The Current Events in Education: 10/01/2006

Wednesday, October 25, 2006

A Change in Structure

Over the last few months I've really been proud of the lesson ideas that I've been posting. Unfortunately, I've also been a little bit hungry as I've looked for additional work. Therefore, I've decided to make my lesson ideas into a daily publication that will be emailed out to subscribers. For a modest fee of $5 a month or $50 a year I will send a daily email to you with a set of lesson ideas in them. If you are interested in this publication email me at ap at Pass-Ed.com

So, what am I going to do with my blog. I'm still thinking about this one, but, for the time being I"m going to simply put one lesson idea on the blog a day, sort of as a teaser for the publication. Here's today's lesson idea:

Ask your students how their life might be different if the Internet did not exist. What kind of games would they play? How would they communicate with their friends? Ask your students if they have any friends whom they've met on the Internet? This might be a good opportunity to remind your students about Internet security. You might ask them to write an essay, or blog an essay, in which they describe life without the Internet.

While this lesson idea is connected to a current event, you'll have to order the publication to see the context in which I've developed this lesson.

It's Carnival Time

Welcome to the 90th Carnival of Education. I hope you enjoy it. I know I enjoyed putting it together. As you read this blog remember that you learned everything you need to know in kindergarten.

Onto the Midway!!!!

A Textbook Case in Textbook Adoption is up at Third Education Group Review. Go take a look at the inside world of textbook adoption.

Before there were horses and buggies, but now there's high speed interconnectivity, so there must be New Lessons in Higher Ed, lessons that teach people how to survive in a flat word - so says Wenchypoo.

Cultivate Greatness might consider this podcast entitled "A Definite Chief Aim" from Napolean Hill's podcast series great. Do you?

Definitely RA writes Soapbox E-mail. She balances the importance of the college admisions process against the importance of the first post-college job search, in response to a recent morning show segment. Read it to see if the blogger's points merit a soap-box to stand on. (I think they do if that means anything.)

Evolving Education treats us to Good Math Students Happy Math Students. When our students are happy in class they'll try to do better in class.

Fraudfiles submits what she thinks is "Another example of Milwaukee's Failed Public Schools."

Green Rising tells us about Environmentally Friendly Universities.

Homeslice, that's Dr. Homeslice to you treats us to Charters vs. Unions: The Kitchen Debate.

"Include some of my decription with my post," What It's Like on the Inside requests. This post, entitled "Baby Steps," is about developing a tool for our elementary teachers to use in order to apply standards based grading in science for their students.

Jack's parents started him a year later in school because they thought that it would help him get ahead. Read about it at our Carnival's founder and prime-mover, The Education Wonks.

Kultural Kids Blog writes about the "Importance of Scribbling in Child Development." Have you ever stopped and thought about how important scribbling is? Read this and you will.

Life Without School Blog offers The Self Directed Learner: Ryan's Story by Marsha Ransom. Read it to find out why Ryan's a lucky boy.

Margaret at the Poor Starving College Student presents The Report on College Graduation Rates of DC Students.

Next week's Carnival of Education will be hosted by Carol at The Median Sib Submissions should be sent to carol at themediansib.com, or use the carnival submission form. The Deadline is Tuesday, October 31, no later than 6:00 p.m. Eastern.

October, that's Christmas in October! September's California Educator Magazine Arrives at Right on the Left Coast's place. This blogger responds to what he considers to be inaccuraces and propoganda in the magazine.

Primack, that's Dr. Brian Primack has demonstrated that teaching media literacy can have a profound effect on making sure that teens don't start smoking. Read about it at Anxiety, Addiction and Depression Treatments.

Questions are at the core of Best Practices for Learning, according to Texas Ed: Comments on Education from Texas.

Reality Sets In, according to Teaching in the Twenty-First Century when you you actually visit an American school in which Mexican children are being educated.

Storytellers, particularly those who follow Stephen King, will love Stories that Make You Go What, submitted by next week's host, The Median Sib.

They're Banning What? is up for review at And Gladly Wolde (s)he Lerne. Kids can't play tag anymore!!

Uncaring students. How many of us have them? Scheis Weekly writes about students who don't even bother to show up for class in I'm More Than Fair But I Ain't Your Mother.

Very, very wealthy. That's Bill Gates. He's got a lot of money but is he starting to abandon small schools. That's what NCLB: Let's Get it Right considers.

Why Textbooks are Getting So Large is the question of the day at Beautiful Biology: Ramblings of a Science Teacher. Man, I'm glad I don't have to carry that backpack anymore.

Xtra Xtra: Information about Next week's carnival can be found under N.

You Tube's made it onto the Carnival. This short clip has nothing to do with education as KauaiMark points out. But, it's interesting enough. Plus, it's carnivalish. I can now say that I've seen You Tube.

Zoologists and naturalists, biologists and chemists should all use the scientific method. But Hunblog wants to know if we are properly teaching our students about the scientific method in the best ways. What do you think?

A+ What does it mean for a school to be A+? In Praising the Wrong Schools, Friends of Dave suggests that the public should reconsider how it evaluates schools.

