1 Kigaramar

Blogtopia Assignment Submission

http://www.readwritethink.org/classroom-resources/lesson-plans/blogtopia-blogging-about-your-942.html

Print This Page

Lesson Plan

Blogtopia: Blogging about Your Own Utopia

 

Grades9 – 12
Lesson Plan TypeStandard Lesson
Estimated TimeSix 50-minute sessions
Lesson Author
Publisher

 

Preview

OVERVIEW

After studying utopian literature, students design their own utopian society, publishing the explanation of their ideal world on a blog. As they blog about their utopia, students establish the habits, practices, and organizing social structures that citizens will follow in their utopian societies. They begin by brainstorming ideas about what a perfect society would be like and then, in groups, begin to plan their project. Next, they become familiar with the blogging process, including legal guidelines and the specific site they will be using. Over several class sessions, students work on their blogs comparing their work to a rubric. Finally, after students visit one another's blogs and provide constructive and supportive feedback, they reflect on their own work. The lesson plan includes alternative handouts for classrooms where computer or blog access is limited. In this alternative, students complete the same basic activities, but publish their work using a Flip Book.

back to top

 

FEATURED RESOURCES

  • Letter Generator: This online tool allows students to read about the parts of a letter. They can then write and print their own friendly or business letter.
  • Persuasion Map: Students use this online tool to map out and print a persuasive argument. Included are spaces to map out your thesis, three reasons, and supporting details.
  • ReadWriteThink Notetaker: Using this online tool, students can organize, revise, and plan their writing, as well as take notes as they read and research.

back to top

 

FROM THEORY TO PRACTICE

Literature often means nothing to students when it's not grounded in a context that matters to them. By providing teenagers with the chance to express their understanding of literature using technology that is exciting and engaging, the literature becomes more significant to their lives and the writing that they do becomes something other than just another assignment. This lesson began as an extension of Colleen A. Ruggieri's "Multigenre, Multiple Intelligences, and Transcendentalism," and provides students with the opportunity to use blogging technology as they develop their own understanding of utopian societies in literature.

Further Reading

Ruggieri, Colleen A. "Multigenre, Multiple Intelligences, and Transcendentalism." English Journal 92.9 (November 2002): 60-68.

back to top

Standards

NCTE/IRA NATIONAL STANDARDS FOR THE ENGLISH LANGUAGE ARTS

4.

Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.

 

5.

Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.

 

6.

Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.

 

8.

Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.

 

12.

Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

 

back to top

Resources & Preparation

MATERIALS AND TECHNOLOGY

  • Blog and photo hosting sites

back to top

 

STUDENT INTERACTIVES

Grades   3 – 12  |  Student Interactive  |  Organizing & Summarizing

ReadWriteThink Notetaker

Useful for a wide variety of reading and writing activities, this outlining tool allows students to organize up to five levels of information.

 

Grades   K – 12  |  Student Interactive  |  Writing & Publishing Prose

Letter Generator

The Letter Generator is a useful tool for students to learn the parts of a business or friendly letter and then compose and print letters for both styles of correspondence.

 

Grades   3 – 12  |  Student Interactive  |  Organizing & Summarizing

Persuasion Map

The Persuasion Map is an interactive graphic organizer that enables students to map out their arguments for a persuasive essay or debate.

 

Grades   3 – 12  |  Student Interactive  |  Writing & Publishing Prose

Flip Book

The Flip Book is designed to allow users to type and illustrate tabbed flip books up to ten pages long. Students and teachers can use the flip book for taking notes while reading, making picture books, collecting facts, or creating question and answer booklets.

 

back to top

 

MOBILE APPS

Grades   3 – 12  |  Mobile App  |  Writing & Publishing Prose

RWT Flip Book

The Flip Book app is designed to allow users to type and illustrate tabbed flip books.

