{"id":459,"date":"2010-11-06T22:32:40","date_gmt":"2010-11-07T03:32:40","guid":{"rendered":"http:\/\/www.helleniclink.org\/?p=459"},"modified":"2010-11-24T16:45:43","modified_gmt":"2010-11-24T21:45:43","slug":"modular-teaching","status":"publish","type":"post","link":"https:\/\/helleniclink.org\/?p=459","title":{"rendered":"4. Modular Teaching"},"content":{"rendered":"

Modular Teaching of Hellenic Cultural Themes:\u00a0 The Crucial Link Connecting Content and Pedagogy 1<\/sup><\/strong><\/p>\n

by<\/p>\n

Constantine G. Hatzidimitriou, PhD <\/span><\/address>\n
St. Johns University, NY & NYC Dept. of Education<\/span><\/address>\n

First of all, I must thank the Conference organizers, AFGLC and my colleagues at Hellenic Link, <\/sub>Inc., for inviting me and encouraging me to develop and to present this paper.\u00a0 In the time I have I will attempt to accomplish three objectives: (1) present a brief overview of the evolution of the teaching of Hellenic Studies in the United States at the elementary, secondary, and tertiary education levels in both private and public institutions, with particular emphasis on developments during the last forty years; (2)\u00a0\u00a0 attempt to demonstrate that a lack of alignment has resulted in a systemic failure to link the content of Hellenic Studies to major themes and subject matter in the American educational mainstream, especially at the level of public elementary and secondary schools; and,\u00a0 (3)\u00a0 propose that the way to reverse this marginalization and decline is to institute a systemic modular approach to the core subjects of Hellenism utilizing solid links between academic specialists and the sectors of the elementary and secondary private and public school systems, and provide a sample of what these modular teaching resources could look like.<\/p>\n

Part One:<\/span><\/strong><\/p>\n

The ideals, language and history of Hellenism have had a place in American public education since the nineteenth century.\u00a0 Although with the move towards more practical and career oriented subjects in the early twentieth century the classical tradition became de-emphasized — knowledge of the classics, broadly defined — has remained part of the curriculum and continues to represent an opportunity for us.[i]<\/a> With one notable exception, to which I will shortly refer, the history, language and culture of Byzantium and Modern Greece have never gained a place in the public schools, and have only been brought forth on the strength of the efforts of individual teachers and local community interests.\u00a0 In fact, recently a gifted schoolteacher from New York created something of a sensation through a series of podcasts on the \u201clost\u201d legacy of Byzantium in the West.[ii]<\/a> The same is true of Greek-American studies which largely does not exist within the multicultural and immigrant subject matter public schools study, and is still rare within ethnic studies programs in colleges and universities.[iii]<\/a><\/p>\n

Three events in the late 1960s occurred together to present the Greek community with an unprecedented opportunity with regard to the public school system and American higher education institutions.\u00a0 The first was the passage of the Immigration Act of 1965 that enabled a new wave of Greek immigration; the second was the Bilingual Education Act and related Supreme Court decision in 1974; and the third was the creation of the Modern Greek Studies Association in 1968.[iv]<\/a> The first two events meant that for the first time, Greek language and culture received massive amounts of federal and state aid, and was legitimized within the bilingual\/multicultural educational establishment that was created throughout the nation.<\/p>\n

In New York City, the Greek-American communities of\u00a0 Washington Heights,\u00a0 Bayridge, Brooklyn, and especially LIC\/Astoria, hired Greek bilingual teachers and counselors and received funding to create curricula and resources that could meet the needs of newly arrived Greek immigrant students and their families.\u00a0 Greek-American School Board members were elected, and many Greek-American educators were hired and found support for the promotion of Greek studies from within the public school bureaucracy.\u00a0 In fact, utilizing these funds, a full-time resource position in Greek bilingual education was created at the Central NYC Dept. of Education whose sole purpose was to maintain Greek educational resources and assist teachers and others in using them.\u00a0 There were even some short-lived Deputy Superintendents of Greek origin, although no Greek-American made it to the highest levels of the system in NYC — unlike in Chicago.[v]<\/a><\/p>\n

By the 1980s, Greek holidays were celebrated in public schools in many places in NYC and elsewhere, as well as officially recognized by the teachers union and educational establishment.[vi]<\/a> In fact, public sector Title VII funding enabled the creation of so-called Regional Curriculum Resource Disseminated Centers, which included Greek language and cultural materials among their offerings.[vii]<\/a> These Greek educational materials were created by grants to individuals and institutions that presumably had the expertise to write them, and funding was provided to colleges and universities in order for them to provide technical assistance and sponsor research, including doctoral dissertations in these areas.\u00a0 One of these institutions was the Florida State University which received large grants and produced the largest number of doctoral dissertations in the nation related to Greek Bilingual Education under the supervision of Dr. Byron C. Massialas.[viii]<\/a><\/p>\n

During this period, professional public school educators associations, such as the Hellenic Educators Association in NYC and its counterparts in Chicago and elsewhere, were established.[ix]<\/a> At the same time, because of the increase in Greek immigration in the 1960s and 1970s, the Greek Orthodox Archdiocese increased the number of Greek-American day and afternoon Schools throughout the U.S., especially in large urban centers, and attempted to infuse them with new resources.\u00a0 For example, St. Demetrius, the Greek American Day School in Astoria, New York, increased its grade levels to high school and the New York and Illinois State Education Departments began to award high school graduation credit for Modern Greek through Regents exams.[x]<\/a><\/p>\n

While all of this Greek education-related activity was taking place in the public and private sectors of the U.S. Educational system, similar developments were occurring in colleges and universities.\u00a0 The Modern Greek Studies Association (MGSA) was founded in 1968 and listed its original purpose as an:<\/p>\n

\u201cAmerican-based, non-profit, tax-exempt organization of scholars, students and other interested persons, established for the purpose of promoting modern Greek studies, particularly in the United States and Canada, but also wherever else interest exists and support is needed\u2026. The Association sponsors symposia and seminars devoted to Modern Greek subjects: language, literature, history, the social sciences, and the fine arts.\u00a0 It issues and supports publications in the areas of its interest.\u00a0 It also serves as a center for information on programs and activities in the field of Byzantine and Modern Greek studies.\u201d[xi]<\/a><\/p>\n

