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13 Oct 08

frontline: a class divided: friday | PBS

A PBS documentary, viewable online, about a third grade teacher in rural, all-white Ohio, and the out-of-control lesson she learned with her students about racism in America - the day after the assassination of Martin Luther King, Jr.

File it next to the Milgrom Obedience to Authority and the Stanford Prison Experiment.

How relevant this is today, we can only wait to see.

www.pbs.org/...friday.html - Preview

elections08 racism martinlutherking politics psychology teaching lesson

  • It began, really, even before the bell rang. A boy came into the room bursting with the news. "They shot that King yesterday!" he said excitedly. "Why did they shoot that King?"



    "We'll talk about that," Jane promised, and after the opening exercises, they did. When everyone had had a chance to tell what he knew, Jane asked them what they had heard and what they knew about Negroes. In the tiny town of Riceville, population 898, and the sparsely settled farming area surrounding it, there were no Negroes. In the school's textbooks, like those in so many American schools, Negroes were neither mentioned nor pictured. Whatever her children said, then, Jane assumed would have come from parents, relatives, and friends, from what they had learned in school -- in her own class and in the grades before -- and from things they had seen and heard in a rare movie or on the radio or television.



    Rather quickly, a pattern developed from their answers. Negroes weren't as smart as white people. They weren't as clean. They fought a lot. Sometimes they rioted. They weren't as civilized. They smelled bad.

  • "I felt desperately," she says, "that there had to be a way to do more as a teacher than simply tell children that racial prejudice is irrational, that racial discrimination is wrong. We've all been told those things. We know them, at least in the sense that we mouth them at appropriate times. Yet we continue to discriminate, or to tolerate it in others, or to do nothing to stop it. What I had racked my brain to think of the night before was a way of letting my children find out for themselves, personally, deeply, what discrimination was really like, how it felt, what it could do to you. Now the time had come to try it."



    What happened next in Jane Elliott's classroom was, as far as she knew, a product of her own mind. She had never heard of anyone else who had done it. She was not even sure it was a good idea. She knew only that she had to do something, and this was all she had thought of to try.

  • 2 more annotations...
23 Dec 07

Internet Famous Class

  • Interesting college class in which students are graded according to the "internet fame" of their blogs. Have considered something like this.
    - cburell on 2007-12-23
23 Nov 07

Not So Distant Future » Learning with experts

  • Author visits classroom via Skype. Excellent set-up tips. Thanks to Carolyn Foote.
     - cburell on 2007-11-23
13 Nov 07

Writing with Weblogs versus Blogging: More insights on teaching with Blogs | EDC Blog - News and Commentary

  • Good tips from Bud Hunt for students who can't be writers when given the freedom.
     - cburell on 2007-11-13

  • This is just a reminder post that I’m asking on behalf of those of you who wanted a reminder about the blogging requirement for this class. I’m requiring that you write a minimum of three posts a week. Each post should be a couple or more paragraphs long — nothing too scary, right?

    You’re free to write about whatever you wish that’s relevant to our course, but here are the three categories of posts that we’ve discussed in class. Use these as a reminder of what you can and should write about when you’re stuck:


    1. Research-related posts. These are posts that share information that you’re learning or questions that you’re having as you research. These might be questions for the class, or for me, or thoughts about the sources that you’re discovering. Remember to link to the sources that you talk about in these posts. If you’re writing about an offline source, make sure to include enough information about that source so that we can find it to follow up.

    2. Speech-class content posts. These are posts concerning the ideas and tips and content we’re discussing in class. You might want to write about how you think you’ll begin a speech, or the type of visual aid that you want to use (you’ll be required to have at least one visual aid in your third and fourth speeches). You might write to express your frustration about what we’re talking about, or questions that you have about how to present the information that you’re learning.

    3. Classmate-related posts. Sometimes, the writing on your classmates’ blogs will get you thinking. Other times, you’ll have questions about what they’re up to. Feel free to write about their work on your own blog. Make sure to link to what you’re writing about, and to quote any relevant passages for your readers. Also, you might want to drop a comment at your classmate’s blog to let them know that you’re continuing the “conversation” that they started.

06 Aug 07

King George High School » 10 ways to use your blog to teach

  • Good summary of different ways to use blogging in the classroom.
     - cburell on 2007-08-06
02 Aug 07

Hamlet online I-ii

  • Notes for AP Lit - comparing text w/Olivier's film version.
     - cburell on 2007-07-31
  • He was a man
  • I would I had been there.
  • 19 more annotations...
01 Aug 07