 

back to top

 

PRINTOUTS

back to top

 

WEBSITES

back to top

 

PREPARATION

  1. Prior to this lesson, students should have covered a work of utopian literature. Students might have studied the transcendentalist writings of Ralph Waldo Emerson and Henry David Thoreau, in particular discussing the utopian societies at Walden and Brook Farm. The ReadWriteThink lesson Examining Transcendentalism through Popular Culture can provide an introduction to the topic. Alternatively, students may have studied Sir Thomas More’s Utopia.
  2. Choose and test a blogging and photo hosting site for your class, such as Blogger. Other free blog hosts include LiveJournal and MSN Spaces. For photo hosting, options include Photobucket and Flickr. As with any open online site, remember that anyone can post to these sites. Some material on them will be inappropriate for your classes. Be sure that the resources that you choose are in line with your district’s acceptable use policy. Some schools filter blogging sites, so you may need to speak with your technology coordinator ahead of time to get approval.
  3. If your school limits computer or blog access consider an alternative, using the Utopian Assignment, Utopian Rubric, and Flip Book.
  4. Make sure that all students have e-mail accounts, which are needed to set up accounts with blogging and photo host sites.
  5. Review the legal guidelines in the Electronic Freedom Foundation’s Bloggers’ FAQ: Student Blogging.
  6. Make copies of the handouts for all students: Blogtopia Assignment, Examples for the United States, Blogtopia Rubric, and The Bare Bones Guide to HTML.
  7. Test the Persuasion Map, Letter Generator, and ReadWriteThink Notetaker on your computers to familiarize yourself with the tools and ensure that you have the Flash plug-in installed. You can download the plug-in from the technical support page.

back to top

Instructional Plan

STUDENT OBJECTIVES

Students will:

  • work collaboratively to design their utopian societies.
  • adjust their use of written and visual language to communicate effectively for different purposes.
  • write a series of texts that communicate effectively with their audience.
  • consider elements of visual rhetoric as they design their blogs.
  • find pictures and resources on the Internet to support the content in their utopias.

back to top

 

Session One: Planning and Strategy Session

  1. Introduce the project by connecting to your class study of utopian societies. Explain that like the author(s) the class has been reading, students will create their own utopian societies.
  2. Using information on Utopian Communities from the Beinecke Library at Yale and the Examining Transcendentalism lesson, provide an overview or review of utopian communities.
  3. Challenge students to answer the following questions to help brainstorm ideas for their individual perfect societies:
    • If you could live anywhere in the world, where would you live?
    • Why? What about this place appeals to you?
    • Describe your perfect life.
      • Who would you want with you?
      • What would you do every day?
      • How would you make money?
      • What kind of rules would you follow (or not)?
  4. Discuss similarities and differences between students’ brainstorming ideas and contemporary life in the United States.
  5. Pass out the Blogtopia Assignment, and explain that students will develop their utopian communities in small groups.
  6. Using the Pre-AP strategy called SOAPS strategy, go over the basic rhetorical situation for the project:
    Subject: The perfect society
    Occasion: Dissatisfied with the current situation, many people are leaving their current societies
    Audience: People who are seeking a new home
    Purpose: To attract new citizens to your utopia in order to help it survive
    Speaker: An authority on this new “perfect world”
  7. Pass out the Blogtopia Rubric, and go over the information together, connecting the information to the SOAPS outline and your coverage of utopian communities and utopian literature. Answer any questions that students have about the project.
  8. To help students envision the kinds of text required for the project, work through the list, asking students to identify the Examples for the United States. Alternately you can pass out the example sheet and simply review the information.
  9. Arrange students in small groups, and allow the rest of the session for students to begin their projects. During their time together, ask students to accomplish the following tasks:
    • Begin brainstorming ideas for their society.
    • Schedule how they will spend the next five days to develop their utopias.
    • Divide the tasks to be completed.
    • Name the society.
  10. Ask students to turn in these preliminary plans at the end of the session. Review their plans and provide support and feedback. You will return the plans at the beginning of the next session.

back to top

 

