The Hypocrisy of Schools: Balancing Censorship and Responsibility to Students and to Parents (post not for children)

 Lights off.  Scene on.  A father, raping his daughter.   The daughter...impregnated by her father.  

How would you, as a parent, feel if that was a movie scene your student watched in class?  Horrified?  I would hope so.  What if you didn't know the movie was being watched?  What if you knew?  What if you signed the form? Would that make it ok for a school to show?  Should schools even get permission from parents to show Rated R movies?  Would you feel the same if this scene was in a book that your child read in school? (see below for book excerpts)

No.  This isn't a movie shown in class.  This is a book...a very popular book.  A book by a well-respected literary giant.  A book that has been at the center of controversy for many years - some high school classes requiring the read while some school libraries "banning" it  - "banning" in quotation marks because NO ONE is BANNING you from reading it.  They are just removing it from the shelves ("censorship").  If you want to read it, buy it. Read it.  Go behind your parents back and read it.  Isn't that how many high school teachers justify the books they require or put on reading lists?  Kids have seen worse stuff...kids watch worse stuff...if I (meaning teacher) don't expose them to this theme regardless of what is in the book, who will?

My thought: who is responsible for rearing the child?  The teacher/the school or the parent?  Yes, that is a loaded question but my point is I, as the parent, am responsible for my child.  Yes, I know there are some parents who are absent and the teachers are more of a parent than the parents themselves.  THAT is not what i am talking about.  I am talking about the responsibility of protecting the minds of children that we, the education system, are responsible for during the day.  If as a parent I do not want my child to read sexually graphic material, I should have that right - not the teacher or the school.  Do some parents not care?  Absolutely.  However, even if parents don't care, shouldn't educators care about the social and emotional well-being of students?  Shouldn't all educators care that there may be a child in your class that was sexually assaulted by a family member at a young age and this book (or any book with rape) now triggers a horrifying memory?  Oh...you didn't know about that student?  Well, sorry that you didn't know.  What happened, happened.  In your "all knowing self," you have now exposed a child to a horrifying memory or placed graphic images in another child's head which now can't be undone. Images that one parent wanted to protect their child from.  

The book:  The Bluest Eye by Toni Morrison.  Yes, I read the book.  Yes, it is a well-written book, except for all the sexually explicit scenes.  This post isn't about The Bluest Eye  or why Toni Morrison wrote it.  It has nothing to do with the message that the book conveys.  It has everything to do with the responsibility that educators have in what they choose for students to read.  Call it "censorship" or "banning" but who the h*** cares.  

I love to read.  If I see you reading a book (a teacher, a stranger, a student), I will ask you what you are reading and ask you about the book.  If I see a stranger reading a book I have read, I will come up to you and talk to you about the book.  It is what I do.  I also like seeing what schools require students to read.  Now that I have a 9th grader, call me an "invested parent-educator."  It matters to me.  Call me a "freaky Christian that is overreactive."  I really don't care.  Themes can be taught through literature that don't have sexually graphic material.  I don't care if it is one paragraph or throughout the book - no!  If schools will not allow teachers to show sexually graphic movie scenes, then why are schools ok with allowing books with graphic sex scenes to be read?  That is the point of this blog post.  That is the point I wish more educators considered.  Our job as educators is not to force a reading on students because WE think it will enlighten their minds.  Books should be chosen that will engage students in the hard, sensitive topics while at the same time respecting the emotional and social well-being of students (and respecting the parents).  An adult can read something and not think much about it; not the same for an adolescent whose brain is still developing.  

Eight years ago, a Mississippi teacher was fired for showing a Rated R movie without parental or school permission.  The movie contained violence and profanity.  In 2012, a South Carolina teacher was fired for showing scenes from "Jackass 2" to a class (a class he was covering for another teacher).  Just a few months ago, a superintendent in Florida investigated a teacher who showed a Rated R movie in class (Alexander).  Parents were upset because there were scenes of rape and a scene of a boy being gang-raped.  The news goes on and on.  However, no where did I see a teacher being fired for requiring a reading that had rape scenes...or graphic sex.  I am not saying teachers should be fired, but why are schools allowing the books to be read?  You prohibit the visual scene from being shown in class but not being read. Why the hypocrisy?  

What is read and not read will always be controversial, but should it be?  Isn't it common sense that if there are parts of a book that is clearly giving details of a sexual act then maybe it is inappropriate to use for classroom use?  Why do teachers have to cry "censorship" or "book banning" for what is just downright inappropriate?  I know many will disagree with this post and my thoughts.  Therefore, I will leave you with the following verses:

1 Peter 3:14-17

14 But even if you should suffer for righteousness' sake, you will be blessed.  Have no fear of them, nor be troubled, 15 but in your hearts honor Christ the Lord as holy, always being prepared to make a defense to anyone who asks you for a reason for the hope that is in you; yet do it with gentleness and respect, 16 having a good conscience, so that when you are slandered, those who revile your good behavior in Christ may be put to shame. 17 For it is better to suffer for doing good, if that should be God's will, than for doing evil.

   book excerpts:

Mississippi's Proposed Social Studies Standards Part 2: My Head is Literally Exploding...I Just Can't...