Although the statement above does not make it absolutely clear, the Association was and has been almost exclusively concerned with Modern Greek Studies at the tertiary level, and has evolved into \u201cTHE\u201d professional organization for academics in the field in the U.S. and Canada.\u00a0 Indeed, its symposia and conferences have established a high professional standard for the field, and its journal has published significant research on virtually all aspects of Modern Greek Studies. An examination, however, of its publications to 2008, does not indicate any significant involvement in Modern Greek Studies, broadly defined, at any level other than the university.\u00a0 The only exception is the occasional article in its journal of Modern Greek Studies which sometimes refers to or concerns other educational levels as part of a specialized study.[xii]<\/a> What is noteworthy is that, although the MGSA mission statement indicates that it serves as an information and communication center for the study of modern Hellenism — which presumably includes all sectors of the educational system and the community, it does not appear to have made any significant contributions outside of college and university settings.\u00a0\u00a0 This situation is both fortunate and unfortunate, since from a practical point of view, this means that: on the one hand, educators and students outside of the \u201cAcademy\u201d have not had access to or benefited from the progress that has been made in MGS during the last thirty years, consequently, the content of instructional materials at public and private school levels has not been guided by the increased expertise of scholars in these fields that have become more prevalent in U.S. institutions;\u00a0 on the other hand, these educators have also been shielded from some revisionist MGSA-supported viewpoints, based on new theoretical perspectives borrowed from anthropology and other social sciences, that have \u201cdeconstructed\u201d much of what they still take for granted with regard to Hellenic identity, continuity with antiquity, and cherished historical \u201cfacts\u201d concerning\u00a0 Hellenism.<\/p>\n

Over the years, the MGSA has received grants from American-, Greek-American-, and Greek government-related sources for its activities, and has grown into an important academic association with a solid presence on the internet as well.[xiii]<\/a> Its members dominate the training of young scholars in the field, and through undergraduate programs assists in shaping what Hellenism means to younger generations who care enough to be seriously interested.<\/p>\n

The aims of the American Foundation for Greek Language and Culture, the sponsor of this Forum\/Conference at the University of South Florida, are similar to those of the MGSA, since AFGLC also places its emphasis on the tertiary level.\u00a0 Clearly, however, as the list of presenters indicates — with a few notable exceptions, the Foundation and its conference is not dominated by content area specialists in the fields of Byzantine and Modern Greek Studies.\u00a0\u00a0 In fact, the symbolism used on the Conference Program and the structure of many of the panels is quite different from MGSA conferences in recent decades, and places emphasis more on school levels below the tertiary, in pedagogy and the teaching of Modern Greek, an innovation for which I offer my congratulations.<\/p>\n

What I have not examined in any detail is the eternal and fruitless debate over the importance of teaching the Greek language as opposed to Hellenic culture, broadly defined. This subject has been the topic of numerous studies and newspaper columns, and is at the core of what the Greek-American secular and religious communities consider a crisis on preserving [Greek] identity in the United States.[xiv]<\/a> Suffice it to say, [that] Modern Greek language study and acquisition alone has not proven to be the road to ethnic survival — as the decline in church-related Greek language programs shows– and that language acquisition must be coupled with appropriate and relevant cultural content in order to be effective.\u00a0\u00a0 This is one reason I believe that cultural modules are crucial for success.<\/p>\n

Having provided a brief historical overview of the development of Greek studies Education in the U.S., I will now turn to part two.<\/p>\n

<\/span><\/p>\n

Part Two:<\/span><\/strong><\/p>\n

What is the result of these more than twenty years of public and private investment in Hellenic Education at the elementary, secondary and higher education levels of the U.S. educational system?\u00a0 The bitter truth is that no permanent foundation was laid and no solid bridges to mainstream public education were created.\u00a0 In the 1990s, as Greek immigration waned and Greek-American communities became more affluent and more assimilated, the public school legal mandates in bilingual education no longer applied to Greek language or cultural studies.\u00a0\u00a0 What had been created through public- and Church-affiliated schools — even though largely uniformed by scholars in MGS, was not built upon and collapsed like a \u201chouse of cards.\u201d\u00a0\u00a0 By 2001, retirements and re-organizations had largely wiped out Greek-American influence in the NYC and Chicago public schools.\u00a0 At present, even in Astoria, Queens, Modern Greek is rarely taught in public schools, and related subject and cultural activities are virtually non-existent.\u00a0 A notable exception is the fine Greek language program at the Bronx High School of Science — which is an example of individual initiative and external funding, not\u00a0 the efforts of the past.[xv]<\/a> As the Director of Social Studies Education for a large portion of the NYC public schools in Queens, I can attest to the fact that we receive no competitions, materials, or resources of any kind related to Hellenism.\u00a0 Even the Greek bilingual educational resources that were created in the past, both in NYC and nationally, have largely disappeared.<\/p>\n

The situation in terms of the number of Greek Orthodox Archdiocese affiliated day and afternoon schools and their curriculum resources does not fare better.\u00a0 In fact, recognizing the looming crisis, the Archdiocese sponsored a task force to study the problem of Greek language schools, which issued a report in 1999.\u00a0 More recently, the Archdiocese has increasingly turned to foreign assistance for materials development and teacher training from Greece through the Paideia Project of the University of Crete and SAE.\u00a0 Yet, despite these efforts, Archdiocese- related schools and programs continue to lack a uniform curriculum in Hellenic studies and high quality language and cultural resources.[xvi]<\/a> Additionally, new technology-based materials for Greek language and Hellenic cultural instruction also remain almost completely unknown.<\/p>\n

At the tertiary level, generous endowments of private and public funds, and the increasing acceptance of Modern Greek language and culture as legitimate fields of study, have resulted in more stability and a significant growth in programs offered.\u00a0\u00a0 In December 1971, the MGSA issued a report based on a survey it conducted on \u201cThe State of Modern Greek Studies in North America,\u201d which indicated that twenty-eight institutions in the U.S. and Canada offered courses on Modern Greek language or were planning to do so.\u00a0 It is interesting to note that thirty-seven years later, the MGSA reported to its membership that a survey conducted between 2004 and 2007 indicated that by the end of the 2007-2008 academic year, twenty-eight institutions reported having Modern Greek Studies Programs, with twenty-six offering courses in first-year Modern Greek language.\u00a0 While there is no question that the range and extent of courses being offered in Modern Greek language and culture have greatly increased, it would also appear that MGS have not become more widespread within American higher education since 1971.\u00a0 In fact, it appears that some institutions which offered Modern Greek in the 1970s no longer do so, while approximately half of those listed in 1971 still do.[xvii]<\/a><\/p>\n