Session Two: Orienting Students to Blogging

  1. Return the plans from the previous sessions to the groups. Answer any questions students have and provide any general comments and support.
  2. Explain that this session will be a minilesson on blogging. Students will likely know of the term and may have blogs of their own already. Ask students to share what they know about blogs and blogging, noting their responses on the board or on chart paper.
  3. Shape students’ responses into a class definition of blogging. A general example definition is “a blog is a kind of online journal that is relatively easy way to publish and allows writers (bloggers) to share ideas, social commentaries, and reflections.”
  4. Discuss the legal guidelines in the Electronic Freedom Foundation’s Bloggers’ FAQ: Student Blogging and how the guidelines impact this project. In particular, talk about the kinds of language and content that are appropriate.
  5. Demonstrate the blog hosting site that you have chosen for the class, and discuss the choices that groups can make for their utopian blogs. If you have chosen the Blogger site, for instance, you would demonstrate how to set up an account and pick a template that they would consider using to publish their materials.
  6. As you review the options on the blog hosting site that you have chosen, make connections to the goals of the project and the rhetorical situation that has been established with the SOAPS strategy. For instance, encourage students to consider the tone that they want to establish with their template or layout choices. If their society is casual, their template should reflect that tone through colors, font, and design. If their society is more formal, the design for the site should have a more formal look and feel.
  7. Once students have completed the basics for their blogs, turn to the specific entries that students will compose for the different parts of the project. Demonstrate how to create an entry on the blog hosting site that you have chosen. If the site has special buttons or features to help with the look of the entries, be sure to go over this information as well (e.g., buttons for bold and italics fonts).
  8. In most cases, students will want to go beyond the basic capabilities that are built into the blog hosting system. Pass out copies of the The Bare Bones Guide to HTML or visit the site online. Go over the basic information on this HTML sheet, and answer any questions that students have about marking up their blog entries.
  9. Remind students to preview their changes before posting their entries.
  10. Create an example entry to demonstrate the entire process for the class.
  11. Answer any questions that students have about the blog host or their projects.
  12. Allow the rest of the session for students to work on their blogs. Circulate among groups, answering questions and providing feedback and support as students work.

back to top

 

Sessions Three to Five: Blogging Work Sessions

  1. During these work sessions, students continue to work on their blogs.
  2. In minilessons, as desired, demonstrate additional tools that students can use as they compose and revise the text for the Blogtopia entries:
    • Persuasion Map can be used to gather ideas for the Invitation to Friends and Advertisement.
    • Letter Generator can be used to create a rough draft of the Invitation to Friends. (Note that this text will need to be retyped.)
    • ReadWriteThink Notetaker can be used to outline any of the texts, but may be especially useful for the Daily Itinerary.
  3. Additionally, you might review example texts (e.g., the United States’ Declaration of Independence) and discuss the qualities from the example that should also be seen in students’ blog entries.
  4. When not providing additional instruction, among groups, answering questions and providing feedback and support as students work.
  5. Remind students to compare their work to the requirements outlined in the Blogtopia Rubric as they design their blogtopias.
  6. Allow additional sessions as necessary for students to complete their work. At the end of these sessions, students should turn in the URLs for their blogtopias.

back to top

 

Session Six: Visiting Group Blogtopias

  1. Post the URLs for all group blogs—either write the information on the board or on chart paper, or create a Web page with the links for students to refer to.
  2. Explain that during this session, students will explore the blogs created by other groups in the class. Ask each student to visit a minimum of five blogs and use the comment tools on the blogs to leave comments for the authors.
  3. Post a list of possible comments on the board or on chart paper:
    • Comment on what you liked.
    • Comment on anything that confused you.
    • Comment on anything that you did not like.
    • Offer any suggestions for improvement.
  4. Encourage students to provide constructive feedback. The comment session should focus on reflection and support for other writers in the classroom community.
  5. After visiting the other blogs, each student should write a reflection about his or her own blog, focusing on one or more of the following questions:
    • What was your group trying to accomplish? Did you succeed? Why or why not?
    • What would you change about the group’s approach to the project? What did the group do well?
    • What did you like about the project? What was difficult? What was easy?
    • What grade does your blog deserve? Why?

back to top

 