Inquiry Arc.  I honestly did not know what this was but looked it up and realized it is everything history teachers have been trained to do for the past twenty years (just stated as some fancy words).  But somehow, because the National Social Studies Council has "created" this "new" concept and called it the "inquiry arc," the inquiry arc is a concerning principle because it takes away basic knowledge and replaces it with "action civics"...per an Ocean Springs school board member (link to article): 

“In the C3 Framework, ‘action civics’ matters more than fundamental knowledge and promotes the central concept of the ‘Inquiry Arc,'” Ocean Springs School Board member Kacee Waters wrote recently in an op-ed. (link to op-ed)

There are just so many things wrong with what she is saying and doing. Did she do her research on "inquiry arc" and what the specifics are to this concept? Um... I can answer that.  No, she did not.  And listing some "research" in an article does not make you an expert.  Did she talk to teachers about this?  "To inquire" means to investigate, to ask questions, to delve deeper into the context.  An arc is a shape.  Therefore, the "inquiry arc" is a framework to help students learn historical events and dive deeper into the impact it had and how students can take what they learned and apply to present-day or future events.  Isn't that what we want students to do?  Take knowledge and apply to future situations/problems?  Look at the diagram below:

Is there anything in this chart that you find questionable?  Well, this is from the National Council's page that discusses what Mrs. Waters finds so questionable.  And you know what?  This is the basis of the "inquiry arc," and this is only one representation of the "inquiry" process (not as an ARC but a chart).  I think I can speak on behalf of my high school social studies peeps that this is exactly what we want out students to do if they are going to be the future leaders of this great nation! How are students going to learn to  be CIVICALLY engaged if they just think social studies is rote memorization. Here is an example of what this crazy, radical "inquiry arc/C3" idea means...

In AP Government, my students have been diving into various documents to answer an overarching theme: what is the purpose of government? (in other words, why do you have to have a government).  From that larger idea, we have analyzed (and analyzing...haven't finished one yet) three sources: personal letters from John Adams on four historical events (Stamp Act, Boston Tea Party, Boston Massacre, and Shay's Rebellion), the Declaration of Independence, and Dr. King's Letter from Birmingham Jail.  Through these sources, the students are finding evidence to support two questions: what is legitimate dissent/protest and what is legitimate expression/action. Parents who don't understand the "bigger picture" will automatically say that I am some radical teacher incorporating a radical concept called "action civics" (whatever the heck that is).  But think about this...guess what John Adams said in his letters about the Stamp Act?  He encouraged the colonists in their frustration...he supported their dissent...he said (in my own words) they had every right to be upset so BE ENGAGED...TALK, WRITE, ACT.  The irony of all this is the people saying no to "action civics" is doing exactly what they say is "dangerous."  I told my 10th graders they may not can vote but they can email their legislators!  They can sit down with an administrator or district leader to discuss concerns (which I had a student do years ago concerning a student handout issue).  Isn't that what we want the future generation to do?  Another example... John Adams didn't only tell the colonists they had every right to be upset (concerning those events) BUT he gave a great picture of what "action"/expression should look like.  Did you know that John Adams was the lawyer of the British soldiers who were tried over the Boston Massacre?  Why? Because he said violence and mob rule (which the colonists did) WAS NOT how your dissent should be handled.  And imagine this... Adams was so convicted in this that he literally represented the hated British soldiers.  Imagine the pressure and "bad-mouthing" he took from his friends.  Adams basically told the colonists (through his personal letters) they had every right to be upset over the quartering of soldiers.  However, the way they went about expressing their anger was mob rule.  This would also be the same sentiment he shared about Shay's Rebellion.  My students READ historical sources by a Founding Father, analyzed and found evidence from those sources, and applied to the two questions we are answering.  Dr. King's letter...we have just started this activity but the students will be finding evidence in his letter that supports the same two questions.  And do you know what encouraged me today?  My same students reading his letter in their English class right now and them being able to draw from my class and English class, connecting both historical and literary perspectives!  That, my friends, is this "crazy, radical" notion called the "inquiry arc" - making students learn historical facts and applying to a bigger picture.  And if anything, these kids NEED to read Adam's letters and Dr. King's letter because they both give groundwork into how to be civically engaged (to take action, through a nonviolence approach, when you feel that something is unjust...Socrates and St. Augustine even talked about just/unjust laws).  

I know I totally digressed but I honestly cannot believe that someone with so little knowledge of how history is taught would keep giving statements about radical, crazy crap being taught in classes when it is clearly not true.  If there is a teacher or a classroom that is incorporating radical ideas, then parents should be concerned.  But guess what?  As Dr. Wright stated in the legislative meeting today, lessons and curriculums are done on the local level (district by district...school by school).  If you have a concern, as a parent, then go to the teacher to clarify.  If that doesn't work, then to the principal.  If the District is adopting controversial stuff, go to the board meetings or ask for a meeting.  If Mrs. Waters has specific examples of teachers doing this, then that is a problem but one that should be taken up with the school or district because it is not mandated by our state's social studies standards.  What has happened within this past week are people who clearly have not done the research going out and "talking it up" about all these "dangers" which do not exist!  

