On April 3, 2008, I read an article in the Star Ledger called “A Story That Mustn’t Be Forgotten.” Murray Goldfinger was born on July 6, 1926. He considers his birthday April 11. That was the day in 1945 when the Americans liberated the Buchenwald concentration camp in Germany. Goldfinger was among the last surviving Jewish prisoners; he was one of the millions of Nazi prisoners. He was lucky; he survived.
Goldfinger, 81, speaks to students about the Nazi atrocities and his experiences at several of their forced labor camps. The Nazis killed thousand of people daily. Goldfinger said he learned one thing: “Never to show fear”. He is the only one of his family, nine children, parents and grandfathers to survive. He grew up in Karkow, Poland. A number was tattooed to his forearm; it was 161108. You lost your identity in the camps and became a number.
He was sent to Birkenau, Poland and went to work in a coal mine with a broken shovel and then was punished for breaking it. He was shot in the back and left for dead. When the Nazis picked him up for dead, despite the pain, he just stood up and went back to camp and hard labor. When the Nazis realized the Jews were going to be liberated, the Nazi put the Jews in trains to get them away but U.S. planes came and shot at the Buchenwald guards and preventing this. The prisoners were finally liberated. Mr. Goldfinger is living proof that no one should devalue you or push you around because of religion or color or whatever.
This article would be perfect for talking about the impact of the Nazis. It explains specifically what happened to one individual. It personalizes the Holocaust. Mr. Goldfinger in this article speaks candidly of what was done to one family. It is simple but powerful in its message. This would help to extend my lesson and would explain the intense feeling of Jews and the entire world towards Hitler and the Nazis.
Wednesday, April 16, 2008
Tuesday, April 15, 2008
One Rider
In the New Jersey section of the Star Ledger dated 4/2/08, I read an article called “A Modern Pioneer’s Lesson. This was about a Newark, N.J., Social Studies teacher, Miles Dean. He began a cross-country journey of more than 4,000 miles on his 9-year old Arabian stallion on September 22. He wanted to heighten awareness of black cowboys and the African-American role in frontier history. His journey ended at the California African American Museum in Los Angeles where he was greeted with the same ceremonial blessing his ancestors used to send him on his way from the African Burial Ground in New York City six month ago. Three local riders escorted him on the last part of his trip through the streets of Los Angeles.
I would use this article to emphasize that all people settled the frontier. I would then have students’ research on the different ethnic groups that helped develop our frontier; I have them show how this diversity enriched our landscape. As I read this article, I realized what a love this man has for our country. He saw a wrong and did something constructive about it. This social studies teacher has a passion for the American black cowboy and brought some recognition to them by active participation. I wonder how many teachers are this dedicated to a cause!
I would use this article to emphasize that all people settled the frontier. I would then have students’ research on the different ethnic groups that helped develop our frontier; I have them show how this diversity enriched our landscape. As I read this article, I realized what a love this man has for our country. He saw a wrong and did something constructive about it. This social studies teacher has a passion for the American black cowboy and brought some recognition to them by active participation. I wonder how many teachers are this dedicated to a cause!
Friday, April 11, 2008
What Cubans Are Dreaming and Shopping?
On April 2, 2008, I read an article in the Star Ledger,” In Cuba, the Moment Arrives to Shop and Dream.” This article states that since Raul Castro, has become the new President of Cuba, he has loosened control on consumer good and invited private farmers to plant tobacco, coffee and other crops on unused state land. This potentially could put more food on the table of all Cubans while helping to develop a new consumer economy. Raul Castro said when he took office; he would remove some of the more irksome limitations on the daily lives of the Cubans. Base on the current limited salary of government workers, most shoppers were just looking at the electronic gadgets previously available only to foreigners and companies. The Minister of Tourism announced that any Cuban with enough money could now stay in luxury hotels and rent cars; prior to this, Cubans were treated like second-class citizens in their own country because of these restrictions.
This article could be used to show my students about life after the Cuban Missile Crisis. While Fidel Castro stayed in power, there were relatively little changes in Cuba. Now that Raul Castro is in power, opportunities for the upper class have changed. Time will tell, if things change for the poorer people of Cuba. Giving the poor land is not enough; if they can’t afford the crops, the tools to cultivate the land or the marketing costs then their situation has not changed with the new administration. With Fidel Using this article, students could examine what else the Cubans would need to change their economic situation.
This article could be used to show my students about life after the Cuban Missile Crisis. While Fidel Castro stayed in power, there were relatively little changes in Cuba. Now that Raul Castro is in power, opportunities for the upper class have changed. Time will tell, if things change for the poorer people of Cuba. Giving the poor land is not enough; if they can’t afford the crops, the tools to cultivate the land or the marketing costs then their situation has not changed with the new administration. With Fidel Using this article, students could examine what else the Cubans would need to change their economic situation.
Wednesday, April 9, 2008
A Missile Defense Deal between the U.S. and Russia
On April 2, 2008, I read an article in the Star Ledger titled U.S. Tries to assure Russia on missile defense deal. The U.S. is scrambling to seal a missile defense deal this weekend with Russia. The U.S. guarantees to assure the Russians the system is not a European military threat aimed at them. The U.S. has pledged that it won’t activate new site in Poland and the Czech Republic unless Iran proves itself an imminent threat to Europe by test-flying a missile capable of reaching the continent. President Bush will assure Russian President Vladimir Putin of this on Sunday in the Black Sea resort of Sochi; hopefully this will set the strategic framework for better relations between the two countries.
