Practical Guide To Teaching Social Studies Education Essay

Practical Guide To Teaching Social Studies Education Essay Chapter 1 Middle Secondary School Social Studies Reflective Essay Motivation and Enthusiasm (Chapin, p.1-2) are the key points as we begin our text. Well, who am I to want to be a Teacher? Especially in secondary grades dont you have to be someone who has motivation to teach? Arent you supposed to have the enthusiasm to work with young people and help them learn? Thats what June R. Chapin tells us in our textbook, A Practical Guide to Middle and Secondary Social Studies but yet when I look in the mirror long and hard after spending more than 30 years working in the fast paced advertising and marketing industry, I actually realize, yes, thats me! After raising a son to become a Bucknell University second year college student, and coaching his teams, leading his scout troops, guiding his steps (figurative and actual), and mentoring him and his friends it dawned on meà ¢Ã¢â€š ¬Ã‚ ¦I do have the motivation and enthusiasm to teach. Watching a young mind tackle a difficult concept or wrestle with a perplexing question is a thrill for me to watch, assist and instruct. To guide and educate, thats what I need (and want) to do with for the rest of my life. Personal background, beliefs and biases (p.3) are also critical personality traits one must consider if you want to teach. In Shakespeares Hamlet Polonius son Laertes is in a hurry to get on with it, get onto the next boat to Paris, move forward with his life and get away from his fathers tiresome pontification. But, his father Polonius has one parting point of important wisdom for his son: This above all: to thine own self be true, And it must follow, as the night the day, Thou canst not then be false to any man. Farewell, my blessing season this in thee! Hamlet Act 1, scene 3, 78-82 [my emphasis] How many of us are really true to ourselves? Do we know the kind of person we are? Are we honest and self aware when we look at that driver who just cut us off and in our anger think to ourselves: Well no wonder, that persons a ; and dont realize the bias, belief and possible prejudice weve just reinforced in our own mind. What if you are a secondary school teacher driving to work at your job to teach social studies to diverse classes of 7th and 8th graders, for whom youre teaching a lesson about different cultures or even have students who may also be . Are you aware of your own bias? Are you in the right profession? Can you manage, correct and reverse that attitude? A teacher must always be aware of who they are and why they may feel a certain wayà ¢Ã¢â€š ¬Ã‚ ¦and then just forget it. It isnt relevant except that you are aware of it and then put it away and if possible eliminate it. You know where youve come from, what may have originally prompted those sentiments years ago and now youve grown beyond it. And we must also face bias in materials or resources we read, watch or hear everyday. And just as with our own heritage, we must know what to look for and as it is said consider the source, to properly put into perspective, any statement, comment or alleged fact and assign the credibility or lack it may deserve. Your beliefs about human potential, ethics and culture are also intertwined with your teaching beliefs and practices.(p.3) For me, as a professional educator, particularly one in the social sciences, I must have the skeptics senses in order to discern the supposed fact from the genuine fiction, while also remembering that I myself have a personal perspective in the mix as well. The No Child Left Behind (NCLB) Act and standards movement has become a pervading concern among all adults involved in the education industry. Our textbook is no exception it is full of perspectives on the issue most likely because it affects the foundations of the education process and everyone except the students are concerned with what it means for the future. What I am also learning from many different resources, in and beyond this textbook, is that there is so much emphasis on problems that no ones seeing the successes. Beginning with A Nation at Risk, a report issued during the Reagan Administration suddenly there needed to be a new national standard and oversight from the Federal government for what was being taught, to whom and whether there was real comprehension and learning coming as a result. Now teachers, administrators, states and bureaucrats across the country are caught up in a challenge on accountability and standards versus schools autonomy and educational funding. My frustration with the arguments and debate really stem all the way from the National to the State to the Local to the District levels. I just want to be a classroom teacher and lead my students toward learning strong academic objectives; yet I repeatedly hear the harangue, well whos in charge here? So just as I am starting a new career it seems as though the struggle will escalate to the point where I will be unable to teach a lesson, any lesson, without some bureaucracy being involved with who, how, when and what I teach. And it seems there is minimal civic enthusiasm or encouragement for what teachers are trying to accomplish. Troubled Times for Public Schools (p7) is a mantra that the profession seems to have adopted as a frame-of-mind, instead of something to realize and which we must correct. The text also reinforces the concept of a good teacher being