I am including three files to his post - the old standards, the new standards. and a brief side-by-side comparison of a few grades.  There are some out there that are saying that "patriotism" is omitted from the social studies standards.  Well, it was moved from kindergarten to first grade.  I can understand how some may view that as "unpatriotic" but it was MOVED to another grade - not omitted.  Also, the few I pulled clearly show that there is no CRT crap (look at Minnesota's proposed changes to see CRT in standards). 

File 1 - Old Social Studies Standards

File 2 - Proposed Social Studies Standards

File 3 - a terrible file that shows a side by side comparison of a few grades' history and civil rights standards.  The grade level is indicated in the first column (k for Kindergarten, 1 for First, etc.)

Should you be concerned about our state's new social studies revisions? My thoughts...

Right now, one of the most heated debates in our state is the proposed revisions made to the social studies curriculum.  Without much research, a local website (Yall Politics) published an article that stated parents should be concerned about the new standards.  This article gave no specifics and provided no research as to why parents should be concerned but relied on vaguely worded statements on a website, not to mention making false assumptions.  This article was sent to me from two different friends, asking me if I had read it.  I had not read it and didn’t think much about it until recently when there now is heated debate in our state.  Why does this matter to me?  Because not only was I one of forty individuals who looked over the revisions (and named on the acknowledgements page) but also because I am a concerned parent/teacher in my state.

CRT.  No one knew much about critical race theory until this past year.  I first heard about it from my assistant pastor who is writing his dissertation on CRT (and who began his work long before it became a “hot” topic in our nation).  I am adamantly opposed to CRT.  If you think CRT is just teaching “civil rights” and “diversity,” you are wrong.  CRT has nothing to do with teaching about the civil rights movement or teaching diversity within the curriculum (which is falsely promoted by some).  It has nothing to do with just offering a different perspective.  Here is a previous discussion I had with my assistant pastor: (specifics redacted)

Me: Hey!  ... the CRT conversation came up between a few of us...One never denounced it and said --will never share both sides of a viewpoint.  The other --said why teach CRT because if you are a good teacher, you will have those tough conversations in your classrooms. But then -- said that -- thinks people believe that by teaching CRT that little “communists” will be walking out of the classroom. 

I normally do not speak up or engage in these types of convos because I do not like “confrontation" or what may go on behind my back (the talking and attacking and the texting “oh my word…Walker totally just made me mad” or whatever).  I am trying to get over that because sometimes you have to stand on conviction which may mean that those types of slanderous activities will result (and could be a form of persecution in some situations).  Saying that…when the teacher said -- will never share “both viewpoints,” I responded by saying there is a difference between balancing political viewpoints and calling out evil. If you only teaching one political viewpoint, that is wrong.  But saying slavery, segregation, Hitler (whatever) is evil is totally different and evil has to be called out for what it is.  You can’t justify what Hitler did or share a viewpoint that supports what he did...

Saying all that… if this type of conversation comes up again with a mixed group, what is a small, concise response I can give? It seems -- are totally missing the argument against CRT in the classrooms.   

Assistant Pastor: I like your response (there’s a difference between balancing political viewpoints and calling out evil). It is my opinion that when the mass majority of people think of CRT they’re primarily thinking about the civil rights of blacks and things like “black effort at/and lament over” equality.  In that sense, CRT is just a tool/a framework to examine society through the lens of those who are seeking that end. In my opinion, it still doesn’t make it right, but that’s the hook that has deceived so many.

The truth is CRT is an insidious ideological force which seeks to accomplish the exact opposite of what the Founding Fathers (and particularly John Adams) had in mind. Their idea was E Pluribus Unum, “out of many one,” the idea that out of many states (and by extension many people, cultures…) there would be one nation (one people). The Founders also recognized that the American experiment could only work if the nation recognized and submitted itself to its objective source, God (“Our Constitution was made only for a moral and religious people. It is wholly inadequate to the government of any other” ‘John Adams’). So, CRT is a secular ideological force which seeks (or is used by its advocates) to tear down every vestige of what America is and was meant to be; morally (in God we trust), economically (capitalism replaced by socialism/communism), personally (individualism), and collectively (out of many one vs. many divided without any identifiable remedy).  Everything about CRT is antithetical to what America is supposed to be about, and thus it is inherently a threat to the existence of this nation as we know it.

On the issue of sharing both sides, I’m all for it, if it's an honest endeavor that seeks to identify truth. A good example of this would be the Evolution vs. Creation debate/argument…if done honestly, the truth will always win and those who were exposed to the process will also be winners, not just because they found truth, but because they will also learn how to go about finding it when they come across other competing ideas in the future.