This article could be used to enhance my lesson on the Cold War Challenges. This article shows how countries attempt interventions in order to prevention aggression. If an agreement is met, then the intervention worked; if it did not further negotiations and diplomacy are needed. This article shows how the U.S. is actively protecting itself from outside threats. It shows that the U.S. put it time and effort to maintain a balance of power with the world powers. These are all lessons which my students need to understand in studying how the U.S. operates in the world.
This article could be used to enhance my lesson on the Cold War Challenges. This article shows how countries attempt interventions in order to prevention aggression. If an agreement is met, then the intervention worked; if it did not further negotiations and diplomacy are needed. This article shows how the U.S. is actively protecting itself from outside threats. It shows that the U.S. put it time and effort to maintain a balance of power with the world powers. These are all lessons which my students need to understand in studying how the U.S. operates in the world.
Thursday, April 3, 2008
40 Years ago
In the April 7, 2008 edition of Time Magazine, I read an article titled “The Ghosts of Memphis” by David Von Drehle. On the 40th anniversary of Martin Luther King Jr.’s assassination, April 4, 1968, the author interviewed the men who were with him that day. The author also reflects on American’s progress towards realizing Dr. King’s dream. When King was 26, Rosa Parks refused to give up her seat on the bus and by 39 he was dead. The years between have made a big difference.
According to Rev. Billy Kyles, on the faithful day, King and his friends had a pillow fight in his motel, were surrounded by gospel music and soul food. He said within this forty years, we made progress but he said that Dr. King would be disappointed with the anger inside the children of the black nation. Rev. James Belevel said on that day he felt his friend Bernard LaFayette shot a firecracker but it was not. He feels it is ashame today that the man who killed Dr. King did not go to court. He feels that ended the nonviolent movement, when we would not stand up for the justice question. Rev. Jesse Jackson said the police were coming towards them and not going to were the bullet came from. He said that today we are now free but not equal. Jackson feels we must focus on the economic investments to close the gaps. Andrew Young said that he questioned Dr. King for not wearing a coat on that cool evening. He said that today very few people have been able to deal with the poorest of the poor. This he said Dr. King was doing at the time of his death.
On the night before his death King said, “Like anybody, I would like to live a long life. Longevity has its place.” Dr. King did not live a long life. His did take the time with people and tried to make the world a better place through nonviolence. This could be used in my classroom for examining civil rights and showing the path it has taken.
According to Rev. Billy Kyles, on the faithful day, King and his friends had a pillow fight in his motel, were surrounded by gospel music and soul food. He said within this forty years, we made progress but he said that Dr. King would be disappointed with the anger inside the children of the black nation. Rev. James Belevel said on that day he felt his friend Bernard LaFayette shot a firecracker but it was not. He feels it is ashame today that the man who killed Dr. King did not go to court. He feels that ended the nonviolent movement, when we would not stand up for the justice question. Rev. Jesse Jackson said the police were coming towards them and not going to were the bullet came from. He said that today we are now free but not equal. Jackson feels we must focus on the economic investments to close the gaps. Andrew Young said that he questioned Dr. King for not wearing a coat on that cool evening. He said that today very few people have been able to deal with the poorest of the poor. This he said Dr. King was doing at the time of his death.
On the night before his death King said, “Like anybody, I would like to live a long life. Longevity has its place.” Dr. King did not live a long life. His did take the time with people and tried to make the world a better place through nonviolence. This could be used in my classroom for examining civil rights and showing the path it has taken.
Tuesday, April 1, 2008
Do You Believe This???
I read an article in the March 28, 2008 edition of the Star Ledger. It was titled “Nuke Inventory Is Ordered after Mistake”. This article reports that Defense Secretary Robert Gates order a high-level investigation with a complete inventory of our nation’s nuclear arsenal, after it was discovered that last week that four secret nuclear nose- cone fuse assemblies for the U.S. intercontinental ballistic missiles had been mistaken shipped to Taiwan. The shipment to Taiwan should have been for common helicopter batteries. This error occurred 18 months ago and it was undetected until this week. Taiwan received the delivery and its officials have been contacting the U.S. over the past year to determine what to do with the erroneous items.
At one point the U.S. official called for their disposal. According to Taiwan Defense Minister Lin Chen-yi, those contacted in the U.S. for the past year about the error told Taiwan to handle the situation themselves. This is the military’s second major nuclear-related incident in less than a year. (Measures also failed last August, when the Air Force unknowingly flew nuclear warheads between North Dakota and Louisiana, losing track of them for 36 hours.) This embarrassing incident has strained relations with China and called into question the U.S. military’s ability to maintain its arsenal of catastrophic weapons. Initially investigations in the U.S. point to a labeling error.