Blogging guest, Teachergrll considers Walk Throughs: Are they Worthwhile or a Waste of Time on the District 299 blog.

C In this post, tdaxp writes, "Students are evolved genetic organisms with social tendencies that are a result of genetic-environmental interaction. Wise teachers will use this information to their advantage." So, why a C? Because the verdicts still out. Will teachers be wise?

Don't believe everything you read seems to be an important point that can be gleaned from Alexander Russo's post in This Week in Education entitled, The Testing Backlash that Wasn't There.

Every word matters in disciplined discourse according to Right Wing Nation, in Words Matter. The only problem is that academics redefine words too often for them to have a coherent meaning.

Frightening is the fact that some students work so much they don't sleep. NYC Educator asks how to help students with this enormous challenge in A Dilemma.

Going a bit overboard or not? What Could Malpractice Lawsuits Do to Public Education, asks OverEducation.

How could this have happened? Why did a sexually abusive teacher remain in the classroom for over a decade, thirteen years to be exact? Ryan Boots at Edspresso thinks that the union might have been a factor.

If you want to see past editions of the carnival click here.

Just so we don't forget, EducationWonks really deserves our thanks for all of the work that he has put into this blog. If you won't to host a future edition of it please send Ed an email.
edwonk [at] educationwonks.org

Know that information about next week's blog is posted under N above.

Last, I humbly submit an article with lesson ideas entitled China Communicates with North Korea.

My oh my the 90th Carnival has come to an end. I'm looking forward to the 91st. Triple digits are looming ahead.

Now I know my ABC's next time won't you sing with me?

90th Carnival of Education (Many Links)

Welcome to the 90th Carnival of Education. I hope you enjoy it. I know I enjoyed putting it together. As you read this blog remember that you learned everything you need to know in kindergarten.

Onto the Midway!!!!

Saturday, October 21, 2006

The Egg Came First (A Link)

Finally, I know what came first the chicken or the egg.
Will Richardson's been working in England all week teaching kids how to blog and I just read this very interesting blog from one "lad."

Friday, October 20, 2006

China Communicates with North Korea (A Think)

The Washington Post is reporting that China has sent a “strong message” to North Korea not to continue with its nuclear program. The article states:

Chinese Foreign Minister Li Zhaoxing and other Chinese officials did not provide details of the meeting on Thursday between a Chinese envoy and North Korean leader Kim Jong Il. But Li pointedly told reporters after meeting with Rice that China will "continue to implement our relevant international obligations and exert our due role in this process."

According to the article, China has encouraged North Korea to return to simultaneous negotiations with numerous other nations, including the United States and China.

Lesson Ideas:

1. Ask your students if they have ever witnesses a negotiation between two people. Ask them to write a decriptive essay in which they explain what they saw. They might blog these essays. Tell students to make these essays as descriptive as possible. After they have finished writing these essays invite several students to read them. You might ask students to explain the point of negotiation. Is it ok to negotiate?

2. Tell your students to pretend that they have been approaced by the White House to issue an opinion as to whether or not the United States should enter into bi-lateral negotiations with North Korea. Tell them the White House wants to see both pros and cons. You might have students work in groups to develops these ideas. You might also have them develop a Power Point (or something similar) presentation so that they can clearly present the two sides of the issue. (Determine whether or not you want to require students to actually issue an opinion.)

3. Students likely know very little about the border between China and North Korea. Tell them to pretend that they work for National Geographic. They have been assigned the responsibility of preparing a news segment, for television, describing the border to the public. What types of cultures surround it? What are the physical characteristics? What about the human-made characteristics? Encourage students to use props. You might video tape these presentations and post them on line. (Ask students if they think it's important to understand the border between China and North Korea to understand the relationship between these two countries. Why/why not?)

4. Obviously the United States and North Korea do not get along. Ask your students to explain possible reasons that these two nations don't get alone. You might invite them to develop a graphic organizer highlighting the differences between these two nations. You could then tell them that they have been hired by a world peace organization to determine how you can build bridges between the American people and the North Korean people to help ensure that this animosity does not continue forever. In groups they can make proposals.

Edit and expand upon these lesson ideas at our Lesson-Wiki.

Thursday, October 19, 2006

Second Life is First World (A Think)

The New York Times Technology section is running an article entitled "A Virtual World but Real Money." The article is about Second Life, a virtual realm created by Linden Labs in which people can buy and sell property and other goods and services. There's actually a currence in Second Life. People can buy Second Life dollars with first world credit cards. The article states:

But now, the budding fake world is not only attracting a lot more people, it is taking on a real world twist: big business interests are intruding on digital utopia. The Second Life online service is fast becoming a three-dimensional test bed for corporate marketers, including Sony BMG Music Entertainment, Sun Microsystems, Nissan, Adidas/Reebok, Toyota and Starwood Hotels.

Our students likely know more about Second Life than we do. When my friend's eleven year old son recently looked my computer and saw a shortcut to Second Life, which I've actually only been on once and don't know how to use very well, he asked me how much property I own in Second Life. I'm with him a lot. I've never seen him go onto Second Life but he knows about it.