So, how does this conversation on CRT and the new standards coincide?  Because the Yall Politics article (and now many in our state) falsely assume the new standards incorporate CRT just because the National Council on Social Studies was used as a reference.  There is now an assumption that CRT is making its way into our curriculum.  I can honestly say I have looked over the revisions several times and see no link between the two.  I keep looking at it and can't find anything that isn't taught normally. Teaching cultural differences, diversity, civil rights, etc. IS NOT CRT.  CRT is way more than just teaching how the United States is a "melting pot." Although there may have been a reference to the National Council does not mean all their standards and viewpoints were incorporated into the new revisions (by the way, you can click on the news article below to see the revisions yourself).   I have even done research as to how CRT can be sneaked into the curriculum and still do not find any correlation.  Something else that bothers me are statements made by the previous state’s social studies coordinator (who now works elsewhere).  He was quoted by a local news station over his concerns that the revisions will enable teachers to not teach specifics about our state and nation’s history.  One example as quoted by the local station: (click here for article) 

“The previous objective stated was for teachers to teach students “names of important people of the modern Civil Rights Movement, including Mississippians. Martin Luther King Jr., Rosa Parks, Medgar Evers, James Meredith, Fannie Lou Hamer, Charles Evers, etc.”

The newly proposed revisions would only require teachers to “identify important people of the modern Civil Rights Movement, including Mississippians.” 

It doesn’t take a rocket scientist to know that the two are the same but just worded differently.  “Teach students...” and “Identify” are basically the same thing.  Just because the new revision does not list the actual names of the people that should be taught does not mean that teachers would not teach them. Basically, to IDENTIFY means to specifically name individuals.  And in all honesty, does this person think so little of teachers that they would just choose to negate that fact in their classrooms?  Seriously, be real!  Here is another example he stated in this article:

Another example of the changes highlighted in the proposal - the previous objective was for teachers to teach students to “examine the Southern resistance to Reconstruction reforms, including: Black Codes, Jim Crow Laws, Ku Klux Klan, etc.”

However, the new revisions would only require teachers to “analyze Southern resistance to Reconstruction reforms.”  As a result, teachers won’t be required to teach about events or people not listed in the new proposal, which Spears said is concerning.

My head is literally exploding right now.  “To teach” is such a vague term.  “To analyze,” on the other hand, involves MORE than rote memorization and the recalling of facts (which is what “to teach” insinuates).  You can’t analyze without identifying events and relaying how those events had an impact.  He of all people should know that.  

For what it’s worth, here is my take on the recent debate.  This is solely my OPINION as a public-school parent and a 22-year social studies veteran educator:

1) People are so concerned over what is stated in the state social studies curriculum when what you should be concerned about is individual teachers who take it upon themselves to inject bias or distort truth.  This is happening all over the country.  Some are even posting Tik Tok videos talking about themselves doing this.  You don’t have to have anything stated in a state curriculum for teachers to take it upon themselves to say and do whatever.  Do all teachers do this?  Absolutely not and I would say majority don't.  However, I will never forget a teacher at a D.C. teacher institute I attended saying he had a “duty” to tell the students what he believed and why.  We just had to agree to disagree.  At no time should a teacher promote one agenda over another while teaching a class nor influence students with his/her opinions.  I don’t even tell students my favorite president because I don’t want them to know which way I lean.  No teacher should grade one student harder than another student just because his/her beliefs are different.  I literally told my AP Gov students that today – to please answer the questions honestly without fear that I will think less of them or grade differently.  All teachers should create a safe environment where all students feel comfortable to express opinions and discuss complex issues without the thought of being treated differently.  Teachers have a responsibility to be fair and balanced in the classroom, to address the difficult topics without anyone being made to feel guilty.  Parents trust teachers with their kids eight hours each day.  We have an immense responsibility to parents to create that safe environment.  This doesn’t mean schools can’t teach the ugly parts of our past nor use just one source for historical reference.  Incorporating multiple perspectives of historical events is important, but distorting truth to CREATE a narrative (like the 1619 Project) is doing injustice to the responsibility we have as teachers and to parents.

2) My true concern is that many truly do not care about social studies and/or civics education.  In my state, I feel (remember, MY OPINION) social studies only becomes a concern to schools in the 11th grade because it is a state tested subject that is included in a school’s accountability model.  And this ties in to my next point – state assessments are out of control.

A few years ago, a non-profit organization did a study to understand the amount of testing (and prepping) done within our state.  Not only was there a big emphasis on prepping for the test but found that teachers (especially in elementary grades) will forgo teaching content to prepare students for the test.  In essence, since social studies isn’t tested in the lower grades, social studies education may possibly be sacrificed at the expense of tested areas.  And can you blame the teachers who are pressured every day about student growth and scores?  Which leads me to a wide array of rhetorical questions that have been flooding my mind for the past few weeks...

• Are teachers valued based on what they produce (in terms of scores)?  What if you don’t teach a state-tested area?  Does your content matter?  What if you teach an elective at the high school level?  Is your subject valued?  Does it matter?  We are all told we are in it together, but are we?  Do good scores and results make a teacher more “valuable” than a teacher in a non-tested subject?  