This article could be used to explain how governments should work together to resolve issues in my classroom and the danger of a nuclear arsenal. In this case, the U.S. failed at labeling, communication and resolution, in an expedite time frame. The U.S. should be more guarded with their nuclear inventory; two incidents within a year make you wonder - who’s in charge. The Defense Secretary needs to put safeguards in place so that this never happens again; the lives of the world could depend on it. Students need to see the good and bad in our world. This will help them build on the good and eliminate the bad through voting, letter writing campaigns, peaceful demonstrations and voicing their opinions.
At one point the U.S. official called for their disposal. According to Taiwan Defense Minister Lin Chen-yi, those contacted in the U.S. for the past year about the error told Taiwan to handle the situation themselves. This is the military’s second major nuclear-related incident in less than a year. (Measures also failed last August, when the Air Force unknowingly flew nuclear warheads between North Dakota and Louisiana, losing track of them for 36 hours.) This embarrassing incident has strained relations with China and called into question the U.S. military’s ability to maintain its arsenal of catastrophic weapons. Initially investigations in the U.S. point to a labeling error.
This article could be used to explain how governments should work together to resolve issues in my classroom and the danger of a nuclear arsenal. In this case, the U.S. failed at labeling, communication and resolution, in an expedite time frame. The U.S. should be more guarded with their nuclear inventory; two incidents within a year make you wonder - who’s in charge. The Defense Secretary needs to put safeguards in place so that this never happens again; the lives of the world could depend on it. Students need to see the good and bad in our world. This will help them build on the good and eliminate the bad through voting, letter writing campaigns, peaceful demonstrations and voicing their opinions.
Thursday, March 20, 2008
A Boy’s Story Sixty Years Later
On March 16, 2008, I came across an article in the Star Ledger called “Hiroshima, through one survivor’s eyes”. This related the experiences of Kenji Kitagawa in Hiroshima on the day the bomb was dropped. That time, he was 10 years old. Mr. Kitagawa is now 72 and he share his memories of the atomic bomb being dropped by an American B-29 bomber, flying 26,000 feet above his hometown. He was at school. He said: “There was an amazing roaring sound and the entire school started to collapse.” He said: “I remember falling and feeling like a hammer was hitting me over the head.” When he came too, the classroom was in total darkness. He ran home only to find his mother and brother dead because their wooden home had collapsed and burned. Of the 120 students in his 5th grade class, only 3 or 4 survived. The high temperature from the bomb literally ignited the street of Hiroshima. Mr. Kitagawa is part of the Hiroshima Peace Culture Foundation. He said it is hard to relieve the memories, which he had suppressed for so long. He is now on a mission to raise awareness of the destruction of nuclear weapons. His message is “Never again!”
This article would work well with my Unit on World War II. It gives a Japanese prospective. It humanizes history. This article shows the results of nuclear weapons on a child. It further shows the metamorphosis of the child into adulthood where he is not bitter but is helping to make mankind become more responsible for their actions.
This article would work well with my Unit on World War II. It gives a Japanese prospective. It humanizes history. This article shows the results of nuclear weapons on a child. It further shows the metamorphosis of the child into adulthood where he is not bitter but is helping to make mankind become more responsible for their actions.
Monday, March 17, 2008
A Veteran
Recently I read an article in the Star Ledger, March 13, 2008, about France’s last veteran of World War I, Lazare Ponticelli. He outlived 8.4 million Frenchmen who fought in “la Grande Guerre” from 1914-1918. He was born in Italy but choose to fight for France. He was 110. It is to him and his generation that we owe in large part the peaceful and pacified Europe of today. Only a handful of veterans who fought in this war are alive in Australia, the United States and Europe. He is being given a state funeral.
Ponteicelli escaped a tough childhood by run away at the age of 9. He traveled 21 miles to the nearest train station and took a train to join his brother in France. There he made a life for himself. When the war broke out he was 16. He lied about his age to enlist and fight for France. During the war, he served first in northeast France where he dug trenches and burial pits. He said initially the soldiers barely knew how to fight and there was very little ammunition. “Every time one soldier died, the others fell silent and waited their turn”, he said in a 2005 interview.
If I was teaching a lesson on World War I, I think this article would make the war a little more personal. It would enrich my lesson because it describes the war from a French perspective. It is hard to believe that after the hard life this man has lead, he was able to give his insight into the war in the interview in 2005. I feel that all veterans are and were very brave men and their lives should be celebrate when we teach our lessons. Their determination has allowed us to live in a better world; we often neglect to think of this. .
Ponteicelli escaped a tough childhood by run away at the age of 9. He traveled 21 miles to the nearest train station and took a train to join his brother in France. There he made a life for himself. When the war broke out he was 16. He lied about his age to enlist and fight for France. During the war, he served first in northeast France where he dug trenches and burial pits. He said initially the soldiers barely knew how to fight and there was very little ammunition. “Every time one soldier died, the others fell silent and waited their turn”, he said in a 2005 interview.
If I was teaching a lesson on World War I, I think this article would make the war a little more personal. It would enrich my lesson because it describes the war from a French perspective. It is hard to believe that after the hard life this man has lead, he was able to give his insight into the war in the interview in 2005. I feel that all veterans are and were very brave men and their lives should be celebrate when we teach our lessons. Their determination has allowed us to live in a better world; we often neglect to think of this. .