Hamlet II:ii

  • O, what a rogue and peasant slave am I! 555
     Is it not monstrous that this player here, 
     But in a fiction, in a dream of passion, 
     Could force his soul so to his own conceit 
     That from her working all his visage wann'd, 
     Tears in his eyes, distraction in's aspect, 560
     A broken voice, and his whole function suiting 
     With forms to his conceit? and all for nothing! 
     For Hecuba! 
     What's Hecuba to him, or he to Hecuba, 
     That he should weep for her? What would he do, 565
     Had he the motive and the cue for passion 
     That I have? He would drown the stage with tears 
     And cleave the general ear with horrid speech, 
     Make mad the guilty and appal the free, 
     Confound the ignorant, and amaze indeed 570
     The very faculties of eyes and ears. Yet I, 
     A dull and muddy-mettled rascal, peak, 
     Like John-a-dreams, unpregnant of my cause, 
     And can say nothing; no, not for a king, 
     Upon whose property and most dear life 575
     A damn'd defeat was made. Am I a coward? 
     Who calls me villain? breaks my pate across? 
     Plucks off my beard, and blows it in my face? 
     Tweaks me by the nose? gives me the lie i' the throat, 
     As deep as to the lungs? who does me this? 580
     Ha! 
     'Swounds, I should take it: for it cannot be 
     But I am pigeon-liver'd and lack gall 
     To make oppression bitter, or ere this 
     I should have fatted all the region kites 585
     With this slave's offal: bloody, bawdy villain! 
     Remorseless, treacherous, lecherous, kindless villain! 
     O, vengeance! 
     Why, what an ass am I! This is most brave, 
     That I, the son of a dear father murder'd, 590
     Prompted to my revenge by heaven and hell, 
     Must, like a whore, unpack my heart with words, 
     And fall a-cursing, like a very drab, 
     A scullion! 
     Fie upon't! foh! About, my brain! I have heard 595
     That guilty creatures sitting at a play 
     Have by the very cunning of the scene 
     Been struck so to the soul that presently 
     They have proclaim'd their malefactions; 
     For murder, though it have no tongue, will speak 600
     With most miraculous organ. I'll have these players 
     Play something like the murder of my father 
     Before mine uncle: I'll observe his looks; 
     I'll tent him to the quick: if he but blench, 
     I know my course. The spirit that I have seen 605
     May be the devil: and the devil hath power 
     To assume a pleasing shape; yea, and perhaps 
     Out of my weakness and my melancholy, 
     As he is very potent with such spirits, 
     Abuses me to damn me: I'll have grounds 610
     More relative than this: the play 's the thing 
     Wherein I'll catch the conscience of the king. 
     Exit 
  • Exit POLONIUS with all the Players but the First  Dost thou hear me, old friend; can you play the  Murder of Gonzago? First Player Ay, my lord. HAMLET We'll ha't to-morrow night. You could, for a need,  study a speech of some dozen or sixteen lines, which 545 I would set down and insert in't, could you not? First Player Ay, my lord. HAMLET Very well. Follow that lord; and look you mock him  not.  Exit First Player  My good friends, I'll leave you till night: you are 550 welcome to Elsinore. ROSENCRANTZ Good my lord! HAMLET Ay, so, God be wi' ye;  Exeunt ROSENCRANTZ and GUILDENSTERN
  • 13 more annotations...
31 Jul 07

Hamlet 3.1

  • For who would bear the whips and scorns of time,  The oppressor's wrong, the proud man's contumely,  The pangs of despised love, the law's delay, 80 The insolence of office and the spurns  That patient merit of the unworthy takes,  When he himself might his quietus make  With a bare bodkin? who would fardels bear,  To grunt and sweat under a weary life, 85 But that the dread of something after death,  The undiscover'd country from whose bourn  No traveller returns, puzzles the will  And makes us rather bear those ills we have  Than fly to others that we know not of?
  • there's the rub;
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Hamlet II:i

  • I did repel his fetters and denied  His access to me. LORD POLONIUS That hath made him mad. 120
  • To speak of horrors,--he comes before me. LORD POLONIUS Mad for thy love?
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Hamlet I:v

  • As I perchance hereafter shall think meet  To put an antic disposition on,  That you, at such times seeing me, never shall, 185 With arms encumber'd thus, or this headshake,  Or by pronouncing of some doubtful phrase,  As 'Well, well, we know,' or 'We could, an if we would,'  Or 'If we list to speak,' or 'There be, an if they might,'  Or such ambiguous giving out, to note 190 That you know aught of me:
  • The time is out of joint: O cursed spite,  That ever I was born to set it right!
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Hamlet I:iv

  • So, oft it chances in particular men,  That for some vicious mole of nature in them,  As, in their birth--wherein they are not guilty,  Since nature cannot choose his origin--  By the o'ergrowth of some complexion, 30 Oft breaking down the pales and forts of reason,  Or by some habit that too much o'er-leavens  The form of plausive manners, that these men,  Carrying, I say, the stamp of one defect,  Being nature's livery, or fortune's star,-- 35 Their virtues else--be they as pure as grace,  As infinite as man may undergo--  Shall in the general censure take corruption  From that particular fault: the dram of eale  Doth all the noble substance of a doubt 40 To his own scandal.

Hamlet I:iii

  • For nature, crescent, does not grow alone  In thews and bulk, but, as this temple waxes, 15 The inward service of the mind and soul  Grows wide withal.
  • Perhaps he loves you now,  And now no soil nor cautel doth besmirch  The virtue of his will: but you must fear,  His greatness weigh'd, his will is not his own; 20 For he himself is subject to his birth:  He may not, as unvalued persons do,  Carve for himself; for on his choice depends  The safety and health of this whole state;  And therefore must his choice be circumscribed 25 Unto the voice and yielding of that body  Whereof he is the head.
  • 5 more annotations...
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