• Aren’t kids more than a grade? A score? As an AP teacher, I used to put pressure on myself and the kids to score the 4’s and 5’s on the exam.  Do I want them to score high? Absolutely. The difference now, though, is I tell them they are valued even if they worked hard and scored a 1.  Is that a popular opinion in my state? NOPE because a 1 does not help the school in the accountability model.  Does that 1 reflect me as a teacher?  Some say yes.  I used to say yes.  Now, though, I say no (I can prepare a student but can’t take the test for them).  

Education is more than a test and a score.  I am constantly telling them that, but, sadly, I think teachers need to hear that, too!  Incredible teachers across my state are burned out from the pressure to produce good test scores.  Accountability is important but at what cost? You may be asking yourself how all this relates to the social studies debate.  Well, ask yourself this?  Do social studies classes even matter anymore for this debate to even be legit?

So where do we go from here?  

• Be informed on what is going on but don’t be entrapped by “clickbait” articles.  If there isn’t evidence provided other than a vague statement, question the legitimacy of the article.  This article has caused a firestorm in our state... (and rightly so if it were true)

• Be involved as a parent.  Ask what your child is learning.  Ask if they are learning social studies.  Not just social studies but ask questions...talk...know what they are being taught and have discussions. If your child comes home saying something that is concerning to you, talk to your child and the teacher to clarify any possible misunderstanding.  You will be amazed at what is going on in the classrooms but students are too scared to say anything to a parent or administration.         

• Speak up! Being PROACTIVE is better than being REACTIVE.  Some mock those who take a proactive stance but oh well... teachers, if something concerns you, make your concerns known.   

For those who may be interested, here is a bill that has been submitted that relates to this debate (which isn't geared so much to the social studies curriculum but individual teachers/districts). And ironically, it came from Yall Politics website. 😂 link - discussion on bill Link - actual bill           

As I said earlier, I am adamantly opposed to CRT and the use of the 1619 Project in classrooms.  Considering I have two daughters who will be impacted by these revisions and considering my stance, I do not have any immediate concerns with the new revisions to the social studies curriculum.  Some are saying we need transparency.  Well, look at the acknowledgements page and look at the different names who reviewed these standards (um...I do believe that is transparency...these revisions were not done behind closed doors).  If you see anyone you know, talk to that person.  Ask questions so any confusion can be clarified.  

One single, yellow rose...

 

For the past two days, I have been cleaning out old childhood stuff I had apparently just threw in boxes and stuck in my parents' attic.  Anyone need 30-year old Smarties?  As I was throwing old papers away (like my VBS perfect attendance certificate), I came across a notebook.  This was a notebook from my early college years that seems to be a tool I used to write my thoughts, struggles, and emotions.  I wrote stories, something I had always loved doing.  As I flipped and read these former stories, I came across something I wrote about the impact a childhood friend's death had on me.  Death is never easy for a child or teen to comprehend, much less someone that was a childhood friend.  But when that death is a suicide, it leaves years of questioning and hurt.  Just a few weeks ago, students at my school experienced this (or shall I say "are experiencing" this).  I did not teach the particular student that took his own life; however, a flood of emotions came back to the pain these students would experience.  I praise my school district (and local community) for being hands-on during this time, offering support to these students.  Many often wonder what to say during something like this.  I have learned that sometimes the best thing to say is nothing.  Listen, love, and cry. 

So, here is my story found...

    Many times in our lives, we take advantage of our friendships.  We expect our friends to always be there- smiling, talking, dancing.  However, little do we realize, due to the blindness in our eyes or due to our naive minds, our friends are human beings.  One day, they may be here; one day, they may be gone.  I was once in that particular situation.  I will never forget the day when I found out the most horrifying news a child sixteen years of age could ever hear...

    Growing up in a male-dominated neighborhood, I was one of three girls who hung out together with the guys.  Their boyish ways and personalities didn't bother us one bit.  We loved the three-wheeler riding, the mud-sliding, and the pond-swimming.  We had more guy friends than girls and proud of it.  Being as young as we were, we never realized that one of our friends could - or would - die at a young age.  Or more harshly, our friends would actually encounter problems so horrible, they (the problems) couldn't be avoided.  My junior year in high school, a dose of real life smacked me - including my sister and best friend - in the face.

    It was another windy day when I stepped off that big, yellow school bus.  As usual, I laid on the floor in front of the television to work on my Algebra II homework.  Minutes later, my sister interrupted my thinking to tell me about a good friend who, for reasons unknown, committed suicide.  At first, the news was absorbed like any other news.  Seconds later, however, the dam broke.  How could this happen?  Cries were heard throughout the house.  Throughout the night, I tried to understand the circumstances.  Nothing was resolved. The next day at school was beyond dreadful.  Being one of few at my school who was close to the victim, not one person knew when to shut-up about the recent "news."  For three straight hours, I cried uncontrollably.  Leaving the classes, choking on my river of tears, was beginning to become common to me.  My friends couldn't come to terms with me.  They didn't know him like I did.  The funeral was the next day.  I thank God everyday that my sister and best friend were there; of course, we supported each other during this confusing time.  Throughout the funeral, my mind wondered aimlessly through the great memories I had with him.  Questions also flooded my every thought.  Why did he do this?  What could have been so awful in his life for him to end it?  That night, I thought I had pulled myself somewhat together (what to be expected at least). While talking with a good friend who lived hours away, I realized I wasn't in a nightmare - this event in my life was actually real.  The dam broke; the river flooded.  My emotions were on the loose.  That same friend I was on the phone with was gracious enough to drive nearly two hours to pick me up and take me home with her - to help me get away from my present surroundings (at my home, I could "see" him in the halls, "feel" his presence).   That night, I questioned everything again.  This time, however, I questioned myself.  Could I have prevented this?  What if I went out on a date with him when he asked me (I always declined)?  Could a conversation which might have occurred prevented this?  I was extremely pissed at him.  First, how could he put us - his friends - through this?  How dare him!  Second, I blamed myself.  If only I could have talked to him more (I became distant with him throughout the past years).  Last, I cried - I cried for the good times we have; I cried for the good times we weren't going to have; I...CRIED!  I didn't know which was worst...losing a friend to suicide, knowing his life was so bad he wanted to end it, or losing a friend suddenly (car wreck and so on)?