Friday, March 14, 2008
Contest for Students in New Jersey
I recently read the March 2008 issue of NJEA Reporter. In this article, there was an article called “Your Students Can Nominate Hall of Famers”. These nominations must be postmarked by March 31, 2008. Entries need to be sent to NJ Hall of Fame Contest, NJEA, PO Box 1211, Trenton, NJ 08607-1211, Attn: Dawn Hiltner. Students are asked to nominate potential inductees, living or dead. They can be individual citizens who have done extraordinary things. Students are asked to write an essay of less than 500 words on why they want this person nominated. The entteries will be divided into two categories: Intermediate (Grades 4-8) and High School (Grades 9-12). Winners will be notified by mid-April and invited to the Induction Ceremony on May 4, 2008.
I think this would be an excellent Social Studies or Literature project. This project meets the requirements for NJCCS for Social Studies in the following areas: 6.2.12D1 (Citizenship) 6.4.12A and B (United States and New Jersey History). This essay works on research, state pride and writing skills. By doing this project, the student gets a more personal meaning of social studies; previous Hall of Famers included Walt Whitman, Althea Gibson and Paul Robeson. It great to learn about George Washington, Ronald E. McNair but it would be even nice to know that someone from New Jersey made a special contribution to make our world a little richer.
I think this would be an excellent Social Studies or Literature project. This project meets the requirements for NJCCS for Social Studies in the following areas: 6.2.12D1 (Citizenship) 6.4.12A and B (United States and New Jersey History). This essay works on research, state pride and writing skills. By doing this project, the student gets a more personal meaning of social studies; previous Hall of Famers included Walt Whitman, Althea Gibson and Paul Robeson. It great to learn about George Washington, Ronald E. McNair but it would be even nice to know that someone from New Jersey made a special contribution to make our world a little richer.
Monday, March 10, 2008
Pennygate
Last week 29 seventh and eighth graders in Readington Middle School in New Jersey were threatened with detention for trying to buy their lunch using $2 of pennies. The students were objecting to the 30-minute lunch period. During this time, the students leave last morning class, go to lockers, drop off AM books, get PM books, use the bathroom, get on line for lunch, eat lunch, wash hands, and return to class for their PM classes. After the national media spotlight on the school and its administrators, school official stepped back from the punishment and asked the parent to decide whether detention was the proper route to take. The parents of five agreed that their children should go for two days and three took a single day for this prank.
I feel this was a form of nonviolent protest. When I was in high school, I couldn’t buy lunch. The limited number of attendants prolonged the buyer’s stay on that lunch line. I’m sure this occurs in many schools. When Pennygate occurred, the administration should have sat down with students in groups to work on a mutually agreeable conclusion. When I first read this article on March 1, 2008 in the Star Ledger, I felt empathy for these students. I knew what drove them to such lengths – dissatisfaction, hungry and indigestion. Aren’t educators supposed to work on problems and help students reach their potential? Clearly, this administration wasn’t listening to their students and the students felt this was their only outlet to effect change!
I feel this was a form of nonviolent protest. When I was in high school, I couldn’t buy lunch. The limited number of attendants prolonged the buyer’s stay on that lunch line. I’m sure this occurs in many schools. When Pennygate occurred, the administration should have sat down with students in groups to work on a mutually agreeable conclusion. When I first read this article on March 1, 2008 in the Star Ledger, I felt empathy for these students. I knew what drove them to such lengths – dissatisfaction, hungry and indigestion. Aren’t educators supposed to work on problems and help students reach their potential? Clearly, this administration wasn’t listening to their students and the students felt this was their only outlet to effect change!
Thursday, March 6, 2008
For Your Consideration
I recently read a story in the Star Ledger’s February 29, 2008 edition, “Some Students Spurn Campus Alerts”. It alerted students of the necessity to sign up for a text messaging system. Only about 28 percent of the student on Blackboard Connect use its ConnectEd emergency alerts, one of the alert systems currently available. Alert systems can only as effective as their ability to make contact with a person. It reported that at Virginia Teach where a gunman killed 32 people and himself last April, only about 60% of the students have signed up for this service. That means 40% are not being alerted.
Student’s reluctance to sign up has been linked to feelings of invincibility, a reluctance to disseminate personal information, and a reluctance to pay the extra fees ($1 - $4). According to the article, safety experts feel this should not be the only way an alert notification is given. There should be sirens, loudspeakers, security cameras, website announcements and more. According to experts, in order to have a saturation of information, you don’t have to have everyone enrolled, if you reach a quarter of your population on campus; they can start to spread the word. Currently, Boston University mandates participation and other schools, Florida State and Colorado State ask student to either sign up or decline in writing before they register. In view of our recent lockdown, it is something we all need to consider. I feel I don’t want to have to wait for someone else to warn me. I’d rather be in the position where I help someone else. I question – In what situation could I be in, if I did not get the alert? Ask yourself the same question.