EXTENSIONS

  • If computer or blog access is limited in your classroom, customize this project using the Flip Book. Students can still create utopian societies in small groups, but have the groups publish their work in the Flip Book. Discuss how to decide which portion of the project to put on which pages in the Flip Book (e.g., longer portions should go on longer pages). Use the blank flip book to demonstrate the planning process and how to fit the information on the pages. Use the Utopian Assignment and Utopian Rubric in lieu of the handouts from the body of this lesson.

back to top

 

STUDENT ASSESSMENT/REFLECTIONS

  • Focus on observation and anecdotal note taking as students work on their projects to provide ongoing assessment of their progress.
  • Use the Blogtopia Rubric to assess students’ projects.
  • Review students’ self-assessment reflections from the last session to provide additional feedback and as connections to your rubric-based evaluation of the project.

back to top

Related Resources

LESSON PLANS

Grades   5 – 8  |  Lesson Plan  |  Standard Lesson

What Would Ben, Tom, and George Think? Blogging about the American Revolution

After researching famous people of the American Revolution, students take on the identities of these Patriots and Loyalists. Students then participate in a blog, writing responses about events leading up to and during the American Revolutionary War.

 

Grades   9 – 12  |  Lesson Plan  |  Recurring Lesson

Weekly Writer's Blogs: Building a Reflective Community of Support

Students explore the conventions of blog writing while using it to self-reflect on their writing and communicate with classmates about each other's reflections.

 

Grades   6 – 12  |  Lesson Plan  |  Standard Lesson

Creating Character Blogs

Students view examples of blogs, learn the basic elements of blog creation, and then create a blog from the perspective of a fictional character.

 

Grades   9 – 12  |  Lesson Plan  |  Standard Lesson

Using Microblogging and Social Networking to Explore Characterization and Style

Students use social networking sites to trace the development of characters by assuming the persona of a character on the class Ning and sending a set number of tweets, or status updates.

 

back to top

 

STUDENT INTERACTIVES

Grades   K – 12  |  Student Interactive  |  Writing & Publishing Prose

Letter Generator

The Letter Generator is a useful tool for students to learn the parts of a business or friendly letter and then compose and print letters for both styles of correspondence.

 

Grades   3 – 12  |  Student Interactive  |  Organizing & Summarizing

Persuasion Map

The Persuasion Map is an interactive graphic organizer that enables students to map out their arguments for a persuasive essay or debate.

 

Grades   3 – 12  |  Student Interactive  |  Organizing & Summarizing

ReadWriteThink Notetaker

Useful for a wide variety of reading and writing activities, this outlining tool allows students to organize up to five levels of information.

 

Grades   3 – 12  |  Student Interactive  |  Writing & Publishing Prose

Flip Book

The Flip Book is designed to allow users to type and illustrate tabbed flip books up to ten pages long. Students and teachers can use the flip book for taking notes while reading, making picture books, collecting facts, or creating question and answer booklets.

 

back to top

 

MOBILE APPS

Grades   3 – 12  |  Mobile App  |  Writing & Publishing Prose

RWT Flip Book

The Flip Book app is designed to allow users to type and illustrate tabbed flip books.

 

back to top

 

CALENDAR ACTIVITIES

Grades   7 – 12  |  Calendar Activity  |  May 25

Ralph Waldo Emerson was born in 1803.

Students visit a quotation attributed to Emerson and identify the definition of success. Students then use the Postcard Creator to write a note to a person that they feel is successful.

 

Grades   9 – 12  |  Calendar Activity  |  October 9

In 1940, musician and peace activist John Lennon was born.

After listening to "Imagine," students reflect on the lyrics and answer questions. Then, they have a chance to write a stanza for their own song.

 

Grades   1 – 12  |  Calendar Activity  |  July 12

Henry David Thoreau was born in 1817.

Students make mental "snapshots" of a natural setting, then capture the details of their setting by writing and then creating a class booklet of the nature walk.