Lesson Ideas:
1. Ask students to cosider how people's behavior changes between virtual settings and real world settings. Nearly everybody would agree that there are behaviors that are inappropriate in a real world setting. Are their behaviors that are inappropriate in a virtual setting? You might have students develop a code of behavior in virtual settings or write an argument explaining why such a code is not necessary. They might post these codes on-line.
2. Ask students to explain the most incredible experience that they've had playing virtual games on line. Ask them to provide as much detail about this experience as possible. Now ask them if this experience was a real experience. You might have students who have not played many virtual games pair up with students who have significant experience with virtual games and conduct television interviews with them about these experiences. You might vod-cast these interviews.
3. When nations are unsettled people can acquire large portions of land. They can take advantege of available natural resources. If other people then want to purchase this land or take advantage of these resources they have to pay the owners. Consequently the first people in a place that later becomes popular have the ability to make handsome profits. Ask your students if they can think of any situations in which people have become wealthy this way. (When the Sears Tower was being built in Chicago the person who owned the last building that needed to be demolished to build the tower made a fortunate by selling the building and land.) Now ask students if they think that this scenario is also accurate in a virtual game like Second Life. Do they first people who set up property in virtual worlds stand the chance to make healthy profits? Why/why not. Encourage students to explain thier positions thoughtfully.
4. Ask students to design their own virtual worlds or to work in groups to design virtual worlds. You might actually set these worlds up on Second Life or another virtual environment. You could specifically tell the students to set up a world related to the content of your course. So for example, if you are teaching history have the students set up a community that they are studying. If you are teaching physics have the students set up a community in which physical laws must be obeyed. If students decide not to use physical laws they still have to explain the law and develop a thoughtful explanation as to why the law might not have to be obeyed.

Edit or expand these lesson ideas on our Lesson-Wiki.

Wednesday, October 18, 2006

Dow Breaks 12,000 (A Think)

The L.A. Times is running an article entitled, Dow Breaks Through 12,000 Barrier. The article states:

Investors' relief over oil's decline from a high of $78.40 has given Wall Street an unusually strong October; some of the market's worst days, including the 1929 and 1987 crashes, have been in October. And it was on Oct. 9, 2002, in the depths of the bear market, that the major indexes fell to their lowest levels in five and six years -- the Dow closed that day at 7,286.27.

To be honest, I was a little confused as to the exact definition of the Dow Jones Industrial Average, so I did what any good citizen of the Internet age would do, I looked it up on Google. Investorwords.com defines the Dow Jones Industrial Average this way: "Simply put, the editors at WSJ add up the prices of all the stocks and then divide by the number of stocks in the index. (In actuality, the divisor is much higher today in order to account for stock splits that have occurred in the past.)"

Lesson Ideas:
1. Ask your students to define the word "ownership" in a quick-blog. Then ask them if it's possible for people to share ownership in something. Encourage them to explain their answers. Now ask students if it's possible for thousands of people who don't even know each other to own something together. If appropriate, tell your students that they have been asked to devise a way in which lots of people who don't know each other can own something together. Allow them to work in groups to devise this ownership system. (You might even encourage them to develop wikis to document their ideas.) At the conclusion of this activity, tell students what the word stock means.
2. Ask students to define the word "value" in a quick blog. Ask them how the value of something is determined. In groups ask them to make a list of the characteristics of something that give it its value. Ask students if a piece of paper has value. Ask if a company has value. Urge students to support their ideas thoughtfully.
3. Ask students if they think that people have value? What determines a person's value? Do people's skills have value? What determines the value of their skills? Can people be bought and sold? Can their skills be bought and sold? Ask students if they think that these questions are even appropriate to consider. Encourage them to explain their opinions.
4. Most students won't know what the Dow Jones Industrial Average is. Pose the following question ot them: Is the Dow Jones Industrial Average a useful measure for determining the strength of the American economy. In order to answer this question, students will obviously have to first investigate the definition of this statistic. They will also have to consider how you could effectively measure the strength of the American economy. Another option might be to have students develop news segments, which could be vodcast, explaining the role that the Dow Jones Industrial Average plays in American economics. You could ask them to offer their opinions as to whether this is an appropriate role.

Edit and expand upon these lesson ideas on our Lesson-Wiki.

This Set of Lesson Ideas is Sponsored by:
Comp USA
"We Got It. We Get It."

Ask us about sponsorship opportunities. ct at pass-ed dot com

Tuesday, October 17, 2006

China Meets Walmart (A Think)

MSNBC is reporting that Walmart is bidding $1 billion to acquire a chain of 100 hypermarket stores in China. Hypermarkets are full service supermarkets combined with general department stores. This acquisition could make Walmart China's largest food and department store network. The article states:

With China’s economy growing more than 10 percent a year, the retail market is booming. Retail sales surged 12.9 percent in 2005 over the year before, to 6.7 trillion yuan ($847 billion). By 2020, industry forecasts say the market could expand to about $2.4 trillion.