Student’s reluctance to sign up has been linked to feelings of invincibility, a reluctance to disseminate personal information, and a reluctance to pay the extra fees ($1 - $4). According to the article, safety experts feel this should not be the only way an alert notification is given. There should be sirens, loudspeakers, security cameras, website announcements and more. According to experts, in order to have a saturation of information, you don’t have to have everyone enrolled, if you reach a quarter of your population on campus; they can start to spread the word. Currently, Boston University mandates participation and other schools, Florida State and Colorado State ask student to either sign up or decline in writing before they register. In view of our recent lockdown, it is something we all need to consider. I feel I don’t want to have to wait for someone else to warn me. I’d rather be in the position where I help someone else. I question – In what situation could I be in, if I did not get the alert? Ask yourself the same question.
Monday, March 3, 2008
Searching for a New Source
I recently became aware of a vendor called The Learning Connection whose address is 1901 Longleaf Blvd, Suite 300, Lake Wales FL, 33859. Its phone number is (800) 218-8489. Web address is www.TLConnection.com. The shipping is free which is important to teachers who get an appropriation from the school district to spend on teaching supplies. They do not want to waste it. They want to utilize the money for supplies and not shipping.
This company deals in thematic literacy in all fields of learning. Of interest to me, as a social studies teacher were the libraries on issues related to social studies. These were: civil rights, Dr. Martin Luther King, Jr, the Native Americans, the Civil War and the Westward Expansion. These books have received the following awards: Newberry Medal, ALA Notable Award, and the NCSS Social Studies Award. The series on Dr. King also received the Coretta Scott King Award too. This award winning series could be used for differentiates instruction and are included with a guide. Each book series ranges from $79 to $119. This series could be used for extension of units and cross curriculum learning because they meet the core curriculum standards in literature and social studies.
This company deals in thematic literacy in all fields of learning. Of interest to me, as a social studies teacher were the libraries on issues related to social studies. These were: civil rights, Dr. Martin Luther King, Jr, the Native Americans, the Civil War and the Westward Expansion. These books have received the following awards: Newberry Medal, ALA Notable Award, and the NCSS Social Studies Award. The series on Dr. King also received the Coretta Scott King Award too. This award winning series could be used for differentiates instruction and are included with a guide. Each book series ranges from $79 to $119. This series could be used for extension of units and cross curriculum learning because they meet the core curriculum standards in literature and social studies.
Friday, February 29, 2008
Integration for Teachers
On February 22, 2008, I read an article in the Star Ledger called Blackboard Battles. Sixty years from that date schools in New Jersey were integrated based on a new state Constitution that assured black and white students would attend class side by side. The same though was not true for their teachers! A few black students moved from their side of the building to the white side where white teachers taught them. Black teachers stayed on the black side of the building teaching black students who weren’t integrated. According to Wynetta Devore, who grew up in Metuchen, she never had a black teacher until she was in graduate school at Rutgers University in the mid ’70. (She went on to write her doctoral thesis on the education of blacks in New Jersey from 1900-1930.)
I did not think of this prior to this article. I just assumed teachers taught all students. I assumed wrong. Teachers were not integrated sixty years ago, along with their students. Two forces worked against their acceptance. One, black teachers were perceived as less qualified. Second, white teachers were fearful of their job security; these white teachers were fearful of the new competition for their jobs from the black teachers. I feel these African American teachers were robbed of the contributions to the education they could have given to all students. They were unable to share their culture. They were not treated fairly and their essence was questioned. It is very sad to me to read how New Jersey treated its black teachers; I am sure that is why it isn’t found in many current social studies books.
I did not think of this prior to this article. I just assumed teachers taught all students. I assumed wrong. Teachers were not integrated sixty years ago, along with their students. Two forces worked against their acceptance. One, black teachers were perceived as less qualified. Second, white teachers were fearful of their job security; these white teachers were fearful of the new competition for their jobs from the black teachers. I feel these African American teachers were robbed of the contributions to the education they could have given to all students. They were unable to share their culture. They were not treated fairly and their essence was questioned. It is very sad to me to read how New Jersey treated its black teachers; I am sure that is why it isn’t found in many current social studies books.
Monday, February 25, 2008
Spiraling Effect
Last week I read an article about tainted meat from a California meatpacking plant. I remember saying that it was fortunate that New Jersey’s students were not affected. Little did I know how wrong I would be. On Saturday, February 23, 2008 in the Star Ledger, I learned differently; 100 New Jersey schools that participated in the federal lunch program were affected. At least 126,000 pounds of ground beef from the Hallmark/Westland Meat Co. of Chino, California was shipped between February 2006 and this month to three processing plants in New Jersey. The meat was sold in the form of taco filling, cooked beef patties, frozen steaks, meatballs and beef barbecue nuggets, all of which are served in our local schools.
The state Department of Agriculture is working to notify the schools affected. Schools affected are being sent E-mails with instructions on how to identify any tainted product, how to dispose of it and how to record the disposal. The state put a hold on 143 million pounds of Hallmark/Westland beef on January 30. More than 50 million pounds went to schools nationwide. New Jersey State Sen. O’Toole said that this should suggest a review of the state’s regulation governing food recall.
I feel more frequent investigations by California and New Jersey officials would have shown that downer cows (cows which can not stand up) were being processed at this meatpacking plant. This is illegal. I feel the Department of Agriculture was negligent. The time frame for notifying authorities of the tainted beef (February 2006 to February 2008) is far too long. The students in our schools ate the affected meat. How much have the students already consumed? How many of the students complained of feeling ill and it was not diagnosed correctly? What is the state now going to do about informing the parents and guardians of this occurrence? How will the state prevent this for happening again?????