respected by his/her students for the same traits as one might expect from an adult, including: depth of knowledge and demonstrating a strong effort showing respect for themselves and their students having a sense of humor and perspective on what is really important While I remember Social Studies from my youth as a subject about which I was passionate and involved, I never really considered the textbook definition: an integrated, multidiscipline area of learning (pp.12-16) which leads me to understand why I cared so much the disciplinary materials covered were all my favorites sociology, political science, history, anthropology, geography, and even (some) economics. Yet today there is also a debate about how much emphasis is placed on the integration approach versus what used to be a single-discipline approach when Social Studies had more of the depth and fundamentals of certain disciplines like history, civics and literature. The term used in our text: Social Studies slush (p.14) got my attention because it was so vehement and succinctly critical. My personal perspective is currently rather muddied itself by my own education, my passion for the multiple Social Studies disciplines and what I am reading: There is an essential need for improvement in teaching of Social Studies. (p15) My son was in the AP US History course at his high school. What surprised me about what he was studying was that the content seemed to be what I thought should be in any US History course. Our Chapin textbook argues that some see the AP level as just a college pre-application opportunity instead of a class for higher level thinking. To me it is just a label for a popular provocative and broader educational area that should be expanded to all secondary students. Chapins first chapter also expounds on different teaching approaches for the Social Studies and includes charts showing examples of personal pedagogy intimating dont we want to avoid indoctrination? (And be sure we also stay away from Americanization?) It seems to me that in 2011 a teacher would be hard-pressed in the US secondary education system to find any Social Studies student who would tolerate being taught a lesson without permitting the individual to question or examine the information being transmitted.(p.18) In actual fact there probably arent many Social Studies teachers who have the integrity to promote an Americanized curriculum because it must today be integrated, balanced and politically correct. The NCSS article Teaching Social Studies as a Subversive Activity is a challenge to Social Studies teachers to return to the rebellious 1960s and 70s and dont just promote pat answers and accept the pabulum of patriotic dogma in their textbook. And instead teachers need to install a crap detector for students so to alert them to the whitewashed stories theyre being taught so that High school students, à ¢Ã¢â€š ¬Ã‚ ¦exercise the basic tenets of a democratic society. The authors promote Social Studies as a subversive activity whereby students maintain a civic engagement with local, regional and national concerns, (current events or local community issues, the elections, Hurricane Katrina, an international conflict, or school matters.) The problem I have with this perspective is that it seems the authors underlying approach doesnt promote discourse, it promotes discord; it doesnt promote inquiry it promotes disorder; it doesnt promote higher learning instead it promotes diatribe and invective. This is not to say that the authors arent in synchronization with much of what I hope to be my personal teaching approach; à ¢Ã¢â€š ¬Ã‚ ¦Schools can also develop a greater sense of educational community through curriculum integration or inter-disciplinary teaching: teachers can team with other teachers as their students engage in reading about other nations and peoples in childrens literature, or integrate American literature with American history in secondary school English and social studies classrooms. p. 3, col. 2., Teaching Social Studies as a Subversive Activity by Charles L Mitsakos and Ann T. Ackerman,  © 2009, NCSS Point of View series. The criticism of many Districts Social Studies curriculum today is that it is in a permanent state of critique and cynicism versus practical awareness and preparation for graduates involvement in a larger society. à ¢Ã¢â€š ¬Ã‚ ¦government and business leaders who are worried about the economic consequences of inadequate education. (Chapin, p.19) In another NCSS article: Should Social Studies Be Patriotic? the author, Joel Westheimer promotes a different Social Studies approach when it comes to American history and civics lessons built on what he calls, democratic patriotism. Mr. Westheimer, who is a department chair at the University of Ottawa in Canada, believes that U.S. secondary students are learning authoritarian patriotism whereby unquestioning loyalty and commitment to my country right or wrong has become the norm and students remain unchallenged by à ¢Ã¢â€š ¬Ã‚ ¦the debates around the various visions of patriotism. Yet my complaint with Mr. Westheimers approach is the same as previously mentioned; in the volatile world of 2011 where America and her citizens are more and more described around the world as pretentious ignoramuses, too fat and lazy to address, or even be aware of, the social needs of a struggling world, we shouldnt throw up our hands and admit, yup, theyre right! But, Mr. Westheimers use