If you haven't read Thomas Friedman's book The World is Flat: A Brief History of the Twenty First Century, now is the time to read it. It's unbelieveable to stop and think about the globalization discussed in this book as Walmart continues to globalize.

Lesson Ideas:
1. Ask students what it means for Walmart to acquire stores in China. Ask if they've ever acquired anything. Do they know of any stores in the United States that have acquired other stores. You might have students write a poem explaining what it feels like to acquire something. Students could even blog these poems.
2. China's economy continues to grow. Ask students what they know about the United State's economy (or the economy of your own nation.) How does it stack up against China. The White House's Economic Statistics Briefing Room contains useful statistics. But ask students if they think the White House might have reason to slant these statistics in one way or another.
You could have students develop graphic organizers comparing China's economy to the U.S. economy, or the economy of your own nation. In order to do this effectively they will first have to investigate different economic indicators.
3. You might consider showing your students the Powerpoint presentation posted by the blog The Fischbowl. It's entitled Did You Know. (I would strongly recommend removing aspects of the Powerpoint specifically detailing the blogger's local context. But much of the Powerpoint is valuable for everybody) Ask your students how Walmart's latest acquisition attempts figures into the message of the Powerpoint.
4. Tell students that in 1900 England was considered to be the most powerful nation in the world. Their economy flourished; they had a strong military; they had colonies throughout much of the world. Today England is no longer one of the most powerful nations in the world. Tell students to imagine the year 2030. What nation do they think will be the most powerful nation in the world? Why?
5. Within a few years, China will likely have the largest number of English speakers within its borders of any country in the world. Ask students if they think it's important for Chinese to know how to speak English. Is it important for them to know how to speak another language? Encourage students to support their opinions. In a world where the place that you live doesn't matter to the place where you work, ask students what they can do to insure that they will always have a job. Ask them what they think that they need to be able to do.

Edit or expand upon these lesson ideas at our Lesson-Wiki.

Monday, October 16, 2006

Election Spending (A Think)

The November elections are four weeks from tomorrow. One must only watch the news or read newspapers to see that races have heat up around the country. The New York Times is running an article entitled, In Final Weeks, G.O.P. Focuses on Best Bets. The article states:

Republicans said they remained confident that the party’s considerable financial advantage would allow them to hold back a Democratic onslaught over the next three weeks, and they said they were preparing to spend significantly to bulk up any Republican who their polling over the next few days suggested might be faltering.

It certainly will be interesting to see what happens on national, state and local levels. Let's include our students in the election excitement.

Lesson Ideas:
1. Each political party must decide where to spend its money to best support it's own interests. Tell students to pretend that one of the major parties has come to them asking for advice as to how to allocate funds. Tell them to make a list of criteria that should be considered when allocating funds. Should every candidate get an equal amount? Why/why not? Should candidates who are the most qualified get the most amount of money? Why/why not? What if a highly qualified candidate will likely win her election but a less qualified candidate is uncertain as to whether or not he will win. Should the money go to the less qualified candidate? Why? You might ask students to do this work in groups. You might ask them to blog their answers.
2. We live in a day and age in which political parties and candidate use negative advertising against their opponents all the time. Ask students if they've seen any negative campaigning? Ask them if they think that negative campaigning should be banned. You might ask students to develop interviews which they can use to ask other students and/or their parents/other adults about negative campaigning. Students might even be encouraged to podcast their interviews.
3. The New York Times article linked to above could not have been written without investigative reporting. Ask your students to investigate the ways in which a candidate in your local community is both raising money and spending money on the campaign. You might ask students to work in groups and ask each group to select a candidate to investigate. Though they can call the campaign office to solicit information there is also likely a lot of information in your local newspaper.
4. Candidates are asked questions all the time when they are campaigning. Indeed, well prepared candidates have platforms that explain and define their positions. Tell your students to develop a series of questions that they would like to ask a candidate. Then tell them that it's not always possible to speak directly with a candidate but candidates have spokespeople who can answer questions for them. If possible call a candidate's office during classtime and invite students to ask questions. (Among many other things, they might ask about standardized testing, curfews, smoking and more.) You could ask students to write up these interviews and place them on a wiki. Interestingly, if the candidates refuse to take the time to speak with your class you can ask your students to write about this too. Candidates, or their representatives, should take the time to speak with everybody who wants to speak with them. Be sure to interview all contestants for an office.

Edit and expand upon these lesson ideas on our Lesson-Wiki.

Saturday, October 14, 2006

The Baseball Wrist

I'm sititng in the airport in Marquette (the Upper Peninsula of Michigan) waiting for a flight back to Detroit. Yesterday I had horrible internet connectivity so I couldn't post. But here's the post I wrote for yesterday.

The Detroit Tigers are contending for their first American League title since 1984. They have beaten the Oakland A’s in two straight games (make that three straight games) to take a two (three) games to none lead in the playoff series. But, the Detroit Free Press is reporting that Tiger relief pitching star Joel Zumaya has inflammation in his right wrist and forearm.