 

back to top

 

STRATEGY GUIDES

Grades   6 – 12  |  Strategy Guide

Teaching With Blogs

This Strategy Guide describes the processes involved in composing blogs in the classroom, the process of writing regular posts, or entries, that are published online.

 

back to top

 

PROFESSIONAL LIBRARY

Grades   8 – 12  |  Professional Library  |  Journal

Multigenre, Multiple Intelligences, and Transcendentalism

Colleen A. Ruggieri offers a multigenre, mulltiple intelligences unit on transcendentalism complete with suggested texts and an assessment plan.

 

back to top

 

ACTIVITIES & PROJECTS

Grades   9 – 12  |  Activity & Project

Blog About Courage Using Photos

Engage teens in this activity in which they use photographs to examine and write about courage on a blog.

 

Grades   7 – 12  |  Activity & Project

Create a Career Blog

This activity invites children and teens to explore various careers and then write about what they might want to be when they grow up in a blog.

 

back to top

Comments

Skip to main content

March 2007

Post dateAuthor
Sat, Mar 31, 2007 MJSThe Fire This Time
Sat, Mar 31, 2007 RuthTorture Is Unspeakable, But The Tortured are Speaking Up Anyway
Sat, Mar 31, 2007 lambertNPR is teh suck
Fri, Mar 31, 2007 lambertNoted without comment
Fri, Mar 31, 2007 lambertIn 2008, no Federal Prosecutor can be trusted to enforce the law when that would favor Democrats
Fri, Mar 31, 2007 lambertThe Times really needs a new department
Fri, Mar 31, 2007 lambertSubmit your questions to Broderella now!
Fri, Mar 31, 2007 vastleftThe silencing of Lam
Fri, Mar 31, 2007 RuthMSM's Congressional Medal of Honor?
Fri, Mar 31, 2007 Joe BourgeoisI Rule You!
Fri, Mar 31, 2007 captain nemo (not verified)Anti-Birth-Control Head of Birth Control Agency Retroactively Aborted
Thu, Mar 31, 2007 SarahTater Cake
Thu, Mar 31, 2007 SarahWhat Is It About the South?
Thu, Mar 31, 2007 onealbearHils vs. Rudy?? Who Cares? It’s Never Gonna Happen.
Thu, Mar 31, 2007 captain nemo (not verified)Speaker Pelosi Should Recind This Invitation, Yesterday
Thu, Mar 31, 2007 JakebntoA quote by Planck on "religious conversion" (A global warming thought)
Thu, Mar 31, 2007 lambertFuck the rich
Thu, Mar 31, 2007 RuthBest Criminal Lawyer Joke of the Year - Award Winner
Thu, Mar 31, 2007 vastleftSampson: All justice is political
Thu, Mar 31, 2007 lambertRepublicans: Government is fiefdom for "loyal Bushies"
Thu, Mar 31, 2007 captain nemo (not verified)What the Saudi King Said: Juan Cole's Observations
Thu, Mar 31, 2007 vastleftOK, maybe "Strange Bedfellows" isn't the right title, but still...
Thu, Mar 31, 2007 lambertA Portrait of the Pundit as an Old Hack
Wed, Mar 31, 2007 dr sardonicusWhat if Al Gore ran as a Green?
Wed, Mar 31, 2007 lambertSaint John McCain MySpace site hacked by designer whose work and bandwidth he stole
Wed, Mar 31, 2007 lambert"Loyal Bushies" at "Justice" turn on each other
Wed, Mar 31, 2007 lambertSo, if Bush is so worried about funding the troops, why doesn't he claw back the $8.6 billion the Republicans looted?
Wed, Mar 31, 2007 lambertPayback is a bitch Goddess
