Archive for March, 2017
The Major League Baseball season’s Spring Training 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.
While digging around for something to write about this week I stumbled upon a transcript from a pretty cool podcast I appeared on several years ago. The show, Talking Fin Lit, which was sponsored by McGraw-Hill, was designed to look at issues of financial literacy and education. Host Mark Gura interviewed me at length about The Checkbook Project, and since March is the ideal time to kick off checkbooks in the classroom, I thought it might be neat to share some of the material. What’s here is actually the “pre-interview.” Though the show is no longer being produced, the web portal is still there, meaning you can hear the actual interview here.
TFL: We’ll start out by my asking you for your background. How long have you been a teacher? Curriculum writer? Describe your current involvement in Education, etc.
I’ve been teaching for twenty years. I’m currently teaching 4th and 5th grade in southern Oregon. I started writing material for Scholastic in 1998. My editor at Storyworks, one of the classroom magazines, has kind of championed my work, giving me opportunities to write for Scope, Scholastic News, Instructor, and other divisions. I’ve also published three books through Scholastic Teaching Resources.
When it comes to curriculum writing, I suspect every teacher is a curriculum writer to some degree. You get so much material thrown at you that just doesn’t work, material created by people who don’t actually teach, who don’t understand the realities of the classroom, and who certainly don’t know the unique needs of your given class, you end up creating your own.
I think what you see at TeachersPayTeachers, the website where people can purchase teacher-created curriculum, is something of a backlash against the big textbook companies. Not only is everything there created by people on the front lines of teaching, but it’s comparatively cheap, you can buy only what you need, and it’s kid-tested.
TFL: What attracted you to create Financial Literacy Curriculum?
I work hard to help kids connect what they do in school with the real world. Creating The Checkbook Project was an attempt to do that.
Kids and their families today tend to dismiss the importance of education—I call it “academic apathy.” It was particularly profound in a class I had six or seven years ago [now ten or twelve years ago]. In an effort to motivate that group of children, I started developing The Checkbook Project. It helped them connect their work habits with the real world. They could see the relationship between their habits and their financial or material success.
TFL: “The Checkbook Project classroom economy financial literacy” – is one of the FREE lessons available through the Teachers Pay Teachers. Can you comment about your decision to ‘give away’ this very well produced item? (and maybe you can comment about Teachers Pay Teachers while we’re at it)…
From a business standpoint, I’m using it to drive traffic to my website and to showcase the quality of my other material on TpT. Of course, I could have done that with one of my other products just a easily.
I’m pretty cynical about the way our society operates these day. I look at our economy and I see snake-oil salesmen at every turn. Those with financial savvy are taking advantage of a populace with very little financial sense. I want my students to see how the real world works so that they don’t become victims. Maybe I see making The Checkbook Project available for free as a way to stick it to The Man just a bit.
TFL: On your profile at TpT you state, “They’re my kids, so naturally I want the best for them. The materials I create are designed to give them the most academically-rewarding and personally enjoyable school experience possible.” How does The Checkbook Project reflect that understanding and philosophy?
My students love coming to class, and a big reason is the kid-centric activities I use. The Checkbook Project is especially engaging. Kids clamor to be in my class because of it. These days, my colleagues have all adopted it, so every 4th and 5th grader in our building gets to participate.
TFL: The Checkbook Project isn’t a “lesson” in the classic sense of the word. It’s more establishing a unique CONTEXT that establishes a model reality… one that models and demonstrates important (finance) lessons by immersing the students in it. It occurs to me that there’s something of the “MicroSociety” approach to education here (in which a miniature replica of the real world is established in the school or class so that the students can “live” it… and there’s something of MONOPOLY in it, too. Please take a few minutes to describe what The Checkbook Project is – How it runs in your classroom (and that of teachers who replicate it)…
A micro-society is a great way to describe it. In short, kids get paid for the work they do in the classroom. For example, they earn $1 for each percentage point on tests they’ve passed, they get paid for classroom jobs, and they earn money for turning in their homework. You could say it’s imaginary money, but it really isn’t because they turn around and use their earnings to pay rent on their desks, buy goods and services, and pay taxes. They keep track of all this in checkbook registers donated by local banks, and they report their earnings on a weekly tax report.
Each year the classroom economy takes on a life of its own. Kids start businesses, some selling products such as school supplies, jewelry, or candy, and others offering services such as desk cleaning. I’ve had kids start charities or become landlords. Every year some ingenious kid comes up with a new twist, and its always organic. All I do is get it started.
TFL: How did you come to develop The Checkbook Project?
I had a class of kids who were seriously apathetic about school. They didn’t care whether they passed tests or got good grades. Their parents didn’t seem to care if they did homework or even came to school. The Checkbook Project was designed to motivate them. The financial literacy that comes with it is a natural outcome.
TFL: What do you feel/know your students get from it?
The kids tend to improve their work ethic. They see the relationship between their work habits and financial success, and therefore make connections with the real world. It focuses kids on their habits, behaviors, and judgment.
Four years ago I had an extremely challenging class of kids, a class widely known for its poor behavior and thuggery; but after using The Checkbook Project for three months, it finished the year as one of the best classes in the school.
TFL: What sorts of response and feedback have you gotten from: Students? Parents? Supervisors? Replicating colleagues?
Everyone who has witnessed The Checkbook Project at work in my classroom has praised it. Because a non-performing student can become “homeless” or “bankrupt,” I always worry about offending parents, so I make a point to say that we’d rather have the kids learn these harsh lessons in 5th grade than in real life. Parents seem to get that.
TFL: Please describe the materials that are available for teachers interested in replicating… what sorts of materials have you produced? And how can teachers get them? How might they be modified?
You can get The Checkbook Project guide for free on my storefront at TpT. The guide provides the “how-to.” I also have a variety of helpful student forms on my website at macklewis.com. The tax report is a must have, but there is also a fun classroom job application, a desk rental agreement, and many others.
TFL: What next? How would you like to further refine this program? Extend it?
Each season I try to add another piece based on where my kids and colleagues take it. Perhaps at some point I’ll package it up and offer it to my publisher. We’ll see.
TFL: Would you care to comment about the state of Personal Finance readiness/sophistication that US kids demonstrate? The state of Financial Literacy Education?
I find it interesting that in many high schools, students are required to take calculus or trigonometry, yet they no longer take any form of consumer math. It seems to me that for the average kid, the skills learned in consumer math are far more likely to be needed in the real world.
TFL: What would you best advice be to educators who are just about to start a program of personal finance or who have started but need to refine and deepen their program now?
Not that I’m trying to sell my program—after all, it’s free—but I’d encourage them to go to my website and take a look at it.