The article states:

Zumaya was not available in Game 2. The Tigers won, anyway, as their other relief pitchers – Fernando Rodney, in particular – threw the crucial innings usually reserved for Zumaya. Yet, even as the victory gave Detroit a two-games-to-none series lead, there were questions Thursday about how Zumaya's absence would affect the team's chance to win the AL pennant, and ultimately contend for a world title.

An entire city is worried about one man’s sore wrist.

Lesson Ideas:

1. Tell your students to imagine that Joel Zumaya’s doctors told him he had a choice. He could play baseball this post season but doing so would end his career. However, if he did not continue to play in the post season he could play again for the rest of his career. Ask your students if they think that Zumaya should pitch or not. Encourage them to explain their opinions.

2. Help your child understand that Joel Zumaya relies on his wrist and forearm to do his job. Tell students that many people who rely on a certain part of their body to do their work insure that part of their body. For example, Joel Zumaya might insure his throwing arm. Explain what it means to insure something. Ask students to pick one thing that they would like to insure. It doesn’t have to be a body part it could also be a belonging.

3. It’s interesting to stop and consider the ways in which sports bring money to a community. When people go to a ball game they must buy the tickets. They often buy food and souvenirs. In groups ask students to make lists of the various businesses in a community that benefit from professional sports. You might invite them to blog these lists.

4. Sports evolve over time. For example, when basketball was first invented people shot the ball into a box and the ball had to be taken out of the box. Obviously now the ball just goes through the net. Ask your students to consider how a specific sport might change in the future. Ask them why they think the sport might change in this way. If possible, you might allow students to play this sport according to the new rules.

5. Ask your students if they think that major league baseball is important in the United States. Ask why it’s important. In groups ask students to create documentaries in which they explain why professional sports might be important in the United States. You might ask students to vodcast or podcast these documentaries.

Edit or expand upon these lessons on our Lesson Wiki.

Thursday, October 12, 2006

Yankee Pitcher Dies in Crash (A Think)

Newspapers around the country are reporting on the death of New York Yankee pitcher Cory Lidle. Lidle died when his small plane crashed into a building on the Upper East Side of New York City. The New York Times is running an entitled, A Corridor in the Sky that Recreational Pilots Fear. The article states:

The northern end of the airspace over the East River is a treacherous, narrow corridor often filled with helicopters ferrying tourists, business people and traffic reporters along the edge of Manhattan. Small planes like Mr. Lidle’s are allowed to fly through the area at low altitude, but several pilots said they did not dare because it could be crowded.

Lesson Ideas:
1. Ask students if they think that the accidental crash and death of a New York Yankees pitcher deserves front page coverage in newspapers across the country. Encourage them to explain their opinions. Ask them if they think this story would have been placed on the front page in the days before 9/11/2001. You might ask students to write a persuasive essay in which they take a perspective on these questions. They might blog these essays.
2. The article explains that many pilots wouldn't dare fly over the East River as Mr. Lidle and his instructor had done. Tell students to consider why Mr. Lidle might have chosen to fly through such an area. In groups they should develop mock interviews with Mr. Lidle in which he explains what his objectives were in flying for the day? Students might podcast or vodcast these interviews.
3. Mr. Lidle and his instructor were flying over some incredibly beautiful human-made areas. Students might explore the skyline and streets of the area. This website is an album of New York City, ask students what pictures they might include in an album of your own community. If possible allow the students to actually create these albums. You might have them make wikis with the pictures. Perhaps you could also ask them to justify why they have taken each picture. (To make this even a bit more complicated you might limit the number of pictures they can take. What are the most important images from your town?)
4. The article discusses the effect that wind can have on flying. In a science class you might consider this effect. The article states that, "Yesterday afternoon, according to the National Weather Service, the wind was blowing from the east at 14 miles per hour, conditions that would have made the turn wider." Ask students to consider why this might be the case.

Edit or expand upon these lesson ideas on our Lesson Wiki.

Wednesday, October 11, 2006

Reading Links (A Link)

I'm a little confused as to why some blogs that mention my blog direct a lot of traffic my way and others don't. Tonight I seem to be getting a lot of traffic from Reading Links. Take a look at the site. One of the things that I really like about it is that its author provides lots of practical tips that will hopefully help classroom teachers.

Will Handwriting Disappear? Who Cares? (A Think)

The Washington Post is running an article entitled, The Handwriting Is on the Wall. The article states:

Scholars who study original documents say the demise of handwriting will diminish the power and accuracy of future historical research. And others simply lament the loss of handwritten communication for its beauty, individualism and intimacy.
"It's like so many other things in our society -- there's a sense of loss for what once was," said Laura B. Smolken, a professor of elementary education and early childhood development at the University of Virginia.

I'll never forget the time that one of my teacher education professors said that he thought writing would disappear as typing became far more common. This was in 1994. I was amazed at the thought. Twelve years later, I think it's likely. What do you think?