of democratic patriotism in the classroom is an approach that has merit, and his examples of different teachers motivating their students is impressive: There are many varied and powerful ways to teach a democratic form of patriotism aimed at both critical consideration of the history, present, and future of our society as well as at reinforcing the ideals of improving the country and the lives of its inhabitantsà ¢Ã¢â€š ¬Ã‚ ¦. [such as] students conduct research on improving conditions in their own neighborhood, especially with regard to broken promises to build a new school. These approaches to teaching about patriotism share several characteristics. First, teachers encourage students to ask questions rather than absorb pat answers Second, teachers provide students with the information (including competing narratives) they need to think about patriotism in substantive ways Third, they root instruction in local contexts, working within their own specific surroundings and circumstances. Because we cannot teach democratic patriotism without paying attention to the environment in which we are teaching it. And, as a teacher that believes discourse is possibly the most important strategy that we undertake with our students, we will lose their respect and our country their allegiance, if we try to gloss over or whitewash civic issues or historical controversy. But we must also remain vigilant and aware, as Social Studies teachers and as citizens, of the nearby precipice when we encourage dialog that foments dissent: Critique becomes Criticism Commentary becomes Cynicism Dissent becomes Despair and patriotism in any form, becomes passà ©. Finally in this chapter I read Chapins text about teaching values and ethics, and I askedà ¢Ã¢â€š ¬Ã‚ ¦why not? Ms. Chapin makes it clear that any social Studies teacher who undertakes a values approach must remain cognizant of the potential controversies and assessment dilemmas they face. First and foremost, whose values are correct? And how far should the discussion go before we are in a behavioral guidance area? Yet in my opinion, values, character, moral education are not areas that should be avoided, just tempered with an understanding that a values approach might only be effective for some students, in some circumstances. Last note: Improvement can be made to the teaching of Social Studies p.26 Chapter 2 Planning for The Social Studies Reflective Essay 1. The Social Studies? This bothers me; why is the subject discipline for which I want to become a State of CT, professionally certified secondary school teacher have an English language article: the placed in the title? It reminds me of the contemporary baseball zealots (usually on ESPN) who determined at the end of the last millennium that the acronym RBI which stood for Runs Batted In was inherently plural, so the acronym shouldnt or couldnt and wont be pluralized (he now has hit 27 R-B-Ià ¢Ã¢â€š ¬Ã‚ ¦to me this just sounds dumb.) à ¢Ã¢â€š ¬Ã‚ ¦So I emphatically disagreed. As a youngster following Mickey Mantle or Carl Yastrzemski I would always want to know how many R-B-Is he had hit. We also called them ribbies meaning the plural of R-B-I, ended with an s. Now I find as I want to change my career after 30+ years in marketing and advertising (an industry which in itself has played fast loose with the English language,) that because of the new contemporary multi-disciplined approach that Social Studies is an integrated discipline of so many other Social Sciences, that the NCSS (I assume) has decided it must have the article the in the title. Well, when I was a youngster, going to Social Studies class, we sometimes talked about RBIs; and now as a teacher, I hope to teach Social Studies to students who sometimes will want to talk about Derek Jeters RBIs, when I will want to discuss their homework assignment, instead. (I had to reflect on this linguistic concernà ¢Ã¢â€š ¬Ã‚ ¦thanks for understanding.) 2. Planning my Achilles heal This is the area as a Social Studies teacher on which I MUST concentrate and remain focused. An effective teacher must plan well in advance what Unit they will cover, composed of what Lessons, to accomplish what Objectives, followed by what type of Assessments they will use to complete their Evaluation of each of their students performance. Then as they begin to teach during that semester, an effective educator will always adapt and adjust those Lesson(s) to accommodate or modify the situation, setting and material for any exceptional learners or other student requirements, particularly as the calendar year progresses and any special needs or circumstances arise. A teachers effort at maintaining an inclusive classroom that differentiates the lesson plan according to their Exceptional Students Individual Education Plan (IEP) is following a standard policy and an appropriate attitude for a busy teacher. Yet, as I examine my own strengths and needs for growth it is clear that written plans will be key to my optimal performance, and this must include a period of reflection and examination on how each lesson may be improved after its taught. This may occur multiple times a day, or long after a unit is completed depending on how the lesson was received and performed by my students. It should also always be accompanied by my own observations and notes in the margin, as well as any notes or comments from colleagues, visiting administrators or other professionals so I can