I believe that we would have had a very different result if the extensive resources and expertise that was applied to the study and teaching of Modern Greek language and culture during the last several decades had been implemented and linked together at all levels within the public and private U.S. educational systems.\u00a0 Furthermore, I also think that opportunities to link the Hellenic subject matter to topics within the required American curriculum and state\/national standards of public and private grade K-12 schools would have made MGS more relevant to general education, and help recruit both Greek-Americans and philhellenes to the more challenging programs offered by colleges and universities.\u00a0 These links would have also improved the quality and range of the instructional materials created in both public and private schools by taking advantage of the content knowledge of scholars of Hellenism and specialists in pedagogy, curriculum\/staff development and presentation, which would have had a dramatic impact upon the quality of instruction and student motivation.<\/p>\n

Others at this conference will deal with methods and ideas concerning the teaching of Modern Greek.\u00a0 I will limit my remarks to one example related to Modern Greek history which draws upon my academic training and expertise.[xviii]<\/a> It is to this subject that I will now turn in part three of this presentation.<\/p>\n

<\/span><\/p>\n

Part Three:<\/span><\/strong><\/p>\n

In order to be effective, the Greek related material must be integrated into the existing curriculum and meet mandated local and national standards.\u00a0\u00a0 Public school teachers do not have time for exotic additions that do not relate to standardized assessments.\u00a0\u00a0 What is presented below is a draft to give an idea of what I mean.\u00a0\u00a0 Obviously, it needs to be expanded upon, refined and linked to technology based resources.\u00a0\u00a0 Follow-up project-based activities could also be added, as well as pod-casts, and differentiated activities involving role-play and debates.\u00a0\u00a0 The draft modular guide on \u201cAmerica and the Greek Revolution\u201d relates to seventh grade middle school American history subject matter and links the content of the revolution of 1821 to major themes in U.S. history, such as religious freedom, individual rights, slavery, and nineteenth century American foreign policy.\u00a0 It utilizes the same pedagogical approaches used for mainstream social studies content utilizing primary sources, higher order thinking skills, \u201cbig ideas,\u201d curriculum mapping, and differentiating instruction.\u00a0 At the same time, its content is based upon the latest tertiary-level scholarship in Modern Greek Studies and is informed by scientifically validated research.<\/p>\n

Teachers Notes for American History Foreign Policy Module appropriate for 7th<\/sup> or 9th<\/sup> Grades<\/strong><\/p>\n

DRAFT COPY by Dr. Constantine G. Hatzidimitriou, February 2010<\/p>\n

<\/span><\/p>\n

Relationship to New York State Social Studies Thematic Strands<\/span>:<\/p>\n

VI:\u00a0 Power, Authority, and Governance \u2013The complex purposes and features of individuals and groups with respect to issues of power and government.<\/p>\n

IX: Global Connections \u2013 The critical importance of knowledge and awareness of politics, economics, geography, and culture on a global scale.<\/p>\n

<\/span><\/p>\n

Grade 7 Unit 3<\/span>:\u00a0 A New Nation<\/p>\n

<\/span><\/p>\n

Essential Question<\/span>:\u00a0 How did the new nation respond to independence?\u00a0\u00a0 Farewell Address.\u00a0 Freedom of Religion: Independence and Revolution from Slavery.<\/p>\n

<\/span><\/p>\n

Focus Question<\/span>:\u00a0 How did Washington\u2019s Farewell Address Influence Subsequent American Foreign Policy?<\/p>\n

<\/span><\/p>\n

National History Standards Met: <\/span>Chronological Thinking; Historical Comprehension; historical Analysis and Interpretation; Historical Research Capabilities; Historical Issues \u2013Analysis and Decision Making.<\/p>\n

<\/span><\/p>\n

Literacy and Higher Order Skills Connection:<\/span> Interpretation of documents — multiple perspectives, Document-Based Questions (DBQ).<\/p>\n

<\/span><\/p>\n

Background Information<\/span>:\u00a0 Two of the most important documents which have influenced American Foreign Policy are President George Washington\u2019s Farewell Address (1796) and President James Monroe\u2019s Annual Message to Congress (1823).\u00a0 This resource module offers an opportunity for students to explore the issues involved in applying the principles embodied in these historical documents to a case study of a European conflict:\u00a0 the revolt of the Greeks against the Ottoman Empire in 1821, and their request for American aid and intervention.\u00a0 The analysis of the case study of Greece should then be applied to others.<\/p>\n

<\/span><\/p>\n

Materials Needed<\/span>:\u00a0 maps, audio-visual materials, artifacts and other hands-on materials.<\/p>\n

Document A:\u00a0 Washington\u2019s Farewell Address<\/p>\n

Document B: The Greek Revolution of 1821 and American Neutrality<\/p>\n

Document C:\u00a0 The Monroe Doctrine<\/p>\n

Document D:\u00a0 Compromise and American Neutrality<\/p>\n

<\/span><\/p>\n

Student Activity:<\/span> Divide the students into differentiated groups depending on their literacy levels and background in American history.\u00a0 Distribute the Documents to each group and ask them to decide upon a group leader who will be the spokesperson for their group.\u00a0 Review any vocabulary and historical background that you feel is appropriate for this activity.\u00a0 Decide on how much time you will give each group for the consideration of the issues posed in each document.\u00a0 You may wish to return to each one to reinforce the learning points at the start of working on another document.<\/p>\n

Document Discussion Questions:<\/strong><\/p>\n

Document A:\u00a0 Washington\u2019s Farewell Address:<\/span><\/p>\n

1.\u00a0\u00a0\u00a0\u00a0\u00a0 What is the historical context of this document?\u00a0 Who wrote it and why?<\/p>\n