Lesson Ideas:
1. The article explains that researchers appreciate the opportunity to view original hand-written manuscripts because this allows them to determine authenticity. Ask students to look at a manuscript of Alice's Adventures Underground written by Lewis Carroll as a precursor to Alice in Wonderland, or another handwritten manuscript. Ask students to consider if looking at the original handwritten manuscript brings up different feelings than looking at a computer generated page would raise. You might consider asking students to write explain exploring the difference in these feelings.
2. Unfortunately for individuals trying to authenticate originals many (nearly all?) originals today are typed rather than hand-written. Just because it might be difficult to authenticate originals written on the computer today, does not mean that it will always be difficult to authenticate them. Tell students that the Commission for the Authentication of Original Manuscripts has commissioned them to develop a way to authenticate original manuscripts written on the computer. In groups, encourage students to creatively generate ideas. Tell them that they can invent any new technology they will need.
3. This article is truly about changing technologies. As one technology becomes common other technologies lose their place in society. As keyboards have become very common paper and pens have lost much of their purpose. Ask studets to list three items that they use in their daily lives that they don't think their grandchildren will use. Tell them that their grandchildren won't use these things because use something else in its place. (You might ask students to blog these ideas.) After students have finished this work, reconvene the class and invite them to share their ideas.
4. Introduce students to a piece of technology that you used when you were younger that they've probably never heard of. I'll never forget the time that a teenage girl told me that the first time she saw a dial telephone she thought you had to push the numbers. If you have an old gadget you might show it to students. Ask students to consider how this newspaper article relates to an old piece of technology.

Edit or expand upon these ideas on our Lesson-Wiki.

Tuesday, October 10, 2006

Jaguars Back in the Southwest United States

The Science section of the New York Times is running an article entitled, Gone for Decades, Jaguars Steal Back to the Southwest. The article states:

At least 10 organizations are working to protect the jaguar in one or both countries. Conservationists are developing incentives to stop bounty hunters in Mexico from killing the big cats. Cameras have been set up near the border to monitor jaguar comings and goings and, inadvertently, the movements of “mules,” or drug runners.

It's really incredible to stop and think about the things we can see in nature when we allow ourselves to slow down and pay attention.

Lesson Ideas:
1. This article discusses the fact that ranchers and cowboys are being paid to take pictures of Jaguars, something from nature. Ask students to take pictures of at least six natural items and use the pictures to form a collage. (One of the wonderful features of a cell phone is that it allows picture taking.) Though you might ask students to make these collages on a posterboard there's no reason why they couldn't make them electronically and post the picture on a wiki.
2. According to the article, in July the United States Fish and Wildlife Service announced that it would not declare parts of New Mexico and Arizona critical habitats for jaguars. Many environmentalists concerned about jaguar safety thought this was a poor decision. Ask students to determine whether or not they think that the decision was good or bad and write a persuasive essay explaining their position. They might blog these essays. In order to effectively do this work, students might have to read the article and conduct some research. (On the other hand, the teacher might explain the article to students and facilitate a class discussion.)
3. The main focus of this article is the presence and protection of jaguars in the United States. (But, since I've never been good at these questions on standardized exams, I could be wrong.) Ask students to read the article and determine its main focus. Tell students to pretend that they are a preservationist. Ask them what one item they most want to hold onto forever. You might divide students into groups and have them interview one another about the item they would most like to hold onto and why. These interviews could be podcast or vodcast.
4. Jaguars are not the only ones stealing across the border between Mexico and the United States. As the article points out illegal Mexican immigrants are also doing this. Ask students if they believe that every person should have the right to live in the United States? Is it fair for the United States to keep some people out of the country. Encourage students to explain their positions.

Edit or expand upon these lessons on our Less-Wiki.

Monday, October 09, 2006

North Korea's Missle Test

North Korea has announced that last night it tested a nuclear device, underground. Worldwide politicians and editorialists alike have called this a blatant act of aggression. The BBC, Great Britain's major media outlet, is running an article entitled, North Korea Test, A Blow to Diplomacy. The article states:

For the Bush administration, the fact that one of the countries described by the president as part of an "axis of evil" has apparently confirmed its membership of the nuclear weapons' club means that, short of military action, there is little it can really do to enforce a change of policy.

Lesson Ideas:

1. Many students do not understand how a nuclear bomb works. In science it might be worthwhile to provide an explanation. Be sure to explain the difference between fission and fusion. The wikipedia article on nuclear weapons might prove helpful. You might ask students to draw diagrams demonstrating the difference between fission and fusion. On the other hand, you might ask them to use construction paper and yarn to demonstrate the difference.
2. One of the amazing qualities of wikipedia is the speed at which it can change. Many people claim that this is a drawback since information cannot be verified. However, others like the speed and argue that traditional encyclopedias are not fully accurate, either. Select a rapidly changing article, dealing with a current event, such as North Korea, and ask students to keep track of the changes. In addition to keeping track of changes, ask students to use additional sources of information to either verify or refute the accuracy of a change. If students refute the accuracy of a change you might ask them to correct the Wikipedia article. The article already states:

On October 9, 2006, it was reported that North Korea had successfully tested their first nuclear weapon [18]. Associated Press also reported that Yonhap news agency quoted an unnamed South Korean official that a nuclear test took place at 10:36 am Korea Time in Hwadaeri near Kilchu city in North Korea's North Hamgyŏng province, on Monday, October 9. [19]

