Where does your state, or nation rank? Advanced level of math proficiency

December 27, 2010

I had to turn the graphic on its side to fit it in here big enough that you can read it. Where does your state, or nation, rank in percentage of students achieving an advanced level of math proficiency? For U.S. citizens, this is not a pretty chart.

Source: The Atlantic, “Your Child Left Behind” and acccompanying charts, “Miseducation Nation,” November 2010.

Math proficiency, country and state comparisons, The Atlantic, 2010

Where does your state, or nation, rank?

Hey, at least we’re ahead of Tunisia and Kyrgyzstan.  Can your students find those nations on a map?  Do they know what continents to look in?

Tip of the old scrub brush to McLeod’s Cartoons.


Texas ranks ahead of Indiana in higher level math proficiency!

December 26, 2010

That’s not really great news — Texas loses to Lithuania.

But without changing the captions on this great cartoon from McLeod Cartoons, it’s about the best we can say.

McLeod Cartoons on U.S. math achievement

Bragging with little to brag about -- your child left behind

McLeod’s inspiration came from The Atlantic’s report, “Your Child left Behind.”


Nuclear weapons: History and policy, in a poster

December 23, 2010

Wish I knew who created this poster, and how.  Some minor inaccuracies — can you find them?  Could you prevail on the Big Format Printer person at your school to print one of these full size for your U.S. history, world history or government class?

Nuclear Weapons, a poster

Nuclear Weapons, a poster

How about a similar poster for the Cold War?  Vietnam War?  Civil Rights Movement?  Gilded Age?

Tip of the old scrub brush to Kenny, cold in Pinggu.


Ohio news: No creationist right to burn crosses on junior high science students

December 1, 2010

Oops!  Update and correction, from NCSE, applies equally here:

Update and correction (December 1, 2010): The case is apparently not officially settled after all. What was approved was not the overall proposed settlement, but the terms of the settlement as it concerns Zachary Dennis (a minor) — the “James Doe” of the suit — and it was approved not by the judge presiding over the case, Gregory L. Frost of the Federal District Court for the Southern District of Ohio, but by Licking County Probate Judge Robert Hoover, acting in his role as Juvenile Court Judge for the county. The settlement still needs to be approved by Judge Frost.

John Freshwater’s side finally agreed to a settlement in the suit against him and the local school district prompted by his using an electrical device, a small Tesla coil testing device, to burn crosses on the arms of students.  Thus mostly ends one of the more bizarre stories of creationism and misguided religion in a public school classroom.

Here is the entire story in all its anticlimactic wonder, from the Mount Vernon (Ohio) News:

Judge approves settlement in civil lawsuit

NEWARK — Licking County Probate Judge Robert Hoover on Nov. 23 approved a settlement agreement with regard to the civil lawsuit filed on behalf of Zachary Dennis against suspended Mount Vernon Middle School teacher John Freshwater.

The lawsuit was originally filed in the U.S District Court on June 13, 2008, and included as defendants the Mount Vernon City Schools Board of Education and various school employees. The suit alleged that Freshwater violated the constitutional rights of Zachary Dennis and those of his parents, Stephen and Jennifer Dennis, by, among other things, displaying religious items in his classroom, by teaching intelligent design and by expressing his own religious beliefs to students in the classroom.

The board’s portion of the lawsuit was resolved on or about Aug. 26, 2009, and Freshwater was the sole remaining defendant.

With Judge Hoover’s ruling last Tuesday, the suit against Freshwater was officially settled. The settlement of $475,000 to the Dennis family includes $25,000 for attorney fees, $150,000 each to Stephen and Jennifer, and $150,000 to be used for an annuity for Zachary.

At Panda’s Thumb, Richard B. Hoppe’s complete covering of the case notes that we still await the decision of the referee in the proceeding of John Freshwater’s appeal of his firing, and school board action on that recommendation.

At length, then, officially, it’s a bad idea for a creationist science teacher to burn crosses on the arms of supposedly-willing students using a Tesla coil, in any configuration. Yet to be determined:  May a school board fire a teacher who does that anyway?

More:


NJ Gov. Christie applauds video/cyber assault on special education teacher

November 28, 2010

You couldn’t make this stuff up.

Teachers, they hate you out there — some people do, at least.  Who?  Republicans.  The War on Education is getting pretty serious, now with Republican operatives using techniques of public shaming made famous in Moscow in the 1920s and in Mao’s China in the 1970s.  Consider this:

  1. Sleazeball political hack James O’Keefe, R-Sodom,  tried to get a New Jersey special education teacher drunk, to hit on her, to get her to dish on her colleagues.
  2. Not just any teacher — a special ed teacher commended by President Clinton for risking her life to save the lives of her students.
  3. New Jersey Gov. Chris Christie (R) then applauded the resulting video, saying it indicates a problem with teachers.  (Christie has his own anger management issues, it appears.)