2.\u00a0\u00a0\u00a0\u00a0\u00a0 What is his advice with regard to the nation concerning foreign entanglements?<\/p>\n

3.\u00a0\u00a0\u00a0\u00a0\u00a0 Does he advocate a total non-involvement in foreign affairs or does he qualify his viewpoint?<\/p>\n

4.\u00a0\u00a0\u00a0\u00a0\u00a0 How does his advice impact foreign commercial relations and American economic interests?<\/p>\n

5.\u00a0\u00a0\u00a0\u00a0\u00a0 Why does he give the advice to the nation that he advocates?<\/p>\n

6.\u00a0\u00a0\u00a0\u00a0\u00a0 Do you think his advice has been beneficial to the United States or has it been negative?<\/p>\n

7.\u00a0\u00a0\u00a0\u00a0\u00a0 Can and should Washington\u2019s ideas be applied to American foreign policy today?<\/p>\n

Document B: The Case of the Greek Revolution of\u00a0 1821<\/span><\/p>\n

1.\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0Who are the Greeks and why are they revolting against the Ottoman Empire?\u00a0 Where are they located?<\/p>\n

2.\u00a0\u00a0\u00a0\u00a0\u00a0 Who is sending this document to the United States and for what reason?\u00a0 How do you think it was circulated?<\/p>\n

3.\u00a0\u00a0\u00a0\u00a0\u00a0 Why do the Greeks think that the American people should aid them in their struggle?\u00a0 What do they think they have in common?<\/p>\n

4.\u00a0\u00a0\u00a0\u00a0\u00a0 What advantages for the United States do you think the writers of this document expect might be as result of aid?<\/p>\n

5.\u00a0\u00a0\u00a0\u00a0\u00a0 How does former President Jefferson react to the appeal of the Greeks for aid?<\/p>\n

6.\u00a0\u00a0\u00a0\u00a0\u00a0 How do these documents relate to the advice given in Washington\u2019s Farewell Address?<\/p>\n

7.\u00a0\u00a0\u00a0\u00a0\u00a0 What do you think happened?\u00a0 Do you think the U.S. aided the Greeks?\u00a0 Should they have been sent aid?\u00a0 What other nations were asking for aid from America at this time?<\/p>\n

Document C:\u00a0 The Monroe Doctrine<\/span><\/p>\n

1.\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0What is the historical context of this document, who wrote it, who is the audience,\u00a0 and why was it written?\u00a0\u00a0 What part of the world does it concern?<\/p>\n

2.\u00a0\u00a0\u00a0\u00a0\u00a0 What is President Monroe adding to the ideas concerning American foreign policy contained in Washington\u2019s Farewell address?<\/p>\n

3.\u00a0\u00a0\u00a0\u00a0\u00a0 Who is Monroe trying to protect in this address?\u00a0 Who is he concerned about?<\/p>\n

4.\u00a0\u00a0\u00a0\u00a0\u00a0 Do you think the United States should have made a declaration like this at that time?<\/p>\n

5.\u00a0\u00a0\u00a0\u00a0\u00a0 Why does he think it was in America\u2019s interest to announce this policy or doctrine to the world?\u00a0\u00a0 What could have been the result?<\/p>\n

6.\u00a0\u00a0\u00a0\u00a0\u00a0 Has this addition to American foreign policy been applied beyond 1823?\u00a0 Do you think it has had a positive or negative effect?\u00a0 Is it still applicable today?<\/p>\n

7.\u00a0\u00a0\u00a0\u00a0\u00a0 Why does President Monroe refer to the Greeks as part of his message to Congress?\u00a0 Does he advocate sending aid?\u00a0 How does what he has to say relate to the previous two documents.<\/p>\n

Document D:\u00a0 Compromise on American Neutrality<\/span><\/p>\n

1.\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0What is the context of the document by President Madison and why do you think he wrote it?\u00a0 Who was the audience?<\/p>\n

2.\u00a0\u00a0\u00a0\u00a0\u00a0 How does it relate to Washington\u2019s Farewell Address and the Monroe Doctrine?<\/p>\n

3.\u00a0\u00a0\u00a0\u00a0\u00a0 What is a frigate and why does President Madison suggest the American government send another one to the Greeks?<\/p>\n

4.\u00a0\u00a0\u00a0\u00a0\u00a0 Why did he not think sending frigates to help the Greeks violated the principles of American neutrality?<\/p>\n

5.\u00a0\u00a0\u00a0\u00a0\u00a0 Do you think what President Madison advocated was popular at the time?\u00a0 Do you think it was a good idea?\u00a0 How do you think the Ottoman Turks reacted?<\/p>\n

6.\u00a0\u00a0\u00a0\u00a0\u00a0 Does America send military aid to foreign nations today?\u00a0 Is this considered a positive aspect of American foreign policy?<\/p>\n

7.\u00a0\u00a0\u00a0\u00a0\u00a0 Why do you think the Congress is sending instructions to Commodore Rogers concerning aid being sent to Greece from New York City?\u00a0\u00a0 Is this sending of this aid a violation of American neutrality?<\/p>\n

8.\u00a0\u00a0\u00a0\u00a0\u00a0 Why do you think the American aid ship might need protection?\u00a0 Do you think sending humanitarian and military aid helps or hinders American foreign relations and commerce?<\/p>\n

All of the documents concerning Greece are reproduced from:<\/p>\n

Founded on Freedom and Virtue: Documents Illustrating The Impact in the United States of the Greek War of Independence 1821-1829 <\/em>edited by Constantine G. Hatzidimitriou,\u00a0 (New York, Aristide D. Caratzas Publisher: 2002).<\/p>\n

DOCUMENT A<\/span><\/strong><\/p>\n

Washington’s Farewell Address 1796 <\/strong><\/p>\n

Washington’s Farewell Address was the message to the American people published by outgoing President George Washington on September 17, 1796. Washington wrote it during the height of a divisive Presidential campaign. In it he outlined three principles that he believed the new nation should follow in public affairs. First, sectional antagonisms should be put to rest. Second, \u201cthe baneful effects of the spirit of party\u201d should be muted because they threatened liberty by subordinating people to demagogic leaders and hampering the ability of the President to promote the national interest. Third, U.S. diplomacy should \u201csteer clear of permanent alliances\u201d and \u201ctrust to temporary alliances for extraordinary emergencies.”<\/em><\/p>\n