Wikipedia has a page entitled "history" at the top of every document that will make it easier to track changes.
3. China now has a tough diplomatic decision to make. They've long supported North Korea, giving it money and food. But they've also told North Korea that they didn't want the country to develop nuclear weapons. As the article explains, China wants to ensure that the Korean peninsula, it's neighbor remains secure. The Chinese definitely don't want South Korea to take over North Korea. Tell students that the Chinese government has approached them and them to develop a proposal as to how they should respond to the crisis. In groups of three or four ask students to write proposals. You might ask them to blog them.
4. I wanted to post a link to the North Korean perspective of the missle test in this space. But I couldn't find it on North Korea's official English news source. Ask your students why they think this is so. Ask students if they think it's appropriate for the North Korean government not to discuss this test with their own people. Faciliate a discussion in which you discuss the importance of free speech.

Edit and expand upon these lesson ideas on our Lesson-Wiki.

Friday, October 06, 2006

Seeing Through Walls (A Link)

In a recent entry, David Warlick writes:
So you’re helping your students prepare to answer these questions, by having your students ask the world.”

“Yes!”

To these teachers, the classrooms have stopped being containers. These teachers have started seeing through their classroom walls.

It’s moments like these that rock my world!

David's a special person, perhaps because he let's his world be rocked by experiences such as the one he describes. He might even look for opportunities to rock his world. Do you let your world rock, as you learn new things?

Representative Foley (A Think)

The Washington Post is running an article this morning entitled, Inquiry to Look at House, Not Foley. It reports on consequences of Representative Foley's sexually explicit advances towarsd underage pages. The article begins:

The House ethics committee launched a wide-ranging investigation into Congress's handling of information about a Florida lawmaker and teenage pages yesterday, as Speaker J. Dennis Hastert (R-Ill.) vowed to keep his job, saying, "I haven't done anything wrong."
The ethics panel approved nearly four dozen subpoenas for documents and testimony from House members, officers and aides. Its leaders said they plan to complete the inquiry in a matter of weeks, but not necessarily before the Nov. 7 congressional elections.

I couldn't refuse putting this article in here this morning. There are just so many different topics that emerge from it - even if you don't discuss the actual article with your students.

Lesson Ideas:
1. Unfortunately, authority figures can not always be trusted to do the right thing. In this case, Representative Foley was making sexually explicit advances at underage pages. Help students understand that there are certain things that they should never have to accept from anybody. For example, nobody should ever touch them in an inappropriate way. Help students understand that there is always an adult whom they can trust and confide in. If somebody is doing something bad to them then they should find an adult who isn't doing something bad to them and tell the adult.
2. Many Democrats and conservative Republicans (yes, an odd alignment) are calling for Speaker Hastert's resignation. Several high ranking House Republicans report that they told Hastert about Foley's inappropriate behavior a long time ago. Hastert said that he knew nothing about Foley's advances. What type of responsibility does a leader, in this case the Speaker, have for other's behavior? What if Hastert indeed knew nothing about Foley's behavior, does he have a responsibility to know about it? You might faciliate a conversation in which students discuss these questions.
3. There is a question as to whether or not Speaker Hastert should resign. Ask students to interview people in their family to find out their opinions. Students might have to first explain the situation to family members before asking for their opinions on it. Students can use the article to develop a summary of the situation.
4. There has been some talk as to whether or not the Justice Department, a department within the Executive Branch, has the right to enter a congressman's office, an office within the Legislative Branch, of the United States government and conduct a search. The United States Constitution lays out a structure of "Separation of Powers." Do students think that one branch of government has the right to investigate another branch? What if nobody investigated Congressman Foley, what kinds of things could have happened? What if the Executive Branch decided that they wanted to investigate everything that occurred within the offices of congressmen, what kinds of things could happen? You might ask students to write a paper in which they take an opinion on this issue. You might even have them blog it. You might also choose to have students develop a debate over this issue. Students in the class could take positions and participate in a formal debate. (You might podcast it.) This idea certainly seems like a civics debate. In what ways could it also be used in a literature class?

Edit and expand upon these lesson ideas on our Lesson Wiki.

Thursday, October 05, 2006

Constable's Great Landscapes

I've been in meetings all day today promoting the film, Nicholas Winton: The Power of Good. But since I began blogging I have not skipped a week day, other than Yom Kippur, this past Monday. So, I'm going to post something.

The New York Times has an article entitled , Constable's Great Landscapes: The Six Foot Paintings. The article states:

Nothing about Constable was simple. Contemporaries like J. M. W. Turner easily matched his scale. But where Turner’s late paintings are sheer, seductive cloaks of color draped over history and myth, Constable’s are walls of organic matter, as mulchy and dense as the earth they depict. You don’t stroll into them; you dig your way in.

Lesson Ideas:
1. I don't know if it's the time of day in which I'm writing this article, but I'm aware of certain metaphorical language in the article. For example, "you dig your way in." Ask students to identify a metaphorical phrase from the article and explain what it means. You might have students do this in a blog. After students have written these meanings, ask other students to evaluate the first student's understanding.
2. Three questions that can be asked of any painting: 1. What is it a picture of? 2. What does the picture mean? 3. What meaning might this picture have for the viewer's life? You might faciliate a discussion within which students consider these questions about the picture posted above.
3. Ask students to imagine that they are inside of this painting. What would it feel like to exist within the painting. What feelings would they have? What thoughts would they have? (You could also ask students to develop dramatic presentations in which they answered these questions.)
4. Constable painted images of nature. Invite students to paint an image of nature.

Edit these lessons on our Lesson-Wiki.

Wednesday, October 04, 2006

World History for Us All (A Link)

Over the last six months I've been fortunate to work on a world history curriculum called, World History for Us All. The curriculum is a collaboration between San Diego State University and the National Center for History in the Schools. It's a free curriculum and has recently announced the completion of the second stage of development. Take a look at it.

Killing of Amish Girls (A Think)

I wondered whether or not I should write about the killing of five girls, serious wounding of five other girls, and suicide of the male killer, in an Amish school. Then I thought that our students likely know about this tragedy. So, as teachers we should think about how to discuss it with them. Furthermore, we can learn some important values from the Amish. A New York Times article entitled Police Describe Gunman's Plan in School Siege states:

The police were also investigating Mr. Roberts’s assertion that he had molested relatives when he was 12, but had been unable to corroborate it. Moments before he opened fire, Mr. Roberts told his wife, Marie, who was leading a prayer meeting at a church, of the sexual assaults. He then told her that he had left four suicide notes at home, Colonel Miller said, one of which described the lingering wounds he had felt since the death of their daughter Elise, who was born prematurely in 1997 and lived only 20 minutes.

Lesson Ideas:
1. According to the article, Mr. Roberts, the killer, was sad and lonely. He lashed out in a horrible way. Many of our students don't know how to handle deep and serious feelings. They don't know what to do when they are sad or lonely. As teachers, it is our job to notice when students have serious issues. But it is also our job to help them learn how to manage their feelings. (At the same time, we must remember that we are not professionals in this area. We should refer situations that concern us to appropriate resources.) But, to help our students learn to manage their feelings, we might simply ask students for ideas as to what they can do when they are sad, when they are lonely, when they feel down. We can have students teach each other. (Throughout my life I have often felt incapable...I remember during one stage of my life each evening I recounted ten things that I had accomplished during the day. This recounting helped be gain confidence in my own capability.)
2. Very shortly after the killings, the Amish people realized that not only had their world been affected, but the killer's family had suffered terribly, as well. They brought over food to the family's home. Ask students what it means to forgive. Ask them if they think it's possible to forgive a killer? Ask them if they think a killer should be forgiven? You might ask students to write a thought-piece on this question. They might even blog it. Encourage them to share their ideas with one another.
3. The Amish are truly a unique group of people within the United States. They don't use electricity. Ask students to pretend that they are Amish people. What might it be like to live life without any electricity. Students might develop skits. You might even vodcast these skits.
4. Most students have seen films and read books that contained scenes of murder. Perhaps, if books and films did not have these scenes in them there would be less murder in society? Ask students if they think this is correct. Facilitate a conversation in your class as to the extent to which popular media influences behavior in society? What should society do in response to these influences?
5. You can learn more about the Amish people here.

Edit these lessons in our Lesson-Wiki.

Tuesday, October 03, 2006

A World-Wide Carnival (Many Links)

Welcome to the 87th edition of The Carnival of Education. Before you read this carnival. Take a guess - what states do you think submitted the most entries? Which states did not submit any entries? What can we do to encourage educators to blog around the world?

And now on to the Midway...

-Chicago, IL and Washington, D.C.-
This Week in Education merits top billing in this week's Carnival. They are the only blog to submit an entry that is written by people from two different states, (ok, one state and one capital) as far as I can tell. They submit, Facebook Hates NCLB. They are not alone.

-Scotland-"Nemo me impune lacessit"
Ewan McIntosh sent Bottom up Training - The Way to Go.

-From South America to Milan and now Where?- FERT
Daniel Scocco asks Why should you go to the university? It's posted at Innovation Zen.

-An Undisclosed Location: An Undisclosed State: United States-
This carnival's prime mover, Edwonk presents, Wonkitorial: Artless, Spineless, and Clueless In Texas posted at The Education Wonks.

-Urban, One of the Fifty States, United States-
Following the Detroit teacher strike, drhomeslice wrote the Detroit Contract Scorecard...scored by Dr. Homeslice. at Dr. Homeslice.

-Where in the World is...-
Simonne presents Powerbacks Finally Goes Free at All Tips and Tricks.

-Where in the United States is...-
Mr. Lawrence? He wrote With Apologies to Art Linkletter describing a day subbing in a gym class.

Last week's host, The Mediansib submitted Children Who Have Never Heard of 9/11: Ignorance or Innocence As hard as I looked I couldnt' find where the Mediansib lives. My guesses: Alaska,