tweak, modify, adjust, or entirely re-teach the activity. And another major part of creating modifying and improving my lessons will be finding the necessary resources for students activities. In our Chapin textbook there is a list of a dozen areas to search, but that is just a start on the numerous areas one can find resources for planning Lessons. A common experience while teaching is feeling frustration and anger. Students are usually the trigger for these negative emotions. These emotions often make teachers tense and intrude on their thinking. (p. 34.) The key for me in this instance, or any new teacher, is patience, (they say Lesson Planning gets easier with experience.) Remaining confident and calm is vital, as I develop (and teach) each Plan that addresses the appropriate Objectives with the necessary Activities which meet correct Standards and use the necessary Assessment techniques for a comprehensive Evaluation. Confidence can come from the fact there are numerous resources, BUT only if I search extensively and frequently for topical and effective materials. By remaining dedicated to reaching that unnamed student who needs me to care, to making that extra effort on their behalf this is the personal integrity I want to have and will need in order to be the educator I want to and should be. 3. Long Range Plan After studying Figure 2.1, on page 35 of our Chapin textbook, my focus goes to the critical juncture before the plan is laid out, My Approach and the Rationale for what, why and how I will teach these lessons. The three areas that must be addressed as the Units Curriculum Plan is established are clearly identified and understood. Two of the areas have prewritten guidelines, formats and styles (taxonomies) to follow which must be aligned, the third is up to me: my Attitudes, Values Dispositions. One professional element that we havent covered extensively yet, but I know will be critical to my career as an educator is the colleagues and teams with whom I will be working. Their contributions to my development as a professional Social Studies teacher will be critical to my growth. Some frank and honest feedback from a professional peer can be invaluable in understanding how my Plans can improve, be expanded, edited or discarded. Constructive criticism will require some receptivity and acceptance without personal sensitivity to improve over time. 4. Objectives Standards my other Achilles heal Writing objectives is where we are in all of my professional semester ED and ESPY classes, and they are proving to be difficult for me to get a handle on. This may be because Im over-complicating them by trying to fit too much into a single activity or lesson, or I am confusing verbs and levels of learning or the activity I want students to perform isnt correct for the objective. Simultaneously I get hung-up on what Standard fits with what Objective instructional vs behavioral vs performance. I believe however that over time in each class I will get the hang of it, with practice. Fundamentally, I know what these terms mean: à ¢Ã¢â€š ¬Ã‚ ¢ observable performance the physical activity that will be measured to meet the objective I have set. conditions of learning where the student is starting from or with what material, (e.g. After reading XYZ textbook, or Given a copy of President Obamas speech, etc.) measurable criteria an assessment is invalid and actually no objective can be written that doesnt have levels of criteria on a rubric that the students see in advance, accept and understand. The criteria can be difined simply with a number: and students will provide 5 examples ofà ¢Ã¢â€š ¬Ã‚ ¦ or a measurement device: using a Likert Scale of Strongly Agree, Agree, Disagree, or Strongly Disagree students will evaluate Organizing Content Units In number 2 above I described most of this section without realizing I was, however it is important to note the hierarchy of levels teachers use when planning their subject content: Districts Subject Curriculum (Year Long) Textbook(s) Team Semester Plan (2-3 Semesters) Curriculum Module (2-3 Modules) Unit Plans (6-8 wks) Lesson Plans (30-40 lessons/Unit) Activities (2-3/lesson) I hope to be able to frequently use each of the listed resources in my Lessons, particularly those that integrate other disciplines or areas of study: textbooks; commercial/free preprinted lessons, integrate units with colleagues discipline (literature, science experiments, etc); technology online, presentation or other devices. It is also important that I mention biases; Lesson Plan resources usually have some form of bias, particularly those obtained from a commercial or political or cause-related organization. Many teachers I have seen and known so far use valuable and expert resources, particularly those associated with a textbook or a discipline-oriented publisher. However as a professional educator I must remain vigilant addressing lesson materials that may contain some form of bias. This is not to say that they cant be used in a lesson, they will just need to identified as having a bias or perspective that must be considered in their usage. à ¢Ã¢â€š ¬Ã‚ ¢ Unit Outline: The following is a skeleton Unit showing the elements that comprise most Unit structures, but these can vary and this is for a Teacher-made Unit (there are many pre-published in textbooks and elsewhere.). There are other formats that may use an integrated approach with another subject discipline or a variety of technologies (Smart Boards, MS PowerPoint, MS Publisher, etc.,) or some other device or strategy to stimulate students multiple intelligences. Unit Title; Standards Goals; Focus Big Idea question; Lesson Plans incl. Objectives; Assessments;