The address was controversial. The United States did follow one piece of his advice: it did not enter into permanent military alliances with other nations until the end of World War II. <\/em><\/p>\n

1796<\/strong><\/p>\n

Friends and Citizens:<\/p>\n

\u2026.The great rule of conduct for us in regard to foreign nations is in extending our commercial relations, to have with them as little political connection as possible. So far as we have already formed engagements, let them be fulfilled with perfect good faith. Here let us stop. Europe has a set of primary interests which to us have none; or a very remote relation. Hence she must be engaged in frequent controversies, the causes of which are essentially foreign to our concerns. Hence, therefore, it must be unwise in us to implicate ourselves by artificial ties in the ordinary vicissitudes of her politics, or the ordinary combinations and collisions of her friendships or enmities\u2026..<\/p>\n

\u2026It is our true policy to steer clear of permanent alliances with any portion of the foreign world; so far, I mean, as we are now at liberty to do it; for let me not be understood as capable of patronizing infidelity to existing engagements. I hold the maxim no less applicable to public than to private affairs, that honesty is always the best policy. I repeat it, therefore, let those engagements be observed in their genuine sense. But, in my opinion, it is unnecessary and would be unwise to extend them\u2026..<\/p>\n

Taking care always to keep ourselves by suitable establishments on a respectable defensive posture, we may safely trust to temporary alliances for extraordinary emergencies.<\/p>\n

In offering to you, my countrymen, these counsels of an old and affectionate friend, I dare not hope they will make the strong and lasting impression I could wish; that they will control the usual current of the passions, or prevent our nation from running the course which has hitherto marked the destiny of nations\u2026\u2026\u2026<\/p>\n

Document B<\/span><\/strong><\/p>\n

The Greek Revolution of 1821 and American Neutrality: A Test Case<\/span><\/strong><\/p>\n

Between 1821 and 1830 thousands of people throughout the United States became involved in expressions of sympathy and raised millions of dollars in aid to assist the Greeks in the their revolutionary struggle to win religious and political freedom from the Ottoman Empire.\u00a0\u00a0 Newspapers called the phenomenon \u201cGreek Fire\u201d and even African Americans who themselves were not free contributed to the common cause.\u00a0\u00a0 This public outcry brought enormous pressure on the U.S. government to intervene in a foreign conflict. Read the documents below and consider how they relate to Washington\u2019s Farewell Address.<\/em><\/p>\n

May 25, 1821 –Greek Appeal for Aid by Provisional Senate:<\/em><\/strong><\/p>\n

To the citizens of the United States of America: Having formed the resolution to live or die for freedom, we are drawn towards you by a just sympathy; since it is in your land that Liberty has fixed her abode, and by you that she is prized as by our fathers.\u00a0 Hence, in invoking her name, we invoke yours at the same time, trusting that in imitating you, we shall imitate our ancestors, and be thought worthy of them if we succeed in resembling you.<\/p>\n

Though separated from you by mighty oceans, your character brings you near us\u2026..\u00a0 It is for you, citizens of America, to crown this glory, in aiding us to purge Greece from the barbarians, who for four hundred years have polluted the soil.\u00a0 It is surely worthy of you to repay the obligations of civilized nations, and to banish ignorance and barbarism from the country of freedom and the arts.\u00a0 You will not assuredly imitate the culpable indifference or rather the long ingratitude of some of the Europeans.\u00a0 No, the fellow citizens of Penn, of Washington, and of Franklin, will not refuse their aid\u2026<\/p>\n

\u2026Greece will furnish you advantages, which you can in vain seek from her ignorant and cruel tyrants; and the bonds of gratitude and fraternity will forever unite the Greeks and the Americans.\u00a0 Our interests are of a nature more and more to cement an alliance founded on freedom and virtue.<\/p>\n

Monticello, October 31, 1823\u2014Response by Thomas Jefferson:<\/em><\/strong><\/p>\n

\u2026.No people sympathize more feelingly than ours with the sufferings of your countrymen, none offer more sincere and ardent prayers to heaven for their success.\u00a0 And nothing indeed but the fundamental principle of our government, never to entangle us with the broils of Europe, could restrain our generous youth from taking some part in this holy cause.\u00a0 Possessing ourselves the combined blessings of liberty and order, we wish the same to other countries, and to none more than yours, which first of civilized nations, presented examples of what man should be\u2026<\/p>\n


<\/p>\n


<\/p>\n


<\/p>\n


<\/p>\n

DOCUMENT C<\/span><\/strong><\/p>\n

James Monroe, “The Monroe Doctrine” (1823)<\/strong><\/p>\n

On December 2, 1823 in his annual message to Congress, President Monroe issued the Monroe Doctrine a cornerstone of U.S. foreign policy during the 19th century. <\/em> He proclaimed the Americas should be free from future European colonization and free from European interference in sovereign countries’ affairs. \u00a0As you read, consider the relationship that Monroe sought to establish between the United States, Europe and the continuing Greek revolution.\u00a0 And, consider the relationship Monroe sought to establish between the United States and the nations of Latin America, many of which had recently declared their independence from Spain. <\/em>Although it is Monroe’s most famous contribution to history, the speech was written by Secretary of State John Quincy Adams who designed the doctrine in cooperation with Britain<\/em><\/p>\n

The American continents, by the free and independent condition which they have assumed and maintain, are henceforth not to be considered as subjects for future colonization by any European powers…. In the wars of the European powers in matters relating to themselves we have never taken any part, nor does it comport with our policy so to do….\u00a0 With the movements in this hemisphere we are of necessity more immediately connected, and by causes which must be obvious to all enlightened and impartial observers…\u00a0 We owe it, therefore, to candor and to the amicable relations existing between the United States and those powers to declare that we should consider any attempt on their part to extend their system to any portion of this hemisphere as dangerous to our peace and safety.\u00a0 With the existing colonies or dependencies of any European power we have not interfered and we shall not interfere.\u00a0 But with the Governments who have declared their independence and maintained it, and whose independence we have, on great consideration and on just principles, acknowledged, we could not view any interposition for the purpose of oppressing them, or controlling in any other manner their destiny, by any European power in any other light than is the manifestation of an unfriendly disposition toward the United States….<\/p>\n