    Today, I still think about him.  Every Clarkson Memorial at his gravesite, we lay a single, yellow rose on his grave - yellow to represent the love and the friendship we had for him.  This tragic experience did teach me one important lesson: don't take friends or family for granted.  Accidents occur every second.  What makes you think that a person you know may never be involved in an accident?  Accidents...suicides...either way, it is devastating.  I treasure each friendship I luckily have today.  I have deep sympathy for those who loses a dear friend, especially to suicide.  Whatever the case may be (suicide or freak accident), never take a friendship or a family member for granted.  The moon may settle with that special someone around, but the sun may rise with that life taken.

-- November 19, 1997    12:15pm  (side note: written two years after my friend's suicide)

"Be Kind Like Coach"

 This blog originally started to share educational resources.  Although this post is not about an educational resource, it is about education and the encouragement all educators need right now...

Just last week, I told my husband that I thought what I do just doesn't matter anymore.  Is there really any impact I make on students?  Does it matter I even teach about media bias or civil disobedience when turmoil is in the news everyday?  Does it really matter that I teach about the dangers of the national debt when so many don't think anything about $3 Trillion spent here or $2 Trillion spent there... as if there are no costs to the choices being made?  Last week, I literally was like "why does it even matter anymore." Then, last night, I received an email from one of my virtual students, thanking me for teaching her not only economics but life lessons that she can carry with her in the future, that in all her years in school, I will be one she never forgets.  I am not telling you this to put attention on me; I am telling you this because although we may not tangibly see the difference we make, it matters!

Rewind to September 2020... School started with me teaching four traditional classes and two virtual classes.  These two virtual classes did not just include students at my school but students across the four school zones in my school district.  Without giving specifics, the administrative aspect of the virtual classes (attendance, grading, etc.) added a ridiculous level of stress that is hard to even explain.  The amount of make up work from these classes overwhelmed me.  I hated it!  I dreaded it!  I wanted to cry every B-day, knowing I had to teach these two virtual classes.  However,  I knew God placed me in this position, teaching these classes for a reason I could not understand.  Although I struggled with the classes (emotionally), I never allowed my emotions to treat the class any differently than how I would teach my face to face students.  They all did the same thing; they all were engaged in the same discussions; they all received the same resources and level of help offered.  I showed grace when grace was needed, but I also held them accountable when accountability was needed.  Who would have thought, that after 21 years of teaching, that it would be a VIRTUAL student to send the sweetest email to me thanking me for what I taught her.

Rewind to August 2020... I received news that one of the sweetest former classmates of mine passed away from Covid.  He was one of the most beloved classmates from my hometown.  Not only was this news devastating for his wife, his family, his friends, but it was devastating to all the students whose lives he impacted.  You see, it may be easy to say that Nacoma James was a teacher and coach that impacted lives but he was more than that - he was a mentor and friend to everyone!  His smile would light up a room.  The last time I saw him, he and my cousin (at same school) were at my high school for a playoff football game.  Although it was very cold that night and I was going to stream the game from home, I drove up to my school to talk to him and my cousin.  I had not seen him in years but it was as if we picked right back up where we left off. I am so blessed that I got to talk with him that day.  When I heard of his death, I squalled.  Everyone did!  We were devastated.  I knew then, I wanted to create a senior scholarship (at his school) dedicated in his memory.  I just got off the phone with his precious wife.  The scholarship's name will be "Be Kind Like Coach"  scholarship.  Why?  Because kindness exemplifies what his life stood for, always placing others above himself...being a friend to everyone...being a mentor to all.

Last week, I questioned why I do what I do and if any of it really matters.  We allow society to tell us that we are only successful if there are tangible awards or recognition attached to what we do.  However, upon much reflection, awards and recognition only matter for a moment in time; what carries a lasting impression is the difference a kind word or act can make in a person's life.  Sometimes, kindness may be just saying a student's name (I read a few years ago that some students go all day without anyone saying their name).  Sometimes, kindness is giving discipline to a student when it is needed (as many say, students crave discipline/structure).  Although students may not see that as kindness, one day they will see that you cared enough to know that discipline was needed.  Kindness may be just emailing a parent to say how much you enjoy teaching their child (I don't do this enough but I try every now and then...if you have not done this, do it!).  Kindness is not only being sweet and doing good things.  In education, kindness may entail giving advice when a student does not want to hear it and showing "tough love." Kindness does not entail a "one size fits all" approach.  

