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.


How to tell the textbook approval process is broken: Virginia’s voodoo history

October 25, 2010

4th graders in Virginia could learn from their history texts that thousands of African Americans formed battalions in the Confederate Army and fought to save the South, during the Civil War — entire battalions under Gen. Stonewall Jackson.

That’s what the book claims, anyway.  It’s fiction.  The author fell victim to a hoax.

Kevin Sieff exposed the book in The Washington Post last week.  Virginia education officials quickly moved to discourage teachers from teaching the erroneous passages.  Some education authorities pulled the books.  The incident exposes problems in the textbook approval processes popular in southern states.

If you had hoped textbook craziness was confined to Texas, you know better now.

More:


Reason enough to vote Bill White, Texas Governor: Robert Earl Keen fan

October 22, 2010

Every major newspaper in Texas endorsed Bill White for governor, over incumbent Republican Rick Perry.  For the rest of us, Robert Earl Keen’s endorsement should be reason enough, no?

 

Robert Earl Keen and a Texas highway - Keen endorsed Bill White for governor of Texas

Robert Earl Keen, in this publicity photo standing on a Texas highway, endorsed Bill White for Governor of Texas -- no doubt to keep the Texas road going on forever.

GO VOTE!

Release from Bill White’s campaign:

FOR IMMEDIATE RELEASE
Thursday, October 21, 2010

Bill White bands together with Robert Earl Keen

White, Keen ask students to vote for Bill White

DENTON — On Friday, Bill White and Robert Earl Keen, legendary Texan singer and songwriter, will roll into Denton, Nacogdoches, College Station and San Marcos for special early vote concerts. The concerts are free and open to the public on a first come basis.

To see a list of where the concerts will be, visit: http://www.billwhitefortexas.com/blog/001712.php

“College students have a huge stake in the governor’s race,” Garry Jones, Students for Bill White Director, said. “For many of us, Rick Perry is the only governor that we’ve ever known, and we don’t like what we’ve seen. College tuition rates have jumped by 93 percent under Perry’s reign, and we understand that our teachers are being forced to teach us how to take multiple choice tests and not prepare us for college or careers.”

“Texas students are lucky that we have a candidate who will put our needs first,” continued Jones. “Someone who will be more concerned with fighting for our future here in Texas than battling the federal government to raise a national profile. That candidate is Bill White!”

Robert Earl Keen is one of Texas A&M’s most famous graduates. Last weekend, the Bryan-College Station Eagle, endorsed Bill White. The editorial board wrote:

“[W]hy any loyal Aggie would vote for Rick Perry is beyond us . . .  Ten years of Rick Perry as governor are more than enough. It is time for a change and Bill White is that change. He is a strong fiscal conservative who proved as mayor of Houston that it is possible to do more with less. We’ve had the less. Now it is time for the more.”

Early voting started Oct. 18 and continues through Friday, Oct. 29. To find a polling location near you, visit http://www.billwhitefortexas.com/ev/

###


Broad Prize, for best urban schools, to Gwinnett County, Georgia

October 20, 2010

It’s a million-dollar gold star for the administrators and board of the school system in Gwinnett County, Georgia: They won the 2010 Broad Prize for Urban Education.

The trophy for the Broad Prize for Urban Education

The trophy for the Broad Prize for Urban Education

(It’s pronounced with a long “o” as in “road.”)

NPR reported:

Gwinnett County beat out Charlotte-Mecklenburg Schools in North Carolina, Montgomery County Public Schools in Maryland, and Socorro Independent School District and Ysleta Independent School District in El Paso, Texas, for the award.

The prize, created in 2002 by the Eli and Edythe Broad Foundation in Los Angeles, is the nation’s largest education award given to school districts. It is designed to reward schools for increasing graduation rates, improving low-income students’ performance, and reducing differences in achievement rates between minority and white students. Winners are chosen from the country’s 100 largest school systems serving a large percentage of low-income and minority students.

This is big news to a select few in Dallas.  Dallas Superintendent Michael Hinojosa urged Dallas teachers on to win the Broad Prize by 2010.  Dallas ISD did not count among the finalists this year, nor in any previous year.

