Archive for March, 2014
The Major League Baseball season is underway, which seems a trivial point in the broad scheme of academics. Yet were it not for Jackie Robinson’s breaking of the color-barrier, education in America might look alarmingly different.
When I was growing up, I was a sports fanatic. By then, professional sports had already been integrated, so it was easy for me–as Dr. King would say--to judge a man by his character rather than the color of his skin. The grit and tenacity of Matty Alou on the baseball diamond and Terry Metcalf on the gridiron made them my heroes and helped teach me to be “color-blind.” But the fact that Alou and Metcalf were out there at all was the direct result of Jackie Robinson’s own grit and determination.
There was never any doubt that Robinson had the talent to play in the Major Leagues. The issue was whether or not he’d have the character necessary to withstand the racist slurs and physical violence that followed him everywhere he went, both on and off the ballfield. Imagine what would have happened had Jackie responded in kind, perhaps taking a swing at a white player who’d deliberately spiked him, or kicking dirt at an umpire who refused to call a fair game. He would have been quickly drummed out of baseball. Integration of all our institutions, including education, would have been delayed for decades.
No doubt you have a crop of kids in your classroom who idolize professional athletes. Whether black, white, or striped (as Pee Wee Reese is quoted as saying), learning about Jackie Robinson will help them judge their fellow man by his character just as they judge their sports heroes by their grit.
April 15th is Jackie Robinson Day, the day every Major League player wears number 42 in Jackie’s honor. The league doesn’t celebrate it because Jackie was a great player, but because of the importance and difficulty of Jackie’s accomplishment. It’s a great time to enact How Jackie Saved the World. Kids consistently tell me it’s one of their absolute favorites to perform. I’m confident your students—especially your young sports fans—will enjoy it as well. You can preview and/or purchase it from TeachersPayTeachers by clicking here. You can also listen to some of my students performing it by following this link.
I’m told school districts around the country are investing millions of dollars into iPads and other online devices. The idea is that students can use these devices to access their textbooks, dictionaries, and encyclopedias via the Internet. After all, hand-held devices–not printed volumes of the World Britannica–are the future.
Me, I’m salivating over a class set of laptops with which my fifth graders can do their writing, post to their webpages, watch student-created instructional videos, and bombard me with in-lesson feedback via Twitter.
But it’ll never happen. My district just can’t afford to invest $15K for a single classroom set of machines that will be outdated in just a few years. When put to the daily abuse levied by fifth graders, I doubt the machines would survive that long anyway.
But a funny thing keeps happening in my classroom. Whenever we need something that my generation had to find in a book, some student will invariably say, “Can I use my phone?” Need to know the definition for lugubrious? Need a picture of the state flag of Georgia? Need to know the formula for calculating the area of a circle? It’s all there at their fingertips on each student’s individual phone.
Kids can use their phones to record themselves reading, to film your next class play, to create short movies, to document field trips, and more. So why invest tax dollars in electronics the students already possess? Sure, you’ll have to bust a kid from time to time for texting when he’s supposed to be studying. But how’s that any different than busting him for passing notes? Do we ban pencils and paper? True, you may have that kid who uses his phone to cheat on a test. But that’s probably the same kid who’ll have notes scribbled on his arm or have his binder suspiciously open beneath his desk.
What about those kids who don’t have phones? Well, it wasn’t but a few years ago that only a handful of my students had online access at home. Today, that figure is around 95%. It won’t be too long before we see the same circumstances with phones. In fact, I estimate that nearly half of my 5th graders–eleven year olds!–already carry phones, and every one of ’em is vastly superior to my own woefully-outdated but indestructible Nokia (pictured at left). And before you go thinking my school is in some wealthy suburb of Portland, know that it has a 70% Free-and-Reduced population.
Consider this: we require $100 calculators for high school calculus (and I’ll bet you there’s an app for that), and those that can’t afford it have access to loaners. What’s wrong with applying the same logic to hand-held devices?
Cell phone technology creates life-long learners who are always just a click or two away from finding the information they need to accomplish nearly any given task. It’s how adults operate these days. It’s how we should be teaching our kids.
The future is already here, and most of our kids are holding it in their hands. We just have to let them turn the dang things on.
In Nathaniel Hawthorne’s classic short story, The Birth-mark, the main character becomes obsessed with his beautiful wife’s one and only imperfection and ends up killing her in his attempt to remove it.
It’s a story about love, science, and perfection. It includes a mad scientist, a beautiful maiden, a bloody heart, an Igor-like lab assistant, secret potions, and fatal flaws. Kids love to enact it, and because it includes numerous literary devices that make for engaging discussions or fluid written responses, it’s a great way to teach to the Common Core.
Aylmer (the mad scientist), appears to be the main character, but is he really the protagonist or the antagonist? Both Aylmer and his beautiful wife (the victim) are dynamic characters. They both change significantly. How? What does Aylmer’s nightmare, in which he removes Georgiana’s heart, foreshadow? The play includes a character, James, who doesn’t appear in the original story. Why is he included and how does it impact point of view? Toss in the elements of setting, mood, imagery, and irony, and you have a made-to-order Common-Core-meeting reading activity.
I’ve been told by some that they just don’t have time to work “skits” or “drama” into their classroom; adherence to core reading, writing, and math leaves no room for fun stuff like Read Aloud Plays. But I protest! Drama is core reading. Read Aloud Plays, including such classics as The Birth-mark, The Monkey’s Paw, A Retrieved Reformation, and many others on my site, are a perfect way to teach to the CCSs. And now it’s even easier. Click here to download a FREE activity sheet. It addresses Literature: Key Ideas and Details, and can be used with any of my Read Aloud Plays from the classic short stories series.