Edward O. Wilson’s “Is Humanity Suicidal?” Essay

In the 1990s article, â€Å"Is Humanity Suicidal?†, Edward O. Wilson is concerned about the extinction of the human species. He believes that humanity’s harsh treatment of Earth will soon have excruciating consequences. Wilson also states that the increasing industrial world is having a very consequential affect on the global environment and that it may be too much for it to handle. He insists that â€Å"the human species is an environmental abnormality,† because human’s negative impact on the earth is likely to threaten the survival of the human species. Wilson asks â€Å"Who can safely measure the human capacity to overcome the perceived limits of the Earth?† The limits of the Earth’s natural resources and the Earth’s ability to sustain itself from humanity’s rough treatment is unknown. Wilson believes that there are two different perspectives for the future of the human species, which are exemptionalism and environmentalism. There are people who fail to recognize environmental issues for what they really are. These are the exemptionalists. They see these problems as very minor. Wilson believes that these people think that environmental problems will soon disappear with the growth and advancement of technology. He believes that these people are too caught up with their own lives and the present that they fail to think about what could be waiting for their ancestors in years to come. Then there are the environmentalists, in which Wilson has a strong belief in. Wilson believes that humanity cannot remake in the Earth in its original form. The increasing human efforts to remake the earth and control the global environment for human use is causing too much change in the environment that Earth soon my not be able to support the survival of the human race, therefore humanity’s intelligence can be somewhat of a weapon to there own survival. Wilson asks if population growth and human control over the environment proves that â€Å"humanity is suicidal†. Wilson argues that we are not destined to destroy ourselves by trying to control the environment, so therefore we are not suicidal. He believes that humanity is â€Å"smart enough and have time  enough to avoid an environmental catastrophe of civilization-threatening dimensions.† Wilson also holds the belief that in order to preserve our environment that we must realize that humans are not the only organisms in the ecosystem that helps keep the environment livable; every organism plays their part. With the constant reporting of the extinction of species because of our harsh treatment, the jobs that the different organisms have to our environment are now lost. He argues that the Earth is too complicated in order for one species to be bale to control it. Wilson concludes that we have around 50 to 100 years to straighten out our environment and to develop different values and ways of thinking. If the human’s negative impact on the Earth increases it will result in the fall of our global, industrial civilization.

How after school programs benefit children and their educational experience

As societies continue to modernize and become more complicated, the pressure to work harder and to succeed also increases especially so with stiffer competition brought about globalization.Because of this, most families have both parents working to support their financial needs.   With both parents busy working, many of the studying children become susceptible to engage in unpleasant activities without adults attending or monitoring them after school.Because they often return to an empty house, they can freely engage into any activities regardless of whether they are beneficial or dangerous to them.And true enough, the prime time for juvenile crime during school days, where children were either the perpetrators or victims, is at its peak between from 3 PM to 6 PM. â€Å"The crimes that occur then are serious and violent, including murders, rapes, robberies, and aggravated assaults.† (Newman, et al, 2000, p2)In response to this pressing concern and relieve parents of their wo rries about their children’s safety and proneness to commit crime, after school programs were designed to prevent the children away from trouble and instead engage them into more productive activities that are beneficial to their overall growth and development.After School ProgramsAfter-school programs are special activities conducted regularly in the hours after school designed for children to learn new skills and contribute for their development as responsible people or adults.According to U.S. Department of Health and Human Services Administration for Children and Families, after school programs can be classified under four broad categories namely: Academics & Enrichment, Community Service Projects, Field Trips and Physical Activity & Nutrition.Academics & Enrichment refers to extra-curricular activities that are incorporated in the students’ academic programs such as arts, Civics & Government, Health & Safety, Math, Science and History among others. An after school program in science for instance engages the students to television viewing of the Space program of NASA.Community Service Projects pertains to activities that are directly linked to community service.   