The late events in Spain and Portugal show that Europe is still unsettled….\u00a0 It is impossible that the allied powers should extend their political system to any portion of either [North or South American] continent without endangering our peace and happiness; nor can anyone believe that our southern brethren, if left to themselves, would adopt it of their own accord.\u00a0 It is equally impossible, therefore, that we should behold such interposition in any form with indifference…. It is still the true policy of the United States to leave the parties [of Latin America] to themselves, in the hope that other powers will pursue the same course….<\/p>\n

\u2026A strong hope has been long entertained , founded on the heroic struggle of the Greeks that they would succeed in their contest, and resume their equal status among the nations of the earth.\u00a0 It is believed that the whole civilized world takes a deep interest in their welfare.\u00a0 Although no power has declared in their favor, yet none, according to our information, has taken part against them\u2026.\u00a0 There is good cause to believe that their enemy has lost for ever all dominion over them; that Greece will become and independent nation.\u00a0 That she may obtain that rank, is the object of our most ardent wishes\u2026<\/p>\n

DOCUMENT D<\/span><\/strong><\/p>\n

A Compromise on American Neutrality based on Popular Pressure and Common Interest<\/em><\/strong><\/p>\n

As you read the two documents below, consider how the President and the U.S. government found a way to aid the struggling Greeks and involve itself in a European conflict without formally compromising its policy of neutrality and non-alignment.<\/em><\/p>\n

President James Madison on the Greek Cause: New York Enquirer-<\/em>October 12, 1826: excerpted from a letter to the editor <\/strong><\/p>\n

\u2026There is probably no severer duty we can impose upon ourselves as a nation, than to take care of ourselves against an impetuosity of feeling\u2014against a hectic desire to mingle in every contest having freedom for its object.\u00a0 This feeling is natural\u2014is honorable; but its loose gratification is dangerous.\u00a0 \u201cCharity begins at home\u201d is a good proverb.\u00a0 It may be carried too far individually, but not in a national point of view.\u00a0 Our feelings, our interests, our anxieties, our desires were all with South America in her contest with Spain, yet we were prudent and correct in maintaining our neutral position, which probably saved us from an European war.\u00a0 How can we, in justice to South America, and in accordance with the settled principles of our government, come out openly in favor of the Greeks and form an alliance with that crude government.<\/p>\n

But there may be something done for the Greeks without compromitting this neutrality; and here let it be understood, that we have no fears from Turkey, or from any other European power, should we take sides with the Greeks.\u00a0\u00a0 We have to fear the effect of surrendering a principle intimately connected with our own safety and welfare: still we can do something beneficial to the cause, and yet not compromit the government.\u00a0 A sum of money was sent to the United States to build two frigates for the Greeks.\u00a0 Owing to the mismanagement of the agents, one of the ships was sold to the United States government …to enable the other frigate to sail.\u00a0 Now, it is proposed …to give the other frigate to the Greeks.\u00a0 To this proposition there is no objection, excepting that the act is manifestly a violation of our neutrality.\u00a0 But there is another, and it strikes us, a better mode of reaching the point.\u00a0 Let the frigate be fitted for sea, and sent to the Greek government, taking the obligation to the government to repay to the United States the amount of her cost when in funds.\u00a0 This would be credit sale; an act of justice\u2026.<\/p>\n


<\/p>\n

Instructions to Commodore Rogers, U.S. Mediterranean Naval Squadron, Washington, March 3, 1827<\/strong><\/p>\n

Dear Sir:\u00a0 The benevolent citizens of New York, hearing of the sufferings of their fellow men and fellow Christians in Greece for want of food and clothing have generously fitted out a vessel loaded with articles for their relief.\u00a0 She is (with all her cargo) the property of American citizens, consigned to Messrs. Howe and Jarvis, American citizens in Greece.\u00a0 A confident assurance is felt, that should the vessel fall in with the squadron under your command, you will extend to her all the protection which the rules of the service and the neutral relations of the country permit.<\/p>\n

U. S. House of Representatives<\/p>\n


<\/p>\n

\n

[i]<\/a> See the following surveys:\u00a0 Meyer Reinhold,\u00a0 The Classick Pages: Classical Reading of Eighteenth Century Americans <\/span>(University Park, PA: Pennsylvania State University Press,:1975);\u00a0 Classica Americana: The Greek and Roman Heritage in the United States<\/span> (Wayne State University Press: 1984); Carl J. Richard,\u00a0 The Founders and the Classics: Greece, Rome and the American<\/span> Enlightenment (Harvard University Press: 1994); and Allan Bloom, The Closing of the American Mind<\/span> (NY, Simon and Schuster: 1987);\u00a0 James Atlas, Battle of the Books: The Curriculum Debate in America (<\/span> NY, Norton and Company: 1990); and E. D. Hirch, jr., Cultural Literacy: What\u00a0 Every American Needs to Know <\/span>(Boston, Houghton Mifflin Company: 1987).<\/p>\n

<\/span><\/p>\n

[ii]<\/a> Lars Brownworth, Lost to the West: The Forgotten Byzantine Empire that Rescued Western Civilization<\/span> (Crown Publishing: NY 2009); see also http:\/\/www.12byzantinerulers.com<\/a>.<\/p>\n


<\/p>\n

[iii]<\/a> See Charles C. Moskos,\u00a0 \u201c Greek American Studies,\u201d\u00a0 in\u00a0 Reading Greek America: Studies in the Experience of Greeks in the United States <\/span> edited by Spyros D. Orfanos, ( NY, Pella Publishing: 2002)\u00a0 23-62.; and his earlier overview with the same title in The Greek American Community in Transition<\/span> ed., by Harry J. Psomiades and Alice Scourby (NY., Pella Publishing:1982) 17-64;\u00a0 Alice Scourby, \u201cEthnicity at the Crossroads: The Case of Greek America,\u201d\u00a0 in Journal of the Hellenic Diaspora<\/span> (JHD) (20.1, 1994)\u00a0 special\u00a0 issue on \u201cRethinking Greek America\u201d edited by Dan Georgakas, 123-33;\u00a0 see also the comments of Dan Georgakas and Charles\u00a0 Moskos in New Directions in Greek American Studies <\/span> (NY, Pella Publishing: 1991) 9-15; and George A. Kourvataris, \u201cThe Futuristics of Greek America,\u201d\u00a0 in Orfanos, ed., Reading Greek America<\/span> 145-166.\u00a0 The issues are also discussed in A Hellenic Education Plan For America (NY., Hellenic Link: 2005).<\/p>\n