The state Department of Agriculture is working to notify the schools affected. Schools affected are being sent E-mails with instructions on how to identify any tainted product, how to dispose of it and how to record the disposal. The state put a hold on 143 million pounds of Hallmark/Westland beef on January 30. More than 50 million pounds went to schools nationwide. New Jersey State Sen. O’Toole said that this should suggest a review of the state’s regulation governing food recall.
I feel more frequent investigations by California and New Jersey officials would have shown that downer cows (cows which can not stand up) were being processed at this meatpacking plant. This is illegal. I feel the Department of Agriculture was negligent. The time frame for notifying authorities of the tainted beef (February 2006 to February 2008) is far too long. The students in our schools ate the affected meat. How much have the students already consumed? How many of the students complained of feeling ill and it was not diagnosed correctly? What is the state now going to do about informing the parents and guardians of this occurrence? How will the state prevent this for happening again?????
Thursday, February 21, 2008
A Unique February 20, 2008
As I entered Jersey City on that day, there was traffic on the Pulaski Skyway, I stopped at Dunkin’ Donuts and listened to the radio. Little did I know it was not going to be an average day at St. Peter’s College? There was lockdown a little before 11 o’clock in the college. This stirs various mixed emotions in you, some pleasant and others not. Suddenly, you realize you live in a world where some people aren’t good. Their actions affect hundreds of innocent people; you feel violated. You question what your life will be like in 1 minute, 5 minutes and so forth. The students and staff were there for one another. The safety policy in place at St. Peter’s made sure the students and staff were safe and security and Jersey City Police went about securing our campus. This horrible experience will last with me for a long time but the kindnesses of the students and staff reaffirm that there is still kindness in our world.
Tuesday, February 19, 2008
An Unusual Fortune
I was reading the February 17th Sunday’s Star Ledger and came across an article titled “Campaign to Remember Crusading Editor.” Since it is Black History Month, I thought this article was appropriate to me as a Social Studies major. This article informed me, the reader about a former slave turned editor, T. Thomas Fortune. He was using the term Afro-American, before the turn of the century. He did not use the term colored or Negro. He used Afro-American because he wanted people to feel proud of his African heritage and being an American citizen.
T. Thomas Fortune founded a civil right organization that predates NAACP He was a crusading journalist who launched three newspapers. He published the New York Globe from 1879 to 1884, the New York Freeman from 1884-1887 and the New York Age in 1887 (This was still published until 1960.). These papers offered American Americans a global view. He urged African Americans to agitate change and equality throughout the world.
He lived in Red Bank, New Jersey, and is a native son. Efforts are currently underway to preserve his homestead, as a cultural center, which would celebrate the life of this 20th century journalist and be a beautiful location for special events. This would help with the renovations. According to the organization, Preservation for New Jersey, Fortune’s home was listed in May, as one of the Ten Most Endangered Historic Sites in New Jersey. This trailblazer’s one-acre homestead should be saved from predatory developers. There is currently a grass roots effort underway to save it. Legislators are being petitioned to assist in this effort. They are slow to come on the bandwagon because Red Bank is home to many not-for-profit agencies and they say Red Bank doesn’t need another tax-exempt property. We will have to wait and see how this unfolds. Will Red Bank looks favorably on this Fortune?
T. Thomas Fortune founded a civil right organization that predates NAACP He was a crusading journalist who launched three newspapers. He published the New York Globe from 1879 to 1884, the New York Freeman from 1884-1887 and the New York Age in 1887 (This was still published until 1960.). These papers offered American Americans a global view. He urged African Americans to agitate change and equality throughout the world.
He lived in Red Bank, New Jersey, and is a native son. Efforts are currently underway to preserve his homestead, as a cultural center, which would celebrate the life of this 20th century journalist and be a beautiful location for special events. This would help with the renovations. According to the organization, Preservation for New Jersey, Fortune’s home was listed in May, as one of the Ten Most Endangered Historic Sites in New Jersey. This trailblazer’s one-acre homestead should be saved from predatory developers. There is currently a grass roots effort underway to save it. Legislators are being petitioned to assist in this effort. They are slow to come on the bandwagon because Red Bank is home to many not-for-profit agencies and they say Red Bank doesn’t need another tax-exempt property. We will have to wait and see how this unfolds. Will Red Bank looks favorably on this Fortune?
Wednesday, February 13, 2008
Story Telling
I recently became acquainted with the Review. It is a magazine sent to NJEA members informing them of new techniques and events happening in the world of education. One suggested strategy it offered was storytelling. The author, Jaymie Reeber Kosa in her story “Tell a Story” felt that this techniques works especially well, with students who do not listen, pay attention, or focus. Stories have been used to transmit values, engage the imagination and foster community. When storytelling is done effectively, storytelling silences the room and creates a space that invites every type of learner to participate.
Using stories allows teacher to communicate to those senses that students prefer when learning new information. Stories allow the students to visualize the events and engage their imaginations. Story telling does not rely on a student’s ability. Stories allow all students to enjoy and reflect on an idea. Story telling builds trust between students and teachers.