A popular after school program under this category is Peace Corpse, an independent US federal agency that sends students and other volunteer workers abroad to work in organizational entities i.e. governments, NGO’s and schools in the areas of education, business, technology, environment among others.Field Trips are excursions for students that permit them to have a first hand experience of what they learn in school. This includes a visit to Zoos, museums and parks. It affords students first hand experience of concepts, ideas and other things that helps enhance the learning experience.   For one, seeing a picture of lion in the book is different from seeing a real life lion in Zoo.Finally, Physical Activity & Nutrition refers to programs that are related to sports i.e. bas ketball, athletics, exercise nutrition i.e. culinary arts and cooking and health. A category in health is made to give emphasis to its importance. Human life is our highest value and the concept of health is fundamental to life. And this must start in the basic education of the youth.Benefits of After School ProgramsIt keeps children on the Right Track.   The children’s engagement or involvement in after school programs dissuades children from antisocial or delinquent activities and becoming victims of crime and violence, which predominantly occurs approximately during after school hours. â€Å"Latchkey† children or those who are expected to stay at home alone after school are at high risk of health hazardous behavior such as substance abuse i.e. drugs, smoking and alcoholism, because there are no adults to guide them appropriately.   (Chung, 2000)   Ã¢â‚¬Å"An idle mind is the devil's playground†.Children without adult guidance tend to experiment on things out of curiosity such as smoking or taking drugs which can eventually lead to vice or addiction. Being busy helps children to stay out of trouble. (Kessler, 2000, pp40-42)After-school programs can shift the attention of children from such vices to positive and healthy alternatives.   Finally, it helps in decreasing television watching thus preventing sedentary predilection that leads to obesity, or the absorption of violence that is freely accessible in the media.It enhances Academic Achievement. After school programs serve to supplement and complement the formal learning that academic institutions provide in school. Seeing things in real life or concepts in their actual applications allow children to see the value of education thereby fostering interest of studies.After school activities also are directly involve in skills building and developing such as reading. â€Å"Some program is intended to enhance work-study habits, social skills, social consciousness, working with peers, following instructions, and problem solving†. (Fashola 2001, p28).   Ã‚  The more enthusiastic children are on their studies and the more they are given the right skills for learning improves the quality of their academic learning and achievementIt promotes social development.   The social exposure provided by after school programs help children to deal with people more appropriately.   This includes improving how they conduct themselves as a person and in relation to others, which in turn boosts their self confidence.

Moby Dick - Ahabs Pride, His Evil Vehicle to the World...

Ahabs Pride: His Evil Vehicle to the World Below In Herman Melvilles Moby Dick the reader embarks on a journey narrated by a man in search of his soul and led by a man in search of the destruction of evil. Captain Ahab of the whaling ship the Pequod is a man whose heart is driven by revenge and a monomania that brings on the destruction of the Pequod and all but one member of her crew. He is looking to destroy the abominable White Whale, the Evil of the Earth, Moby Dick. This drive, in which Ahab believes he is doing good to the world by ridding it of this devilish creature, truly brings Ahab to commit the ultimate sin, pride, and become the evil of Christianity, he turns his back on God and follows in the footsteps of†¦show more content†¦And Ill chase him round Good Hope, and round the Horn, and round the Norway Maelstrom, and round perditions flames before I give him up. And this is what ye have shipped for, men! To chase that white whale on both sides of land, and over all sides of earth, till he spouts black blood and rolls fin out. What say ye, men, will ye splice hands on it, now? I think you do look brave (Melville 166). In this motivational speech to the crew Ahab tells them of their mission: to find and kill Moby Dick. To make him spout black blood, evil blood, the blood which enables this whale to live, to breath, to move, to hunt, to kill, is evil, the root of his entire existence is black with death and destruction. The organ of goodness and love, the heart in this creature, pumps evil through his veins. Moby Dicks evil, alluded to in this passage is of less importance than the formation of a monomaniac from this obsessed person. What Ive dared, Ive willed; and what Ive willed, Ill do! They think me mad- Starbuck does; but Im demoniac, I am madness maddened! That wild madness thats only calm to comprehend itself! The prophecy was that I should be dismembered; and- Aye! I lost this leg. I now prophesy that I will dismember my dismemberer. Now, then, be the prophet and the fulfiller one. T hats more than ye, ye great gods, ever were,