[01:45.20]Some of Wagner's students questioned her last year
[01:49.76]when she described what happened on January 6th as an insurrection.
[01:56.40]She answered by having the students read
[01:59.72]the dictionary definition for the word.
[02:03.76]This year, she said she will probably show students videos
[02:08.36]of the protest and ask them to write about what the images show.
[02:15.12]“This is kind of what I have to do to ensure
[02:18.48]that I’m not upsetting anybody,” Wagner said.
[02:22.48]Talking about what happened on January 6th
[02:26.60]is increasingly difficult for teachers.
[02:29.96]They must decide how — or whether
[02:33.92]— to educate their students about the event.
[02:37.00]And the lessons sometimes depend on whether they are in a state
[02:42.36]that is majority Democratic or majority Republican.
[02:48.40]Facing History and Ourselves is a nonprofit group
[02:53.24]that helps teachers with difficult lessons on subjects such as the Holocaust.
[02:59.44]Immediately after last year’s riot, it offered suggestions
[03:05.44]on how to talk about the event with students.
[03:09.00]Abby Weiss oversees the development of the group’s teaching tools.
[03:14.48]In the year since the attack, she said, Republican lawmakers
[03:19.12]in some states have pushed for legislation
[03:22.68]to limit the teaching of material that explores how race
[03:27.76]and racism influence American politics, culture and law.
[03:33.36]Racial discussions are hard to avoid when talking about the riot;
[03:39.04]white supremacists were among those who broke into the Captiol building.
[03:45.60]Anton Schulzki is president of the National Council for the Social Studies.
[03:52.12]He is also a teacher in Colorado Springs, Colorado.
[03:56.40]He said students are often the ones
[03:59.52]bringing up racial issues during his lessons.
[04:03.56]Last year, he had just begun discussing the riot
[04:07.72]when one of his students said, “’You know,
[04:10.28]if those rioters were all Black, they’d all be arrested by now.”
[04:17.08]Paula Davis is a middle school teacher in rural Indiana.
[04:21.68]She is also an area leader for Moms for Liberty,
[04:26.84]a group whose members have protested face coverings
[04:31.32]and vaccine requirements in recent months.
[04:35.04]She mostly teaches math and English
[04:38.76]and does not plan to discuss January 6th in her classroom.
[04:44.92]But she said for teachers who do teach about the event,
[04:48.96]it is important not to show any bias.
[04:53.08]Bias is a tendency to believe
[04:55.60]that some people or ideas are better than others.
[04:59.76]It usually results in treating some people unfairly.
[05:05.28]“If it cannot be done without bias,” Davis said of the lessons,
[05:10.12]“then it should not be done.”
[05:13.32]There is no way middle school teacher Dylan Huisken
[05:18.80]will avoid the issue in his classroom in Bonner, Montana.
[05:23.48]He said he plans to use the anniversary to teach his students
[05:28.44]to use their voice by doing things like writing to lawmakers.
[05:33.76]He added that not teaching about the attack
[05:37.80]suggests to students that the “civic ideals we teach…
[05:42.32]don’t have any real-world application.”
[05:45.72]I’m Ashley Thompson. 更多听力请访问21VOA.COM
END OF TRACK. "END OF TRACK." The two men bowed. "Whoever was that person you were talking to?" she enquired, as soon as they stood together. The took of triumph faded from her eyes, she had grown worn and weary. The roses were wilting on the walls, the lights were mostly down now. Hetty, looking in to see if anything was wanted, found herself driven away almost fiercely. I only saw Master Jervie once when he called at tea time, The year 1747 was opened by measures of restriction. The House of Lords, offended at the publication of the proceedings of the trial of Lord Lovat, summoned the parties to their bar, committed them to prison, and refused to liberate them till they had pledged themselves not to repeat the offence, and had paid very heavy fees. The consequence of this was that the transactions of the Peers were almost entirely suppressed for nearly thirty years from this time, and we draw our knowledge of them chiefly from notes taken by Horace Walpole and Lord Chancellor Hardwicke. What is still more remarkable, the reports of the House of Commons, being taken by stealth, and on the merest sufferance, are of the most meagre kind, sometimes altogether wanting, and the speeches are given uniformly under fictitious names; for to have attributed to Pitt or Pelham their[112] speeches by name would have brought down on the printers the summary vengeance of the House. Many of the members complained bitterly of this breach of the privileges of Parliament, and of "being put into print by low fellows"; but Pelham had the sense to tolerate them, saying, "Let them alone; they make better speeches for us than we can make for ourselves." Altogether, the House of Commons exhibited the most deplorable aspect that can be conceived. The Ministry had pursued Walpole's system of buying up opponents by place, or pension, or secret service money, till there was no life left in the House. Ministers passed their measures without troubling themselves to say much in their behalf; and the opposition dwindled to Sir John Hinde Cotton, now dismissed from office, and a feeble remnant of Jacobites raised but miserable resistance. In vain the Prince of Wales and the secret instigations of Bolingbroke and Doddington stimulated the spirit of discontent; both Houses had degenerated into most silent and insignificant arenas of very commonplace business. "It certainly will be. Miss Widgeon," answered Maria, with strictly "company manners." "One who has never had a brother exposed to the constant dangers of army life can hardly understand how glad we all feel to have Si snatched from the very jaws of death and brung back to us." "Just plug at 'em as you would at a crow, and then go on your way whistlin'?" persisted Harry. "Hurroo!" echoed Hennessey; "that's the ticket." "Come forward, keeper," continued the baron, "and state how these arrows came into your hands!" "Yes." HoMEJULIA京香2018下载
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