Use a story to introduce a unit or a new idea. Tell a story to illustrate how to do something properly. Use story telling to address a problem that you want to bring up in class. Tell a story to help students learn how to tell their own stories. Create a more inviting classroom environment by sharing your personal stories.
Before you begin storytelling, find a story that you enjoy telling over and over again. Get comfortable with this material. Play with the story. Tell it to an audience. Write it down in your own words to personalize it.
Using stories allows teacher to communicate to those senses that students prefer when learning new information. Stories allow the students to visualize the events and engage their imaginations. Story telling does not rely on a student’s ability. Stories allow all students to enjoy and reflect on an idea. Story telling builds trust between students and teachers.
Use a story to introduce a unit or a new idea. Tell a story to illustrate how to do something properly. Use story telling to address a problem that you want to bring up in class. Tell a story to help students learn how to tell their own stories. Create a more inviting classroom environment by sharing your personal stories.
Before you begin storytelling, find a story that you enjoy telling over and over again. Get comfortable with this material. Play with the story. Tell it to an audience. Write it down in your own words to personalize it.
Monday, February 11, 2008
One Tough History Lesson
On February 8, 2008, I read an article in the Star Ledger, “Teens Try to Save School in Kenya”. Four years ago a group of students in Red Bank Catholic High School saw pictures of improvised children in Kenya. They gathered and did something! Their fund raising totaling over $10,000 and went to the Maryknoll mission in Kenya. The students hoped their donations would help operate a nursery school in the crowded slum of Kibera. The three to five year old children then would have a place to learn, run and play. They would be fed a hot daily lunch; this would fend off disease and blindness. The Red Bank students wanted to give these small children a chance at a future. Initially all e-mails back to the Red Bank students’ were uplifting.
Last month, the Red Bank students learned a harsh lesson. As Kenya exploded in political and ethnic violence following elections, the fate of their adopted school was in question. The last e-mail from the Maryknoll missionary described the riots and their causalities, stories of mass graves, rape of women and children and the burning of families in their homes, people displace and worldly good destroyed, except for what people could carry on their backs, limbs severed and individuals shot with poisoned arrows. The atrocities go on and on. Survivors are even afraid to venture out of their homes. Finally the students received word about the fate of their school from an AP reporter, the entire neighbor surrounding the nursery went up in flames but the nursery, miraculous survived but remains closed. Due the conditions surrounding it, it is questionable if there will be students in the destroyed neighborhoods to attend.
The students in Red Bank High School learned about political unrest in a real way. They became personally involved with children and their needs. They addressed those needs with hard work (fund raising for relief efforts). They learned that instability in a nation effects many people, including innocent children.
Last month, the Red Bank students learned a harsh lesson. As Kenya exploded in political and ethnic violence following elections, the fate of their adopted school was in question. The last e-mail from the Maryknoll missionary described the riots and their causalities, stories of mass graves, rape of women and children and the burning of families in their homes, people displace and worldly good destroyed, except for what people could carry on their backs, limbs severed and individuals shot with poisoned arrows. The atrocities go on and on. Survivors are even afraid to venture out of their homes. Finally the students received word about the fate of their school from an AP reporter, the entire neighbor surrounding the nursery went up in flames but the nursery, miraculous survived but remains closed. Due the conditions surrounding it, it is questionable if there will be students in the destroyed neighborhoods to attend.
The students in Red Bank High School learned about political unrest in a real way. They became personally involved with children and their needs. They addressed those needs with hard work (fund raising for relief efforts). They learned that instability in a nation effects many people, including innocent children.
Thursday, February 7, 2008
Road to Subbing
Today I received a list of criteria for Student Teaching in Jersey City from Dr. O’Brien. I first called Sagem Morpho, Inc. (877) 503-5981 or you can go on their website (www.bioapplicant.com/nj) to make arrangements for The Fingerprint Process. The application fee I paid was $78.00. I heading off on Friday to be official fingerprinted with my official photo ID. Seondly, I had to get two Postal Money Orders. One made out to The Commissioner of Education for a County Substitute Certificate, costing $75.00 in cash and the second for the State of New Jersey, costing $7.00 in cash. Learn from my mistakes, I did not bring cash to the post office and so a second trip on an even longer line awaited me. Thirdly, I made arrangements for my Official Transcripts to be sent to Mrs. Gevonder DuPree, Jersey City Board of Education, 346 Claremont Avenue, Jersey City, N.J. 07305.
Tomorrow, I continue the process. I have to call the J.C. Board of Education (201) 915-6242 between 10:00 am to 2:00 PM to make an appointment to return my completed application on a mutually agreed upon date. I must bring two forms of ID then. After dropping off the application at the Jersey City Board of Education, they will arrange a physical for me. If I fail to supply all information necessary, then there will be a delay processing my application.
My warning to you is, if you are going to teach, get your substitute license as soon as possible. Do not hesitate because you will be the loser!
Tomorrow, I continue the process. I have to call the J.C. Board of Education (201) 915-6242 between 10:00 am to 2:00 PM to make an appointment to return my completed application on a mutually agreed upon date. I must bring two forms of ID then. After dropping off the application at the Jersey City Board of Education, they will arrange a physical for me. If I fail to supply all information necessary, then there will be a delay processing my application.