Wed, Mar 31, 2007 Joe BourgeoisCardboard Cowboy Has Ass Handed to Him by Women Again
Wed, Mar 31, 2007 captain nemo (not verified)Saudi King Officially Condemns US Occupation of Iraq
Wed, Mar 31, 2007 JakebntoThe Texas Judicial System Thinks More Of The Juvenile Corrections System Than The Rest Of US
Wed, Mar 31, 2007 lambertSaudis heave Bush over the side as "loyal Bushies" begin to eat their own
Wed, Mar 31, 2007 JakebntoOk, Let's talk about Jm Webb
Wed, Mar 31, 2007 RuthGood Thing Incompetence Is a Reason For Firing U.S. Attorneys .... Oh, Wait...
Wed, Mar 31, 2007 lambertDon't people take the Fifth before Congress, instead of just not showing up?
Wed, Mar 31, 2007 vastleftHo-hum
Wed, Mar 31, 2007 lambertNPR is teh suck
Wed, Mar 31, 2007 MJSMr. McCain's Neighborhood
Wed, Mar 31, 2007 captain nemo (not verified)Do Important Citizenly Duty
Tue, Mar 31, 2007 captain nemo (not verified)First Nominee for Corporate Death Penalty: ITT
Tue, Mar 31, 2007 trifectaDo Not Go Gentle Into Congressional Oversight
Tue, Mar 31, 2007 vastleftSouthern strategy
Tue, Mar 31, 2007 lambertDepartment of Peace vs. more pure baby sausage steps
Tue, Mar 31, 2007 lambertAnd the problem with show trials would be?
Tue, Mar 31, 2007 chicago dykeExpect More of this in the Future: The Mercenary Municipality
Tue, Mar 31, 2007 chicago dykeKissinger Crosses Off Another Vacation Spot
Tue, Mar 31, 2007 chicago dykeMcClatchy Does Irony: Radio Not-so-Free Iraq
Tue, Mar 31, 2007 chicago dykePouring Money Down a Black Hole: Afghanistan Ed.
Tue, Mar 31, 2007 RuthTorture Produces Whatever You Want It To
Tue, Mar 31, 2007 MJSEaster Hallucinations Plague Already Agitated Bush
Tue, Mar 31, 2007 shysteeAnti-War "Pragmatist" Commandments
Tue, Mar 31, 2007 SarahI Will be Dipped ...
Mon, Mar 31, 2007 lambertNew Zealand schoolgirls cost lying corporation $2 million
Mon, Mar 31, 2007 lambertProgress: Christianist takes the fifth instead of outright lying
Mon, Mar 31, 2007 lambertArcade Fire
Mon, Mar 31, 2007 vastleftThe itchy and scratchy show
Mon, Mar 31, 2007 captain nemo (not verified)Don't Be So Quick With That "Defeated," Josh
Mon, Mar 31, 2007 captain nemo (not verified)The Science Behind "TerraTerraTerra 24x7"
Mon, Mar 31, 2007 lambertAre all Republicans thieves and criminals, or only some of them?
Mon, Mar 31, 2007 RuthStatistics Are Those Things That Show Whatever You Want Them To
Mon, Mar 31, 2007 chicago dykeYour Heroic Military: Back to Africa Edition
Mon, Mar 31, 2007 chicago dykeCorruption Overload: GSA, Abramoff and the Road to Rove
Mon, Mar 31, 2007 chicago dykeTroop Levels: Let's Change the Frame
Mon, Mar 31, 2007 lambert"At the pleasure of the President" talking point == Authoritarianism
Mon, Mar 31, 2007 chicago dykeAdding to Your Vocabulary: Queer Edition
Mon, Mar 31, 2007 chicago dykeFaggots and Bitches Care About Katrina Victims
Mon, Mar 31, 2007 chicago dykeSmoke and Mirrors of the Middle Class: Credit is Slavery
Mon, Mar 31, 2007 lambertIf Bush is going to ally the US with with the Iraqi Sunnis, why did we go to war in the first place?
Mon, Mar 31, 2007 RuthDarfur Atrocities Get Big Yawn from U.S.