Godwin’s law prevents us from making the obvious comparisons.

James O'Keefe, hired thug

James O'Keefe, undercover political hoaxster -- teachers, if you see this man and he asks you about education, call the police and your education association that provides your liability insurance, and do not talk to O'Keefe.

Details at The New Republic.

It’s Republicans Gone Wild, with all the depth of analysis and moral backbone such a title implies.

Tip of the old scrub brush to Ed Brayton at Dispatches on the Culture Wars.


Quote of the moment: Jefferson on public education (again), “Preach . . . a crusade against ignorance”

November 26, 2010

Thomas Jefferson Elementary School, Anaheim, California, circa 1940

Thomas Jefferson Elementary School, Anaheim, California, circa 1940; image from the Anaheim Public Library, via the California Digital Library, University of California

Preach, my dear Sir, a crusade against ignorance; establish & improve the law for educating the common people.  Let our countrymen know that the people alone can protect us against these evils, and that the tax which will be paid for this purpose is not more than the thousandth part of what will be paid to kings, priests, & nobles who will rise up among us if we leave the people in ignorance.

To George Wythe, from Paris, August 13, 1786

Excerpted here from The Quotable  Jefferson, collected and edited by John Kaminski, Princeton University Press, 2006, p. 84

Quote of the moment: Jefferson, public education as the protector of freedom

November 23, 2010

South Elevation of the Rotunda, University of Virginia -- Thomas Jefferson design for the university he founded and shepherded - UVA image

Thomas Jefferson. South Elevation of the Rotunda, begun 1818, completed March 29, 1819. Ink and pencil drawing. Courtesy of the Thomas Jefferson Architectural Drawings, University Archives, Special Collections Department, University of Virginia Library

By far the most important bill in our whole code is that for the diffusion of knowledge among the people.  No other sure foundation can be devised for the preservation of freedom, and happiness.

Jefferson in a letter to his mentor George Wythe, from Paris, August 13, 1786; referring to his Bill for the More General Diffusion of Knowledge, proposed in 1779

Excerpted from The Quotable Jefferson, collected and edited by John Kaminski, Princeton University Press, 2006


Story of Stuff tackles toxic wastes from modern electronics

November 10, 2010

Economics and environmental science teachers will want to view this and use it —  it may be useful for world geography and world history, too:

Annie Leonard’s group tackles a huge, nasty problem, in an entertaining and informative style.  At her website, The Story of Stuff, there is a lot more information, a more detailed presentation (you could stream it if you have a decent internet connection in your classroom), and ideas for classes.

For AP courses, be sure to look for point-of-view issues; for history, look to the drawbacks of technology; for economics and world history, note the heavy emphasis on global markets and world trade.

It’s almost a rant — but dead right, I think.  We’re all culpable.  Spread the word, will you?

Press release on the film:

FILM RELEASE:

New Story of Stuff Project movie demands a ‘Green Moore’s Law’ in the Electronics Industry

The Story of Electronics:  Why “Designed for the Dump” is Toxic for People and the Planet

SAN FRANCISCO, CA – At midnight Pacific on November 9th The Story of Stuff Project will release The Story of Electronics, an 8-minute animated movie, at http://www.storyofelectronics.org. Hosted by Annie Leonard, the creator of the hit viral video The Story of Stuff, the film takes on the electronics industry’s “design for the dump” mentality and champions product takeback to spur companies to make less toxic, more easily recyclable and longer lasting products.

Co-produced with the Electronics TakeBack Coalition (ETBC)—a national coalition of over 30 environmental and public health organizations—and Free Range Studios, The Story of Electronics employs the trademark Story of Stuff-style to explain ‘planned obsolescence’—products designed to be replaced as quickly as possible—and its often hidden consequences for tech workers, the environment and us.

“Anyone who’s had a cell phone fritz out after six months already knows all about planned obsolescence,” said Ted Smith, Chair of ETBC. “Most of our electronics are laden with problematic substances like lead, mercury, PVC, and brominated flame retardants so when they break it‘s not just a bummer, it’s a global toxic issue. Instead of shipping our toxic trash across the world, product takeback ensures that electronics companies—not individual consumers, our governments, or worse, some poor guy in China—take responsibility for the stuff they put on the shelves.”

The film is being released in advance of the holiday season to get consumers thinking about the costs associated with that latest gadget and to show electronics companies that consumers want products that don’t trash people and the planet.  The film concludes with an opportunity for viewers to send a message to electronics companies demanding that they “make ‘em safe, make ‘em last, and take ‘em back.”