My warning to you is, if you are going to teach, get your substitute license as soon as possible. Do not hesitate because you will be the loser!
Wednesday, February 6, 2008
A Helping Hand
I recently discover that Jersey City students Grades 2 to High School and their teachers have access to a uniquely differentiated learning in-depth research tool. Its programs are available in Spanish and English. It is Grolier Online. Students from Grades 2 to 5 have Grolier Online Kids. It includes The New Book of Knowledge, Grolier Multimedia Encyclopedia, Encyclopedia American, La Nueva Enciclopedia Cumbre, America the Beautiful, Lands and People and the New Book of Popular Science. For Middle and High School students there is Grolier Online Passport with programs including : Encyclopedia Americana, Groliers Multimedia Encyclopedia, The New Book of Knowledge, La Nueva Enciclopedia Cumbre, The New Book of Popular Science, Lands and People and America the Beautiful.
It involves logging onto: http://go.grolier.com/jerseycity, entering in the User Name: jerseycity, entering in the Password: schools, selecting either Kids or passport (depending on your population) and clicking on a database you want to search. This program is easy to assess on your computer and is an invaluable tool, if I was fortunate to teach in Jersey City. It would also help me differentiate my learning. It would also be a very valuable source to extend lessons. On February 1, 2008, teachers in Jersey City were given a second orientation on it and were strongly encouraged to use this unique resource.
It involves logging onto: http://go.grolier.com/jerseycity, entering in the User Name: jerseycity, entering in the Password: schools, selecting either Kids or passport (depending on your population) and clicking on a database you want to search. This program is easy to assess on your computer and is an invaluable tool, if I was fortunate to teach in Jersey City. It would also help me differentiate my learning. It would also be a very valuable source to extend lessons. On February 1, 2008, teachers in Jersey City were given a second orientation on it and were strongly encouraged to use this unique resource.
Thursday, January 31, 2008
Caring!!!!
Recently, I became aware of a website,http://www.infed.org/thinkers/noddings.htm. It was about a former teach, mathematician, administrator, author and Stanford Professor Emeriti, Dr. Nel Noddings. She discusses the ethics of caring in education. Noddings is rooted in education. She is direct and to the point. She has demonstrated the importance of caring and relationships with regards to education.
Caring should be at the root for ethical decision-making. All people want to be cared for; it is basic in human life. As future teachers, we need to take Noddings’s concept into consideration, when we have interactions and are making decisions concerning our students. If we do not, we will not be helping our students reach their personal best. What is more important is the fact that we are doing them a great disservice because we are neglecting them!
Caring should be at the root for ethical decision-making. All people want to be cared for; it is basic in human life. As future teachers, we need to take Noddings’s concept into consideration, when we have interactions and are making decisions concerning our students. If we do not, we will not be helping our students reach their personal best. What is more important is the fact that we are doing them a great disservice because we are neglecting them!
Tuesday, January 29, 2008
Stepping into the World of Teaching!
On my first day of college this semester, I was surprisingly informed by Dr. O’Brien that all my paperwork for student teaching would need to be complete by the middle of March. I originally, thought to myself that this paperwork would only involve me signing my name a few times and perhaps give some additional information about myself. I therefore asked Dr. O’Brien if she could bring the necessary paperwork for me, during our next class. After forgetting to bring it to me twice, I went directly to the Education Department where I learned about the unfortunately comprehensive amount of work I would need to complete to student teach next fall.
One of the key requirements for me to student teach is to take the Praxis. That very night I looked for places to take this test. However, I ran into a problem, for I did not know which Praxis I needed to take. I went online and found out that Social Studies requires the Content Knowledge Test. I confirmed this with Dr. O’Brien. After completing the paperwork, I registered to take this test in March. The price for this test is $130.
I then had to fill out paperwork for the Education Department. My transcripts from UCC and St. Peter’s had to be forwarded to that department. I had to decide where I wanted to do my student teaching, with whom and it what department. This was a very hard decision to come to. I loved my Sophomore Field Experience at Ronald E. McNair Academic High School and I wanted this new experience to be as enjoyable. After finally deciding what schools to teach at, I have to find out which school I will be at and then find out if that district needs a substitute license for student teaching. If that is the case, then I’ll have to travel that road in the future. I hope to have all this work completed before the beginning of March.
One of the key requirements for me to student teach is to take the Praxis. That very night I looked for places to take this test. However, I ran into a problem, for I did not know which Praxis I needed to take. I went online and found out that Social Studies requires the Content Knowledge Test. I confirmed this with Dr. O’Brien. After completing the paperwork, I registered to take this test in March. The price for this test is $130.
I then had to fill out paperwork for the Education Department. My transcripts from UCC and St. Peter’s had to be forwarded to that department. I had to decide where I wanted to do my student teaching, with whom and it what department. This was a very hard decision to come to. I loved my Sophomore Field Experience at Ronald E. McNair Academic High School and I wanted this new experience to be as enjoyable. After finally deciding what schools to teach at, I have to find out which school I will be at and then find out if that district needs a substitute license for student teaching. If that is the case, then I’ll have to travel that road in the future. I hope to have all this work completed before the beginning of March.
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