Mon, Mar 31, 2007 captain nemo (not verified)Public Fellatio is Legal in NY Now?
Sun, Mar 31, 2007 lambertTwo, three, many Bush v. Gores
Sun, Mar 31, 2007 chicago dykeYour New Liver, Thanks to Dolly
Sun, Mar 31, 2007 chicago dykeAn Open Letter to All Our Friends on the Other Side
Sun, Mar 31, 2007 SarahScooter Libby Begs Your Indulgence
Sun, Mar 31, 2007 SarahDouble Standards? Two Women, One Threat
Sun, Mar 31, 2007 captain nemo (not verified)Should the House Judiciary Committee Have A Website Run by an RNC-Approved Firm?
Sun, Mar 31, 2007 chicago dykeWhy Religion Must Be Removed from Politics, Reason #493745
Sun, Mar 31, 2007 chicago dykeSpies Get the Chicks
Sun, Mar 31, 2007 MJSBush Threatens To Veto His Own Impeachment
Sun, Mar 31, 2007 captain nemo (not verified)The Hardest-Working Men In Show--er, make that "Law"--Business
Sun, Mar 31, 2007 jimmyboyhow do you get more troops to dance in the fire?
Sun, Mar 31, 2007 SarahKeep a Weather Eye Out
Sun, Mar 31, 2007 shysteeLefties: Shrewd Pragmatists VS Pie-In-The-Sky Idealists
Sun, Mar 31, 2007 chicago dykeAnother "Historical Document" Bush Ignored, Costing Lives
Sun, Mar 31, 2007 RuthBusiness Management Needed Badly in Executive Branch
Sun, Mar 31, 2007 MJSThe War In Iraq Is A Good War
Sun, Mar 31, 2007 chicago dykeNews Roundup Hiaku
Sun, Mar 31, 2007 chicago dykeAnd People Wonder Why I'm So "Angry"
Sun, Mar 31, 2007 SarahParadigm Shifts: Women's College Basketball Edition
Sun, Mar 31, 2007 RuthWhite House Wants You to Pay For Own Health Care
Sun, Mar 31, 2007 trifecta9/11 Changed Everything (In The Wrong Direction)
Sun, Mar 31, 2007 lambertWe're #1! We're #1!
Sun, Mar 31, 2007 vastleftA death in the family
Sun, Mar 31, 2007 trifectaWhy I Am A Defeatocrat.
Sun, Mar 31, 2007 chicago dykeHeroes and Heroines are Everywhere, If you Look
Sun, Mar 31, 2007 lambertWhy not go straight to impeachment?
Sun, Mar 31, 2007 lambertBeyond the wanker of the day
Sun, Mar 31, 2007 lambertNice work supporting the troops with that body armor, Shooter!
Sat, Mar 31, 2007 MJSThe Big & Little Hands Are Near the Twelve
Sat, Mar 31, 2007 lambertHistory as written by those about to win
Sat, Mar 31, 2007 SteveAudioYou may say that I'm a dreamer, but I'm not the only one
Sat, Mar 31, 2007 MJSHeaven Must Be Missing A Caffeinated Angel
Sat, Mar 31, 2007 Ruthemail that must have been received by the White House in February of 2003
Sat, Mar 31, 2007 trifectaThe "Liberal Media" Discusses Compassionate Conservatism
Sat, Mar 31, 2007 SarahAmerican Terrorist Arrested
Sat, Mar 31, 2007 chicago dykeMurtha On Fire! Fire! Flames!
Sat, Mar 31, 2007 lambertFuck "compromise"
Sat, Mar 31, 2007 chicago dykeGonzo PDF Goodness
Sat, Mar 31, 2007 vastleft"We don't need divine guidance"
Sat, Mar 31, 2007 MJSGoodnight Sun
Fri, Mar 31, 2007 lambertWhy is there no corporate death penalty?
Fri, Mar 31, 2007 lambertOh my goodness! Abu G lied to us on the USA firings, new documents show
Fri, Mar 31, 2007 lambertDrive-by commenter leaves Michael Kinsley whimpering
Fri, Mar 31, 2007 chicago dyke"May There Be Mercy on Man and Machine for Their Sins"