News in many places is about the districts who gained the finalist list, but did not win.  Interesting prize.

Next year.  Next year.

More:


Quote of the moment: Hamilton, on taxes and the Constitution, Federalist #30

October 16, 2010

They claim to be constitutionalists, and they claim to want to uphold the U.S. Constitution.  But here’s an excerpt from Federalist #30, in which Alexander Hamilton explains why it is necessary for a federal government to tax, and sometimes to tax heavily.

Alexander Hamilton

Alexander Hamilton: "Money is, with propriety, considered as the vital principle of the body politic; as that which sustains its life and motion, and enables it to perform its most essential functions."

This is the U.S. Constitution and the “Founding Fathers” the Tea Partiers hope you will never see, and this is the Constitution and Founders they work hard to hide (some highlights added):

IT HAS been already observed that the federal government ought to possess the power of providing for the support of the national forces; in which proposition was intended to be included the expense of raising troops, of building and equipping fleets, and all other expenses in any wise connected with military arrangements and operations. But these are not the only objects to which the jurisdiction of the Union, in respect to revenue, must necessarily be empowered to extend. It must embrace a provision for the support of the national civil list; for the payment of the national debts contracted, or that may be contracted; and, in general, for all those matters which will call for disbursements out of the national treasury. The conclusion is, that there must be interwoven, in the frame of the government, a general power of taxation, in one shape or another.

Money is, with propriety, considered as the vital principle of the body politic; as that which sustains its life and motion, and enables it to perform its most essential functions. A complete power, therefore, to procure a regular and adequate supply of it, as far as the resources of the community will permit, may be regarded as an indispensable ingredient in every constitution. From a deficiency in this particular, one of two evils must ensue; either the people must be subjected to continual plunder, as a substitute for a more eligible mode of supplying the public wants, or the government must sink into a fatal atrophy, and, in a short course of time, perish.

In the Ottoman or Turkish empire, the sovereign, though in other respects absolute master of the lives and fortunes of his subjects, has no right to impose a new tax. The consequence is that he permits the bashaws or governors of provinces to pillage the people without mercy; and, in turn, squeezes out of them the sums of which he stands in need, to satisfy his own exigencies and those of the state. In America, from a like cause, the government of the Union has gradually dwindled into a state of decay, approaching nearly to annihilation. Who can doubt, that the happiness of the people in both countries would be promoted by competent authorities in the proper hands, to provide the revenues which the necessities of the public might require?

The present Confederation, feeble as it is intended to repose in the United States, an unlimited power of providing for the pecuniary wants of the Union. But proceeding upon an erroneous principle, it has been done in such a manner as entirely to have frustrated the intention. Congress, by the articles which compose that compact (as has already been stated), are authorized to ascertain and call for any sums of money necessary, in their judgment, to the service of the United States; and their requisitions, if conformable to the rule of apportionment, are in every constitutional sense obligatory upon the States. These have no right to question the propriety of the demand; no discretion beyond that of devising the ways and means of furnishing the sums demanded. But though this be strictly and truly the case; though the assumption of such a right would be an infringement of the articles of Union; though it may seldom or never have been avowedly claimed, yet in practice it has been constantly exercised, and would continue to be so, as long as the revenues of the Confederacy should remain dependent on the intermediate agency of its members. What the consequences of this system have been, is within the knowledge of every man the least conversant in our public affairs, and has been amply unfolded in different parts of these inquiries. It is this which has chiefly contributed to reduce us to a situation, which affords ample cause both of mortification to ourselves, and of triumph to our enemies.

What remedy can there be for this situation, but in a change of the system which has produced it in a change of the fallacious and delusive system of quotas and requisitions? What substitute can there be imagined for this ignis fatuus in finance, but that of permitting the national government to raise its own revenues by the ordinary methods of taxation authorized in every well-ordered constitution of civil government? Ingenious men may declaim with plausibility on any subject; but no human ingenuity can point out any other expedient to rescue us from the inconveniences and embarrassments naturally resulting from defective supplies of the public treasury.