When I read my student's words last night ("I want to start off by simply saying thank you. Thank you for being so patient, kind, and understanding even when it was frustrating."), I cried.  It was as if the Lord was telling me "it matters."  So to all the educators out there who think it doesn't matter, it matters. 

Teaching in the Age of Censorship: When Cultural Sensitivity Goes Awry

Today, I received an email:

My first thought was WTH?!?! Yep!  I said it..in my head.  As a twenty-year veteran educator, never before had I ever been questioned on the "insensitivity" of any lesson I have conducted in my classroom.  If anything, I have worked hard to incorporate empathy into many of my lessons.  My goal as an educator is not just presenting information to the students but making them think critically about issues presented, even when those issues may be difficult.  This email was a clear slap to my face.  

For over seven years, I have posted my lessons on Teachers Pay Teachers website, a website where teachers can sell their lessons.  This particular lesson has been listed since the creation of my account.  I have had high reviews for this lesson.  So, what was removed?  A lesson on U.S. foreign policy and the Rwandan Genocide.  In this lesson, the students are given background events leading up to the Rwandan Genocide in 1994.  They are asked to analyze if the U.S. should send troops to this region.  After listing reasons why the U.S. should send troops and why the U.S. should not send troops, the students then make a decision, supporting their decision.  Once all students complete the worksheet, we then discuss the different perspectives.  It opens up the minds of all students, giving each student a chance to share a perspective on foreign policy dilemmas.  Some students, after hearing from different perspectives, change their decision.  Isn’t this what we should be training our children to do?  By the way, these are seniors I am teaching...The second part of the lesson is an eyewitness account from the U.N. Lt. General who was there on a "peacekeeping" mission and who tried to warn the world leaders that something bad was going to happen.  Sometimes, I show the students actual declassified documents of the various debate points (by Secretary of State and others) who refused to deem this atrocity as a genocide for the fact that under the Geneva Accord, they would be held liable to get involved (and this is just after the Black Hawk Down incident in 1993 which shaped Clinton's foreign policy). I am not presenting this information to persuade them to make a particular choice but to show them "more of the story."  So, saying all that, this is an activity to get students to think about complex issues and how decisions, at the top level, are not easily made because every choice has a cost. By listening to different perspectives, the students also realize that each choice is valued differently by each individual, which makes them realize the complexity of foreign policy decisions in Congress and by the President.  This was the lesson that was removed for apparently violating TPT's new policy.

I decided to search more concerning TPT (Teachers Pay Teachers) policy.  Apparently, just this past year, they revised their policy to remove any content that may be seen as “inappropriate.”  In August 2020, Slate posted an article about the problems of “racism” in teacher lesson plans on the TPT website.  Although there can be some legit concerns over some of the lessons and activities that teachers use in the classroom (like simulating a slave market...who, in their right mind, would think that is ok!??!?!), I do have concerns about what they deem as “harmful.”  Consider the following quote from the article:

“Worse were some lessons that had students take on the perspectives of imperialists and government officials to make simulated decisions affecting marginalized populations, like the triangular trade activity. These activities can be seen as examples of curriculum violence, a concept that describes lessons that damage students intellectually or emotionally, even if teachers implement such curricula unintentionally.”

The authors go on to state, “When reached for comment about our findings, TPT responded: ‘We remain unequivocal in our position on racist or offensive material: it is not tolerated on TPT. We take this very seriously, and as soon as we identify any resources that violate our Inappropriate Content Policy, we promptly remove them.’” So... flash forward to today...my lesson about the complexities of the Rwandan Genocide and the U.S. foreign policy stance during this time is now deemed “inappropriate” because it “trivializes traumatic experiences.” They make it seem that my lesson is “racist” and “offensive.”  To whom?  If anything, it is giving a voice to the 800,000 individuals who were slaughtered beginning in April 1994.  Sadly, many students do not know about this genocide, and according to TPT, they shouldn’t be presented with this information. So according to their standards, teachers can no longer make students assume the viewpoint of someone when analyzing a situation?  Who knows! I did email but doubt I hear back.  What I do know, though, is the aspect of censorship and cultural sensitivity has gone awry in our society today!  No longer are we living in the time when SCOTUS ruled, in 1987, that a school could censor the school newspaper (Hazelwood v. Kuhlmeier).  We are now living in times when Laura Ingalls Wilder’s name is stripped from a major children’s literature award due to “insensitive” nature towards Native Americans.  Guess what?  The treatment of Native Americans (and blacks and Japanese and others) may be an ugly mark on U.S. History but it is part of our history that cannot be forgotten.  Yes, teachers should be sensitive and not do stupid role plays or simulations (there has to be a level of common sense); however, when teachers are now made to feel that presenting complex issues to students “trivializes” human rights, we have crossed a dangerous threshold.  Golda Meri said, “One cannot and must not try to erase the past merely because it does not fit the present.”  

