Driven by craven materialism, and a thirst for power, showing no loyalty to any nation, the jews thus exploited the nations they lived in, where the only ‘nation’ they recognized was their own. A jew is not an American. A jew is not an Englishman. A jew is not a German. A jew is a jew, and a jew always thinks in terms of what is good for the jew. If it is expedient to feign ‘Americanism’, a jew will wave a flag. But when America (for example, the glove the jewish hand controls because America is, for the time being, where the resources are to exploit) no longer serves the interest of the jew, the jew will migrate elsewhere and exploit it.
Also, little known fact, Jews took over the Catholic Church in 1962 at the time of the so-called Vatican Council II. They used their friend the Pope to redesign the Catholic faith, literally inverting it, so this in effect ended the Catholic faith as it had been known for 2000 years — but few understood, because the name of the faith and the location of its HQ and its leader all remained the same.
Indeed, the best way to achieve unity above differences is by focusing not on uniting the Jews, but on building an example of unity for the world, so that the world can unite. The world will not tolerate the Jews as long as they do not unite among themselves, because only then the rest of the world will be able to learn and implement the way. If the Jews unite in order to help the world, not in order to help themselves, they will be viewed favorably by all the nations, without exception.
What a wonderful support for writing teachers! It is important to also think about how text structure plays into reading. By being immersed in the genre of informational text as readers and then as writers, students will begin to see these structures and how using them benefit the readers they write for — the symbiotic relationship between the two is one of the toughest kinds of thinking for kids to discover, yet, it is the most powerful in creating independent writers whose learning then becomes generative. “Reading with the eyes of a writer” allows students (and adults!) to use effective writing techniques in any genre. Thank you NYT for offering mentor texts!
Don’t confuse anti-Semitism with hatred of Jews. People such as myself aren’t anti-Semitic even though we hate Jews. We hate Jews because they act like Jews: lying, cheating, stealing narcissists who seek to use the network of their religion for self-aggrandizement and promotion of their network of like-minded Jews. The epitome of the lying, stealing, cheating narcissists are the many vile examples of Jews in the US government such as Jared Kushner and Ivanka Trump who use their power and influence to support Israel instead of the US. I have nothing against your religion but I certainly have a lot of anger and hate against many members of your religion for their activities outside the religious sphere. You’re as bad in that regard as fundamentalist Christians and Muslims. The world would be a better place if all three groups were exterminated like the rats you emulate.
The root cause of anti-Semitism lies in the strength of Jewish identity. Like any group with a strong focus on in group/out group identity, constant reference to differences invites constant awareness of differences. It is by no means a problem unique to Judaism and therefore can never be resolved as long as it is thought of as a unique or discrete Jewish issue. If Jewish leaders and writers spent more time and effort drawing comparison of their struggles to those of others, and less time focusing on just Jewish persecution, we can isolate the most ignorant and hateful sources of anti-Semitism from the mainstream. Jewish people have just as deep of a history of contribution and collaboration with other cultures as they do of persecution, and focusing on the similarities rather than the differences is the only useful way forward. Easier said than done, but worth the effort, for any group or culture.
I used the compare/contrast, problem/solution, cause and effect with my eighth grade students. They worked in groups, did “chunking” first with the articles, and then filled in the graphic organizers. It was a terrific way to teach/reinforce these concepts using informational text. Thanks so much!
There is something going on that is not being addressed. It is the ways that jewish people conduct business and negotiate . They always want a little extra or drive extra hard bargains , more than other cultures would do. After a time people’s collective memory brings this to the surface, recognize how they have been treated unfairly. True Jews were not allowed to own land, but they could always rent land and farm it . They always went to the businesses that were most lucrative. This is what I have gleaned from extensive reading. Only a small percentage of Jews are doing this and making a bad impression. It is part of the culture to behave this way. Apparently Jewish people are more intelligent. The only way I understand this could have happened is by selection. I read that this happened because Jewish people would always want a “smart” spouse. The less intelligent Jews , left the culture, became christian or other. This is why the Jewish populations is not increasing in the same way as the general population in Europe.
Students do need proper scaffolding. Opportunities to learn different analytic models – cause / effect, problem / solution, sequencing, continuity / change. It makes sense to provide them some graphic organizers to help master the models. But at some point, you must turn them loose and give them the chance to explore, discover, create. Put another way, if your entire class comes back with the same comparative analysis – you did the thinking, they didn’t.
For further reading, we suggest an essay in the by Bob Kuttner. Kuttner's 1983 essay analyzes the effects of various economic changes in American life. (It is interesting to see, now, how much of what he said about these effects has come to be true.) For a lengthy and complex article that defines the causes of homosexuality, read Chandler Burr's Burr's article (, 1997) is also an excellent example of an essay that .
We have included in this section a cause-and-effect essay from the pages of magazine. Within the text of the essay, we have embedded clickable icons that will draw your attention to certain features of the writing. Click on the title of Michael Castleman's article,
People meet many different kinds of people at college and this helps prepare them for the life in the field where one has to interact with all sorts of people who are working. This aids in a person's personal development as well. Students attending a college learn to write more effectively and to express themselves more clearly. Studying with students from all different kinds of economic, ethnic and social backgrounds also help the person attending college into learning more about the world and this brings the people of the world closer as well. People at colleges come from every aspect of life; a person going to college is bound to interact with his classmates who can come from all sorts of different countries, cultures and generations. This interaction is another valuable aspect of a college education and it helps shape a person's personality in a way that is unmatched by any other kind of an institution, whether it be a church or a home. A person, perhaps, learns the most throughout his or her college years and this not only includes academic education but also education in the social and political realms. This is why I believe that getting a college education is important as it is gives a person the chance to lead a happier and brighter life.