Chapter 7&8: Jon 2.16.08

"My hope is not that another teacher will attempt to implement the exact same curriculum again (I haven't even done that myself), but will be able to recognize contradictions and teachable moments as springboards for similar and additional lessons," pg. 124. Contradictions becoming teachable moments, I like that, but to what end. How far do you take a teachable moment? There are a million contradictions because history is told from so many points of view. I understand that Washington and Jefferson had slaves and that is a contradiction of their character, but at such a young impressionable age, will this angle on America's beginnings have a negative effect on their perseption of their country now. Can you take a "teachable moment", a "contradiction", and turn a students pride in their country into disgust? At the age of six or seven, I do not see a child being able to make up their mind. They know the difference between right and wrong, and, yes, owning slaves is wrong, even hypocritical for our forefathers to write a constitution denying basic human rights to a group of people, but did Cowhey ever explore the reasons why they might have made that decision. The country would have been divided before it ever began. Adults have to make tough decisions, adults, not six year old children.

I am all for allowing children to learn to dig deeper; that should be encouraged, but when my grandchildren are learning about Bill Clinton in the 1st and 2nd grade, I will not appreciate a teacher bringing up his infidelities. Are we to teach the good, bad, and ugly? The ugly- to a group of young children. I not sure this is my place as an elementary school teacher- to teach the ugly side of human nature or humanity itself.

Also, currents (pg. 143) are caused by a lot more than the rotation of the earth: salinity, heat from the equator, wind, coast lines, and gravitation.

3-1-08--Jen

Chapter 7 :

I think part of my thoughts during this entire book is wondering if this is really a school/classroom somewhere?  Maybe it is just because I have been in the same school almost my entire career and it is nothing like this but some examples are...

Does a assistant superintendent and visitors from the state DOE really walk in while a student is presenting a lifesize Galapagos tortoise they made from paper mache as part of their research and other students connect the presentaton to slavery?  Do not get me wrong--I am enjoying her book and am inspired by many of her stories and teachings--but some seem so far out...

I continue to believe that activism is an important part of her life and who she is as a person.  She ties it in with many activities going on in her classroom.

"The tendency in elementary education has been to smooth over conflict rather than to explore it.  This contributes to a general student perception that history is boring.  In fact, it is the conflict that is most fascinating." (p. 133)  I like this qoute and I see some truth in this.  Not even smoothing it over but not even telling the story for fear of even getting into the meat of the story.  That explains me a little when it comes to Columbus Day.  I do not teach Columbus Day because of my views of the events (similar to hers).  So I just bypass it altogether thinking they are too young anyway and they will get the discussion in another grade--but what kind of discussion will they get? Will it be the hero Columbus or the true story--Did I neglect my students for "bypassing" Columbus Day?  Like Jon says--Do we teach the good, bad, and ugly?

Chapter 8:

So I guess some of my questions have been answered in this chapter.  Am I turning children off by not teaching history?  It is a fine line with amount, age, etc... 

Some ideas I liked in this chapter were having parents involved with the theme/topic by bringing in books or news articles that relate to the topic.  It can be a home discussion about the theme as well.

There is also a wonderful CD called I Will Be Your Friend by Teaching Tolerance.  You can get one free CD and songbook by going to www.teachingtolerance.org.  

She has me taking on a new look into teaching history.

She had a brilliant question about her teaching in this chapter as well.  "I wonder if social justice education in the early grades can be undone by later teachers who embrace the status quo." (p 162)  Let's all think about that...  If this is your chance to be socially "just" and culturally responsive then we should probably go for it!