I am now at a crossroads:  do I continue selling my lessons on TPT (where they receive 60% commission) or do I cancel my account?  I am leaning towards cancelling my account but time will soon tell...

How the Pandemic Changed the Way I Teach Economics

 

The other day, I came across a quote by Victor Hugo that summarized my Covid-19 school year: "The future has several names.  For the weak, it is impossible; for the fainthearted, it is unknown; but for the valiant, it is ideal."  

Like many other teachers across the nation, I had no idea what was to come for the 2020-2021 school year.  I did know, however, that after a six month hiatus, I was more than ready to return back to what I have loved doing for the past twenty years.  I knew challenges await (like not having a school calendar approved before the school year, not knowing our exact teaching courses until the week before...) but through challenges come opportunity. For me, that meant having to do things I have been wanting to do but never took the time to figure out.

Economics is a subject that is consistent yet always changing.  I do not think anyone can say economics is not important considering this past year's ridiculous toilet paper shortage (that should have never happened) or the furloughs families endured.  Any subject, though, can become dull and boring if change does not occur.  That was me a few years ago.  I was stuck after teaching Economics for over ten years (side note: for five years, I taught 12 sections per year...that is 60 times in just five years).  I was stuck in making it fun.  I was stuck in making it relevant.  No matter how hard I tried, I was bored...the kids were bored.  In a nutshell, I was miserable.  The "dismal science" was truly becoming dismal! I even thought maybe a career change was needed.  I got my media specialist certification in hopes of an elementary librarian position opening up but now thankful the Lord kept that door closed and this door opened.  This is where I am called to be for this very moment! 

You may be asking what challenges do we face this new school year. First, there are new guidelines that we are asked to follow to protect the students and ourselves.  No group work...minimum moving around the classroom (none if possible)...no sharing supplies...minimum papers/worksheets if "doable" (for the ones I need to pass out, I go desk to desk so the students can take their own...a little more time consuming than the past).  I have a filing cabinet full of group activities that are laminated.  I have spent years (as many teachers) focusing on collaboration activities, all which are of no use now.  I have not even asked if my students can go outside to draw graphs with chalk, a highlight to many of my students.    

This semester, I have three traditional (face to face) Economics classes, two Virtual Learning Economics (teaching students across the four school zones in my district) and one AP Microeconomics.  As of now, I am barely able to keep one step ahead.  It seems as if my entire planning block is spent updating all three Canvas courses.  I am having to do school work at home which I rarely have done since my oldest was born nearly fourteen years ago.  I spend countless hours researching online interactive activities that comply with Canvas.  I am having to see myself online, though TEAMS, which I absolutely hate (but getting used to). But through all these challenges, I have found new ways to teach this "dismal science."  Yes, it has only been a week with all my students (after a "soft start") but a week I would deem as a success.  So what has changed in this short amount of time...

1)   Group discussions...yes, we can talk as a class but have you had to engage in a discussion with a senior wearing a mask?  Yea...not easy.  Thankful that we all are having issues with that one.  This past week, I tried GROUP DISCUSSIONS through Canvas.  It isn't the most ideal way to engage but one where students are able to discuss solutions to the proposed problem.  This has particularly been great for my Virtual classes.  Students, although at home, can participate in discussions with students across the district.  What I also like about this is that all students have to participate in the group discussion - even the introverts who usually get lost in face to face group settings.

2) Poll Everywhere - I love this site!!!!  Although I have used a few times in the past, I spent some time this week examining how I can use it more in my classes.  Today, after the students worked in their "groups" and chose a solution to the problem, one student went to the designated website to type their chosen solution.  This is a great way to engage students without having them come to the board to right down their thoughts.  Also, if you have never used this site, it is great in assessing students.  The multiple choice game breaks down each question by the percent of students (what percent chose each question).  This enables you to assess what the students know and what they don't know.  This is also a great site to use if you wanted to survey students without exposing their names and opinions.

3) Edpuzzle - nearly every Bellringer (for all three classes) is an Edpuzzle which consists of a review of the previous day's content.  Economics is everywhere...in every book, in every movie, in every tv show.  I love finding clips from funny or engaging shows to apply the economics concept.   

4) Flippity -  I discovered this website earlier this week.  I was needing something that would allow students to match concepts online since we couldn't share my laminated activities (it seems that students learn the factors that shift curves better when they have to categorize it themselves...tactile learning).  Although we did not have time in class to do the review game (like Jeopardy), I did create one just in case we had time in class.  Since each lesson is linked to a google doc, it is really easy to create and not time consuming at all.

I have no clue what the next few weeks or months hold but I do know that after twenty years of teaching and being stuck in a rut, this pandemic has forced me to make the changes I needed to engage all students...yes, even my virtual students.  

“I hope that in this year to come, you make mistakes. Because if you are making mistakes, then you are making new things, trying new things, learning, living, pushing yourself, changing yourself, changing your world. You’re doing things you’ve never done before, and more importantly, you’re doing something.” Neil Gailman