More

IT HAS been already observed that the federal government ought to possess the power of providing for the support of the national forces; in which proposition was intended to be included the expense of raising troops, of building and equipping fleets, and all other expenses in any wise connected with military arrangements and operations. But these are not the only objects to which the jurisdiction of the Union, in respect to revenue, must necessarily be empowered to extend. It must embrace a provision for the support of the national civil list; for the payment of the national debts contracted, or that may be contracted; and, in general, for all those matters which will call for disbursements out of the national treasury. The conclusion is, that there must be interwoven, in the frame of the government, a general power of taxation, in one shape or another.Money is, with propriety, considered as the vital principle of the body politic; as that which sustains its life and motion, and enables it to perform its most essential functions. A complete power, therefore, to procure a regular and adequate supply of it, as far as the resources of the community will permit, may be regarded as an indispensable ingredient in every constitution. From a deficiency in this particular, one of two evils must ensue; either the people must be subjected to continual plunder, as a substitute for a more eligible mode of supplying the public wants, or the government must sink into a fatal atrophy, and, in a short course of time, perish.

In the Ottoman or Turkish empire, the sovereign, though in other respects absolute master of the lives and fortunes of his subjects, has no right to impose a new tax. The consequence is that he permits the bashaws or governors of provinces to pillage the people without mercy; and, in turn, squeezes out of them the sums of which he stands in need, to satisfy his own exigencies and those of the state. In America, from a like cause, the government of the Union has gradually dwindled into a state of decay, approaching nearly to annihilation. Who can doubt, that the happiness of the people in both countries would be promoted by competent authorities in the proper hands, to provide the revenues which the necessities of the public might require?

The present Confederation, feeble as it is intended to repose in the United States, an unlimited power of providing for the pecuniary wants of the Union. But proceeding upon an erroneous principle, it has been done in such a manner as entirely to have frustrated the intention. Congress, by the articles which compose that compact (as has already been stated), are authorized to ascertain and call for any sums of money necessary, in their judgment, to the service of the United States; and their requisitions, if conformable to the rule of apportionment, are in every constitutional sense obligatory upon the States. These have no right to question the propriety of the demand; no discretion beyond that of devising the ways and means of furnishing the sums demanded. But though this be strictly and truly the case; though the assumption of such a right would be an infringement of the articles of Union; though it may seldom or never have been avowedly claimed, yet in practice it has been constantly exercised, and would continue to be so, as long as the revenues of the Confederacy should remain dependent on the intermediate agency of its members. What the consequences of this system have been, is within the knowledge of every man the least conversant in our public affairs, and has been amply unfolded in different parts of these inquiries. It is this which has chiefly contributed to reduce us to a situation, which affords ample cause both of mortification to ourselves, and of triumph to our enemies.

What remedy can there be for this situation, but in a change of the system which has produced it in a change of the fallacious and delusive system of quotas and requisitions? What substitute can there be imagined for this ignis fatuus in finance, but that of permitting the national government to raise its own revenues by the ordinary methods of taxation authorized in every well-ordered constitution of civil government? Ingenious men may declaim with plausibility on any subject; but no human ingenuity can point out any other expedient to rescue us from the inconveniences and embarrassments naturally resulting from defective supplies of the public treasury.


What does urban sprawl look like?

September 22, 2010

Teachers looking for a good way to portray urban sprawl, for geography and history classes, should take a look at this photo essay at the New York Times; unfortunately for teachers, Christoph Gielen’s stunning aerial landscapes cannot be copied for PowerPoint.

Gielen’s work is well known, and many of those same images can be found at other sites.  Images to illustrate “urbanization” and “urban sprawl” from internet sources generally carry a lot more punch than the stock photos delivered with textbooks.  Mind the copyrights.

Untitled X Nevada, urban sprawl in Nevada, copyright Christoph Gielen

(Caption from New York Times presentation): Untitled XI Nevada, 2010 This Vegas-area community was built by the same company that designed the circular communities on the outskirts of Phoenix in “Untitled X / XII / XI.” Credit: Christoph Gielen (Go see the presentation at the Times site to see the other photos)

More resources: