Besides
the introduction and epilogue (“looking
forward”) the book has five sections.
Reflections on Teaching About the
Movement, Citizenship and
Self-Determination, Education, Economic Justice and Culture with selections and articles
from movement worthies such Herbert Kohl, Malcolm
X, Ward Churchill, Eric Foner, Ras Baraka, Manning Marable,
Leonard Peltier
amongst.
The book is a compilation of teaching guides,
historical perspectives, historical documents, speeches, poems, and lesson
plans by over 100 contributors. The
articles cover a wide range of topics and issues concerning African Americans,
Hispanics, Native Americans and even Chinese Americans. Issues such as the Black Panthers, School
Integration, the 1963 March on Washington, Malcolm X, the American Indian Movement
(AIM), SNCC, Cesar Chavez, Co-Intelpro, Women in the
Movement, Labor Organizing, to name a few, are covered with insight and
motivation.
Yet the book is more. It offers historical perspective and then
some. It has articles and pieces on WEB
Dubois, Booker T Washington, Marcus Garvey and even Paul Robeson, who was still
active in the 1960’s. Yet it also
focuses on issues that go beyond the 1960’s, such Apartheid, Police Brutality
and Reparations.
Besides teaching tips and practical educational strategies,
activities one can provide for a classroom, ideas on how to approach a subject,
resources and supplemental historical material, the guide is invaluable
historical document on insight into just what made the movement tick. It certainly is a worthwhile school purchase
for anyone seriously interested in teaching this important time in American
history.
Furthermore,
the people it details reflect the diverse ethnic and racial mosaic that is
Though the photographs are wonderful, this book is
not intended for younger students. It
has mature themes and perspectives that only older students would grasp
easily. Yet it is great book just the
same. As a resource book on current
affairs there are few better, though it is not one that could be easily
integrated into a class lesson.
Review of
the National Atomic Museum Website
The user friendly website of the
interactive and invaluable tool both inside the classroom and outside for instruction, discussion and
student research. The museum based (and open to the general public) in Albuquerque N.M, tells the
story of nuclear science from its inception, a little over a century ago, to the present. With hands-on
programs and high-tech exhibits, the museum’s topics range from energy to space applications.
Exhibits interpret the atomic universe, nuclear medicine and others. Its engineering lab creates “a
mission-based” learning environment to introduce students to science. The museum was chartered
by Congress to introduce the public to new technologies while exploring the past. It is also a
Smithsonian Institution affiliate.
Not even considering the physical science aspect, the website is a vital resource tool in the
study of post War [II]
development in both human (and American) history. It effects just about every aspect of political,
social, economic and cultural life in the
development as the discovery of gunpowder, the printing press, the steam engine or electricity. That
it was not given the full attention it deserved, until now, was not so much a matter of its lack of its
significance but because of the other technological developments that the 20th century saw, such as
air flight, radio, and the computer. Of all these, however, the one with the greatest possibility for
either good or evil is the harnessing of the atom
In terms of history the website currently has in depth pages on “ Pioneers of Science including
Madame
Marie Curie, Albert Einstein and Lise Meitner”, “The
The Cold War” and “ Waging Peace, the history of Arms Control.” It also has an excellent
interdisciplinary educational resource page “Atomic Education on Line” for teachers of other
subjects.
The site regularly updates and adds. On it students can view displays presenting the development of
the Atomic Age, including replicas of the world's first two atomic weapons, Little Boy and Fat Man,
which were built and used at the end of World War II. It also has links to other sites involved with
the history of science and technology, as well as warfare and peace and disarmament. Historically it
is also invaluable in the study and discussion of recent US and World history, and one to where
students can go easily for any reports and essays that are assigned them.
Both the website and the museum itself (with its traveling exhibits, science camp, scientific
tour series, and educational outreach program) are a must for students and educators alike. In short
it is a cyber delight.
Review of PBS’s “the Civil War” by Ken Burns
Perhaps one of the best and most important documentaries of all time Ken Burns masterwork on the
American Civil is an essential tool in any high school history department’s video and film archive or
collection. It gives a broad but accurate account of the causes, motivations and events leading up to,
during and even immediately after this great turning point in American history. Only first seen in
1990, battle by bloody battle, it now has become a film classic.
Though long, (at eleven hours and nine episodes it would take nearly a month of average class
room time to show it in its entirety) it can be selective adapted down to fill in on particular lessons.
Episodes, or parts of episodes, can be shown as the teacher sees fit to supplement lessons concerning
the Civil War, slavery or even modern warfare. Its mix of sound effects, music, old photos, maps,
and interviews with writers and historians of the Civil War make it a great favorite.
As a
supplement for high school level
other levels and other fields of study, such as film and media, as well. In a time where the average
child spends an inordinate amount of time in front of the television set, this film if judiciously used,
could serve as bridge to get back their focus on the classroom.
With its accompanying support material (companion book by Geoffrey C Ward and PBS website
http://www.pbs.org/civilwar/) even the DVD price of $130.00 is a bargain. Digitally re-mastered
and now out on DVD, the classroom teacher can go to any segment of this great film and easily,
without winding and rewinding, quickly home in on any section or part needed. An especially good
feature in a challenging classroom environment, where time is of the essence. (The DVD version
also footage and production notes not seen on the older VHS version).
The film may not be the final word on Civil War education though it definitely should be the first!
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Went through a
casual perusal of Congresspedia--a new website
recently established by the folk at the Center for Media and Democracy.
Graphically and technically (the links do work) I found it functional. Even
in terms of "Inside the Washington Beltway" insider information it
was semi-useful. It does list links and the latest skivy
on the 100 members of the US Senate and the 435 odd members of the US House
of Reps. |
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“Rethinking Schools” is a quarterly
magazine that was founded in 1986 by a group of teachers in the
In its own words:“What began
as a local effort to address problems such as basal readers, standardized
testing, and textbook-dominated curriculum…has grown into a nationally
prominent publisher of educational materials, with subscribers in all 50
states, all 10 Canadian provinces, and many other countries….
“While the scope and influence of “Rethinking Schools” has changed, its basic
orientation has not. Most importantly, it remains firmly committed to equity
and to the vision that public education is central to the creation of a humane,
caring, multiracial democracy. While writing for a broad audience, “Rethinking
Schools” emphasizes problems facing urban schools, particularly issues of race.”
The magazine’s growth over the years is reflected in its on-line edition--
which though has many lapses in its articles (especially in the earlier
editions)—is still very much reflective of its initial mission.
A case in point is an article from its spring 2005 edition (Vol. 19 #3)
entitled “Strawberry Fields Forever?” by Cirila Ramirin. This subject of this article, the educational
needs of migrant workers in
Ms.Ramirin, the child of migrant workers recounts her
own beginnings and the experiences of her mother.
” When I was a child, my mother couldn't help us with our homework. She had
gone to work as a maid in a Mexican hacienda at age 11 and hadn't learned to
read or write in Spanish. She was embarrassed when asked to sign her name. She
worked in the farm labor fields of the
“I thought a lot about my mother's life when I worked on a school-readiness
project with the children of Mexican farmworkers in a
migrant labor camp outside of
“In some ways, the camp was a familiar setting. I grew up in migrant labor
camps in
Ramirin who had been to that particular camp before,
in the 1980’s, noted improvements
“ I had been to the camp outside of
“Back then, the camp was surrounded by strawberry fields, which served as the
children's playground. Two gigantic, gnarled weeping willows guarded the entrance
like menacing gatekeepers. The trees hid the squalid living conditions from
view. The majority of the homes had no screens or windows. I remember visiting
a family consisting of a mother, father, three small children, and a young
adult male. The home was a large room that served as living room, bedroom, and
kitchen. There was a closet-sized bathroom in the corner. The room was dark and
cold, and the family used the stove as a heating
source.
“Twenty years later, many things had changed. The old weeping willows had been
cut down and replaced with brand-new, prefabricated two-story apartments. There
was a laundry room, a large playground for the children, and a community room
for meetings. There were computers for parents who wanted to learn how to use
them. On the surface, it looked wonderful.”
Yet despite the changes the underlying problems remained pretty much the same.
“But was it wonderful? Did these new improvements signal better working
conditions for the children's parents? Did they bring about a better life for
the children? And, were these kids destined to have trouble in school?”
The article goes on to explain the strategies that Ramirin
employs to alleviate the situation educationally. Though not quite hopeful she
understands the needs and desires of her charges.
“Migrant families' main priorities hadn't changed much in the 20 years between
my visits. They were concerned with keeping a roof over their heads and food on
the table—just like my mother was when I was growing up. ‘The rest will take
care of itself,’ she would tell me. ‘The present is what is important, not what
will happen tomorrow or a week from now.’
“An outsider to this world might have a hard time understanding the idea that
‘right now’ is more important than the future. Some would say it's backward thinking. But these families—as well as my
own—share many parallels with families of mainstream
Unfortunately in dealing with the here and now she overlooks looking at the
situation in a more systematic fashion. The poverty of these people does not
come quite by accident, nor does exist in a vacuum. The impoverishment of these
communities is quite purposeful and planned, and education alone is not going
to solve it.
Yet, for whatever reason, Ramirin focuses only on the
educational needs and experiences of these people, even though she would be
well within her rights to take on a more comprehensive approach to the problems
facing them. That is the one major failing of the piece. Yet despite that, the
article is still a good one—as are many articles in this publication—and it
offers good insight into the educational process.
If this article is any indication, the publication is most definitely worth the
price of a subscription.