“If we can figure out how to make an iPhone remember where you parked your car,” said Annie Leonard, the Director of The Story of Stuff Project, “then we can figure out how to make electronics that aren’t filled with toxic chemicals and en route to the trash can just months after we buy them. Let’s apply some of that creativity and innovation to making products that are safe and long lasting!”

The Story of Electronics companion website, http://www.storyofelectronics.org, will serve as an interactive launch pad for information and action steps for viewers. The site provides opportunities to learn more about the issue, find safer products and responsible recyclers, and get involved with the Electronics TakeBack Coalition. The site also houses downloadable  resources and information about the film, including an annotated script.

The Story of Electronics is the fourth in a series of new movies that The Story of Stuff Project is releasing this year with Free Range Studios (www.freerangestudios.com) and more than a dozen of the world’s leading sustainability organizations. Our previous short films—The Story of Cap & Trade (December 2009), The Story of Bottled Water (March 2010) and The Story of Cosmetics (July 2010)—have collectively been viewed more than 2.2 million times since their releases.

To schedule an interview with the following experts, contact:
Allison Cook, Story of Stuff Project, at (213) 507-4713 or allison@storyofstuff.org

More, Resources:


Fatal flaw in American politico-economic system, that schools could fix, but won’t

November 7, 2010

. . . unless we change them soon, and in a fashion much different from what Arne Duncan wants.

John Quiggin, again:

Contrary to the cherished beliefs of most Americans, the United States has less social mobility than any other developed country. As Ron Haskins and Isabel Sawhill of the Brookings Institution have shown, 42 percent of American men with fathers in the bottom fifth of the income distribution remain there as compared to: Denmark, 25 percent; Sweden, 26 percent; Finland, 28 percent; Norway, 28 percent; and Britain, 30 percent. The American Dream is fast becoming a myth.

Tea Partiers, most of them, believe they have a vested interest in keeping things that way, to preserve their own modest economic achievement.  And those at the top?  They delight in a little bit of “Let’s You and Him Fight.”

Quiggin’s article at Foreign Policy introduces five of the ideas in his new book, Zombie Economics; well worth the read.


You have a friend in the Bill of Rights Institute . . .

November 3, 2010

. . . or should have.

Bill of Rights Institute

Click here, "friend" the Bill of Rights Institute

Bill of Rights Institute does good work.  They’re looking for a few friends on Facebook — they want at least 2,010 friends by the end of 2010.

They’re over 1,100 now.  Go see if you can’t get them to their goal by the end of the week, eh?  If you’re on Facebook, go give them the thumbs up.

 


Twitter for the secondary social studies class, and teacher

November 1, 2010

Some teachers desperately work to make sure that education doesn’t completely miss the computer, internet and telecommunications revolution, the way it missed the television revolution.

Twitter?  Sure it’s annoying — if you know it only as a tool for egotistical twenty-somethings to brag about binge drinking.

Can it be useful to support learning in the classroom, or for the classroom?

New Century History delivers information on Twitter to you on a platter.  Part 1 discusses the basics of Twitter, and the most common uses including communication that should be very useful to any classroom teacher.  Part 2 pushes the envelope a bit, discussion how to use Twitter in direct support of the classroom, and maybe in the classroom .

Well worth the read, if you have a lot of kids on smart phones, or a lot of kids with internet access at any place during the day.

This is good stuff, really.  I just routed the posts to our entire department.   I’m looking for allies who know how to use technology in the War on Ignorance of History.

More:


WWII veterans tell their stories – Central Florida WWII Museum

November 1, 2010

Part of the Veterans History Project, a museum in Florida interviews World War II veterans, and much of the material shows up on YouTube.

These interviews offer great resources for student projects, and are simply a grand way to capture history.

See this story about “Flying the Hump,” transporting war materiel over the Himalayas into China; it’s an interview with E. W. “Bill” Cutler, one of the fliers who survived:

This interview caught my attention for a personal reason.  My uncle, Bruce Davis, died flying the route.  His aircraft and remains were recovered more than 30 years later — someone stumbled on the wreckage accidentally.  When an aircraft went down for any reason (usually weather), the crews passed into a limbo that comprised a special hell for their families.  It was almost impossible that anyone would survive, as Cutler details.  But, with no wreckage and no remains, there were always questions.

Update: Brother Dwight informed me his father-in-law served at the last base before the airplanes went over the mountains.  We have more family Himalayan connections than I knew.

This interview has a mere 152 views as of this posting — pass it around, let’s bump the viewing total up, and get the story out.  At YouTube, the Central Florida WWII Museum has its own channel, listing several similar interviews.