Fri, Mar 31, 2007 chicago dykeMurtha Convinces This ex-Marine
Fri, Mar 31, 2007 leahWars Are Depressing, Even "The Good Ones," Ending Them Is Too, Even Bad Ones
Fri, Mar 31, 2007 lambertKleig lights are the best disinfectant
Fri, Mar 31, 2007 lambertWhy don't we just ask the NSA for all the email on the Bush USA firings?
Fri, Mar 31, 2007 lambertThe Economist smacks down the neo-con's incompetence dodge
Fri, Mar 31, 2007 RuthNon-Prosecution of Texas Youth Commission Offenses a Pattern
Fri, Mar 31, 2007 captain nemo (not verified)Wanna Kill a Cop and Go Free? Be a Bush Cousin!
Fri, Mar 31, 2007 trifectaMy Diagnosis Of Charles Krauthammer: He Is An Asshole.
Fri, Mar 31, 2007 tomPATRIOT Act provision used to suspiciously replace another U.S. Attorney much earlier-- in March 2006
Fri, Mar 31, 2007 chicago dykeOne Progressive's Opinion
Fri, Mar 31, 2007 lambertClassic Reid quote
Fri, Mar 31, 2007 chicago dykeScrewing our Vets: "Personality Disorder" Ed.
Fri, Mar 31, 2007 lambertSecond USA fired to make room for Bush operative, refuses to go quietly
Fri, Mar 31, 2007 chicago dykeMusic for Our Times
Fri, Mar 31, 2007 RuthGuilty as Charged
Fri, Mar 31, 2007 chicago dykeWhen Black Folk Act Ig'nant
Fri, Mar 31, 2007 chicago dykeSnapshots of the Anti-War Movement
Fri, Mar 31, 2007 lambertNPR is teh suck
Fri, Mar 31, 2007 chicago dykeThey Write Letters (House Edition)
Fri, Mar 31, 2007 chicago dykeWhat the Bible Says about Liars
Fri, Mar 31, 2007 lambertJeebus, Pony Blow's voice is annoying
Fri, Mar 31, 2007 RuthWhat ? Murder Isn't Cricket
Fri, Mar 31, 2007 MJSAlberto Gonzales Has a Thing For Kids
Thu, Mar 31, 2007 captain nemo (not verified)Looking Back: About That Canadian Softwood Settlement Money...
Thu, Mar 31, 2007 lambertNo compromise on USA firings!
Thu, Mar 31, 2007 RuthOff Again, Those Six Party Talks About North Korean Nuclear Program
Thu, Mar 31, 2007 leahElizabeth Edwards' Cancer Has Spread: The Campaign Continues
Thu, Mar 31, 2007 lambertFroomkin cranks knobs up to 11, brings the shrill
Thu, Mar 31, 2007 chicago dykeRove: Still Safe from Congress?
Thu, Mar 31, 2007 lambertLook! Over there! Bright shiny objects!
Thu, Mar 31, 2007 chicago dykeEFF Battle Viacom over YouTube Video
Thu, Mar 31, 2007 chicago dykeMenu Foods Knew They Were Killing Your Dog
Thu, Mar 31, 2007 leahAwaiting the Edwards' Newsconference
Thu, Mar 31, 2007 chicago dykeFederal Prosecuters Still Employed: How Corrupt Are They? (Abramoff Ed)
Thu, Mar 31, 2007 lambertSpector: We don't need no stinkin' Constitution[al confrontation]
Thu, Mar 31, 2007 lambertWhat's at stake in the USA firings
Thu, Mar 31, 2007 chicago dykeThe Rule of Law: Justice Dept Saves Tobacco Industry $120Billion
Thu, Mar 31, 2007 JakebntoBoxer puts Inhofe in full Nelson
Thu, Mar 31, 2007 vastleftBush: revealing my crimes hurts the victims
Thu, Mar 31, 2007 vastleftCatch 3,228
Thu, Mar 31, 2007 lambertNPR is teh suck
Thu, Mar 31, 2007 RuthNot Again, WaPo, More Covering Up For the White House?
Thu, Mar 31, 2007 MJSTest #312

Leave a Comment

(0 Comments)

Your email address will not be published. Required fields are marked *