<\/p>\n

[iv]<\/a> See the overview by Vivian Anemoyanis, \u201cGreek Bilingual Education in Historical Perspective,\u201d in Psomiades-Scourby eds., Greek Community in Transition<\/span> 171-180; and S. P. Orfanos, et. al., eds. Education and Greek Americans: Processes and Prospects<\/span> (N.Y., Pella Publishing: 1987).\u00a0 The history of the Modern Greek Studies Association (MGSA) remains to be written\u2014see the comments of an early member, George Giannaris, in <\/span>Giorgos Giannares,\u00a0 Politistikoi antagonismoi\u00a0 kai Ellenismos [Cultural Conflicts and Hellenism]<\/span> Athens-Komotini, Ekodseis Sakkkoula: 2000)\u00a0 351-63.<\/p>\n


<\/p>\n

[v]<\/a> See the article by Vivian Anemoyanis cited above.\u00a0 She was the hired as the Coordinator of Bilingual Education for NYC Dept. of Education Community School District 30- Queens which included communities such as Astoria where large numbers of Greek immigrants settled.\u00a0 What transpired within the NYC Dept. of Education and nationally concerning Greek Bilingual Education remains little studied with the exception of some doctoral dissertations (see below).\u00a0 The archives for such a study are rapidly disappearing including those of the NYC Dept. of Education\u2019s Bilingual Education Unit.\u00a0 For Community School District 30\u2014the School Board Minutes and associated are presently housed at the Superintendent\u2019s Office at the NYC Dept of Education Support Center at Queens Plaza in Long Island City.\u00a0 One can also piece the story together through a careful study of articles and surveys that appeared in the Greek American newspapers of the time in NYC and elsewhere.\u00a0 For Chicago, see:\u00a0 Andy Kopan, Education and Greek Immigrants in Chicago, 1892-1973, unpublished Dissertation, University of Chicago, 1973; and the dissertation cited below by Anthony S. Xydis.<\/p>\n


<\/p>\n

[vi]<\/a> For example, see:\u00a0 Greek Heritage and Culture Week Resource Unit<\/span> prepared by John G. Siolas with the assistance of Steve Papadopoulos (New York City Public Schools Office of Bilingual Education Center for Curriculum Development: 1983).<\/p>\n


<\/p>\n


<\/p>\n

[vii]<\/a> For example:\u00a0 The Hellenic Heritage Series by Constantine Georgiou, Ph.D., (Northeast Center for Curriculum Development, Community School District 7, Bronx, New York: n.d., circa early 1980s?).<\/p>\n


<\/p>\n

[viii]<\/a> George Flouris, \u201cThe Self-concept and Cross-cultural Awareness of\u00a0 Greek American Students Enrolled in the Monolingual and Bilingual Schools,\u201d unpub. Diss. Florida State University, 1978;\u00a0 John Spiridakis, \u201cThe Effects of Greek Cultural Units Drawn from the Popular Arts on Greek-American Students\u2019 Attitudes Toward and Knowledge of the Greek Culture,\u201d\u00a0 unpub. Diss. Florida State University, 1978; A. Papadopoulos, \u201cA Comparative Study of Attitudes of Alienation Among Greek-American Children Attending Monolingual and Bilingual Schools in New York City,\u201d Florida State University: 1978; the production of doctorates of this type continued into the 1990\u2019s\u2014for example see Anthony S. Xidis, \u201cThe Impact of Greek Bilingual Programs on the Academic Performance, Language Preservation and Ethnicity of Greek-American Students: A Case Study in Chicago,\u201d unpub. Diss. Florida State University: 1993).\u00a0\u00a0 See also the comments of Byron C. Massialas, \u201cThe Education of Hellenes in America: From Melting Pot to Cultural Pluralism,\u201d in The AHEPAN, vol. LVIII, no. 5, (Washington D.C.: 1984).\u00a0\u00a0 The most comprehensive bibliographic listing of dissertations and publications related to Greek-American studies has been published by Stavros K. Frangos and Alexandros K. Kyrou, \u201cDiaspora Studies: Hellenic Diaspora,\u201d in Stratos E. Constantinidis ed., Greece in Modern Times: An Annotated Bibliography of Works Published in English in Twenty-two Academic Disciplines During the Twentieth Century, volume I, (Lanham, Maryland, Scarecrow Press: 2000) 355-78.<\/p>\n


<\/p>\n

[ix]<\/a> See the bylaws and newsletters of the NYC Hellenic-American Educators Association which is an affiliate of the United Federation of Teachers Union in NYC.<\/p>\n


<\/p>\n

[x]<\/a> Emmanuel Hatziemmanuel, \u201cHellenic Orthodox Education in America,\u201d in Psomiades-Scourby, eds.\u00a0 The Greek Community in Transition<\/span>,\u00a0 181-90; Constantine G. Hatzidimitriou, \u201cChurch -Community Relations in the United States,\u201d\u00a0 in Christos P. Ioannides, ed.,\u00a0 Greeks in English Speaking Countries: Culture, Identity, Politics<\/span> (N.Y., A.D. Caratzas: 1997);\u00a0 Spyros D. Orfanos and Sam J. Tsemberis, \u201cA Needs Assessment of Greek American Schools,\u201d\u00a0 in Orfanos, ed.,\u00a0 Reading\u00a0 Greek America<\/span>, 193-208 and the article on Greek in New York in the same volume (pp. 169-191).\u00a0 See also the various task forces and conference proceedings cited below concerning Greek Parochial schools and the Archdiocese.\u00a0 Once again, information in the Plan issued by Hellenic Link is also relevant.<\/p>\n