I could see each student assigned to one interview, to tell the story of the interview to the class, to research the background of the theatre of war discussed, the battle, the incident, the armaments, the nations and people involved — to make a history narrative out of the interview, in other words.    What other uses do you see?

Here’s the rest of the story:  The museum has not yet been built.  This project, the video interviews, is a place-holder, a way to communicate while raising the money to build an edifice to honor the veterans more appropriately.  It’s a virtual museum — one your students may browse from the classroom.  How cool is that?


New paradigm for education

October 31, 2010

Not sure where this guy, Sir Ken Robinson,  is going — nor especially how it would relate to education in the U.S. (this group is from Britian — hear the accent?).

The animation is great — I’d love to have someone who could do this for quick history lessons to correspond with what we’re supposed to be doing on the curriculum calendar.

Plus, of course, he’s right.  We need less standardization, and more personalization.  Firing teachers frustrates both ends of that equation. He’s right — the schools are headed in the wrong direction.

I’ll wager Arne Duncan has never seen this.  Any of our old friends at Education know?  I’ll wager this speech and film drop into the abyss, regardless the credentials of Sir Ken Robinson and the good intentions of RSA.

RSA is the acronym for the clumsily-named Royal Society for the encouragement of Arts, Manufactures and Commerce.  “RSA” is a deft recovery from such a nomenclaturical handicap.

This RSA Animate thing has some potential — a lot like some of the animation schemes used by network news.

Resources:


New blog: Bill of Rights Institute

October 30, 2010

Have you found the blog of the Bill of Rights Institute yet?

Teachers especially, bookmark A More Perfect Blog.

They’re suitable for school, but they are not ducking issues — see the post on the First Amendment and NPR’s firing of Juan Williams.  See the post on Juan Williams talking about what it means to be an American.

Mast for Bill of Rights Institute Blog


High school juniors: Consider a college that will change your life

October 27, 2010

Here’s what I told my U.S. history students on the class blog; a few other people may find my views informative:

Okay, juniors!  You should be thinking hard about what you want to do, what you should do, and what you can do, after you graduate.

College?

Choosing a college can bring on all sorts of angst.

You worry about choosing the right college — the one that will advance you toward your dreams, the one where you’ll fit in (yeah, we all worry about that), the one that you and your family can afford, the one where you can cut it, and the one where you can shine.

I urge you to consider a group of colleges known collectively as Colleges that Change Lives (CTCL).

Several years an education guru, Loren Pope, wrote a book profiling 40 colleges that have reputations of making much better people out of the already good students they take in.  You’ve probably heard of some of these schools:  Reed College, in Portland, Oregon; St. Olaf’s College, especially for choir-minded people who don’t mind Minnesota weather; Austin College, in Sherman, Texas; Southwestern University in Georgetown, Texas; and a lot of others.  The book was titled Colleges That Change Lives.

The colleges had the good sense to see that they were in league with each other, as well as in competition with each other — and so they banded together to create a one-application process (though each has slightly different essay requirements).

Go to their website and take a look.  See especially whether they are having an open-house sort of get-together somewhere in Texas (we had to drive to Austin for our younger son — it was a great trip, and it helped him pick a school he hadn’t thought of before — we urged them to come back to Dallas).  (Oh — I checked.   They held these events in August — plan to be there next August; note that these events were before school started, so you’ll have to keep your own calendar over the summer to get there on time.)

These colleges mostly present just great places to get a good education, regardless the field you want to pursue (our son, James, did end up in one of the nation’s top physics programs, something he had previously thought he’d have to go to a giant university to get; there are happy endings, you know).  Which one is right for you?

I’ll wager that you’d be happy at more than a dozen of these schools. By the time you graduate from one, you’ll be convinced that you could not have made a better choice anywhere.

You’re not too late to start the process of college consideration; but you do need to get going soon.  College application deadlines for early decision come quickly when you’re a senior, and the schools want your apps before December 1 (or November, or October!).  Plus, next summer would be a great time to visit some of these schools.

I did not attend any of these schools, though I was heavily recruited by Lawrence University (then College), in Appleton, Wisconsin, where our younger son is now (they offered me a chance to play football, in a Division II school, which was awfully attractive).  I also would be happy to discuss my undergraduate school, the University of Utah, with you, or my graduate schools and their undergraduate programs, the University of Arizona and George Washington University.

I’ll be happy to tell you what I know about other schools I know a little about, too — the University of Texas-Dallas, where our older son graduated, or Georgetown, or American,  or Howard, in Washington, D.C., or what little I know of the ivies, or California schools like the Claremont Colleges — all excellent places to study, and get a great life from.

Take a look at the CTCL program.

It’s time you started thinking about what’s out there in the world, and how you’re going to prepare to live a great life.