<\/p>\n

[xi]<\/a> Reproduced from the MGSA Bulletin, volume VIII, No. 1, September 1976, Princeton, N.J., page 10. Over the years, there have been some slight changes to its mission statement\u2014for example, the 2008 issue of the MGSA Bulletin, vol. XL page 3, adds under Goals and Activities<\/span>: \u201cInterdisciplinary in orientation, it seeks to stimulate the discovery and diffusion of knowledge about the language, literature, arts, history, politics, economy and society of modern Greece and the Diaspora.\u00a0 MGSA defines its scope broadly to include not only post-independence Greece but also the period of Ottoman rule and the later Byzantine Empire, as well as aspects of early, Byzantine, Hellenistic, and Classical times that have a bearing on the modern period.<\/p>\n

MGSA\u2019s activities since its foundation have been extensive.\u00a0 It has convened international symposia and summer seminars, has issued periodical publications, and has produced a number of significant volumes on Greek history, literature, and society.\u00a0 It also serves as an information and communications center for all persons seriously interested in the study of modern Hellenism.\u201d<\/p>\n


<\/p>\n


<\/p>\n

[xii]<\/a> The Journal of Modern Greek Studies replaced the original joint publication entitled Byzantine and Modern Greek Studies.\u00a0\u00a0 The MGSA routinely publishes meeting minutes and reports on its activities in its Bulletin.<\/p>\n


<\/p>\n

[xiii]<\/a> Financial reports on grants and the Association\u2019s budgets have been issued to members through its Bulletin over the years.<\/p>\n


<\/p>\n

[xiv]<\/a> Many of the previous publications concerning Greek American Studies concern the language issue and the subject of teaching Modern Greek.\u00a0 For a conference publication that was exclusively devoted to this subject, see:\u00a0 Anne Farmakides, et al., The Teaching of Modern Greek in the English Speaking World: A Review of the Discipline, Evolution and Teaching Approaches<\/span> (Brookline, MA:\u00a0 Hellenic College Press: 1984; and for a Greek university perspective see:\u00a0 Michales Damanakes, Paideia Omogenon [Education of Greeks Abroad]\u00a0 (Rethymno, University of Crete: 1999).<\/p>\n


<\/p>\n

[xv]<\/a> Constantine G. Hatzidimitriou, \u201cThe Greek American Community in New York,\u201d in Kenneth T. Jackson, ed., The Encyclopedia of New York City (New Haven, Yale University Press: 1995) 503-4; new edition with updated article is forthcoming.<\/p>\n


<\/p>\n

[xvi]<\/a> The Future of the Greek Language and Culture in the United States: Survival in the Diaspora (A Report from the Archbishop\u2019s Commission on Greek Language and Hellenic Culture,\u00a0 New York, Greek Orthodox Archdiocese of America: 1999).<\/p>\n


<\/p>\n

[xvii]<\/a> MGSA Bulletin volume 3\u2014No. 2\u00a0 December 1971 pp. 1, 3-5;\u00a0 MGSA Bulletin volume XL 2008 page 46.\u00a0\u00a0 The MGSA website indicates a few more institutions than those listed in their bulletin which offer Modern Greek; and it must be noted that the establishment of Centers in institutions such as at Queens College\/CUNY, Michigan, Harvard, Princeton\u00a0 and others are real achievements, although their long-term longevity remains to be seen.\u00a0 Each MGSA Bulletin contains a report on the\u00a0 current major\u00a0 MGS programs\u2014a study of all of these reports would be quite illuminating\u2014and give a more precise idea of the new and continuing programs over the years.\u00a0 I have also not been able to compare the levels of MGSA membership over time.\u00a0 These numbers would also be a rough gage of expansion, stability or decline.<\/p>\n


<\/p>\n


<\/p>\n

[xviii]<\/a> See Constantine G. Hatzidimitriou, ed., Founded on Freedom and Virtue: Documents Illustrating The Impact in the United States of the Greek War of Independence 1821-1829<\/span> (Aristide D. Caratzas, New York: 2002).\u00a0\u00a0 Another example could relate Byzantine history in connection with Global Studies courses at the High School Level and link sources connected to the introduction of silk into the West and the extensive trade conducted in the East by Byzantine merchants long before Marco Polo.\u00a0 One should also note the excellent Teachers Resource Guide produced by the Pontian Society of Chicago which puts historical material into the public schools concerning the Asia Minor Catastrophe and Genocide.<\/p>\n


<\/p>\n

———————————————–<\/p>\n

1<\/sup> Paper presented at the 15th<\/sup> Annual Educational Event AFGLC-ICHS Forum\/Conference, University of South Florida, Tampa, FL & St. Petersburg<\/strong><\/p>\n

College, Tarpon Springs, FL, February 19-20, 2010.<\/strong><\/p>\n

A contribution from the Advisory Council on Hellenic Education of the Hellenic Link, Inc., New York.<\/strong><\/p>\n","protected":false},"excerpt":{"rendered":"

Modular Teaching of Hellenic Cultural Themes:\u00a0 The Crucial Link Connecting Content and Pedagogy 1 by Constantine G. Hatzidimitriou, PhD St. Johns University, NY & NYC Dept. of Education First of all, I must thank the Conference organizers, AFGLC and my colleagues at Hellenic Link, Inc., for inviting me and encouraging me to develop and to […]<\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_memberships_contains_paid_content":false,"footnotes":""},"categories":[1],"tags":[],"class_list":["post-459","post","type-post","status-publish","format-standard","hentry","category-news-articles"],"jetpack_sharing_enabled":true,"jetpack_featured_media_url":"","_links":{"self":[{"href":"https:\/\/helleniclink.org\/index.php?rest_route=\/wp\/v2\/posts\/459","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/helleniclink.org\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/helleniclink.org\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/helleniclink.org\/index.php?rest_route=\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/helleniclink.org\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=459"}],"version-history":[{"count":4,"href":"https:\/\/helleniclink.org\/index.php?rest_route=\/wp\/v2\/posts\/459\/revisions"}],"predecessor-version":[{"id":526,"href":"https:\/\/helleniclink.org\/index.php?rest_route=\/wp\/v2\/posts\/459\/revisions\/526"}],"wp:attachment":[{"href":"https:\/\/helleniclink.org\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=459"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/helleniclink.org\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=459"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/helleniclink.org\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=459"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}