Tag Archives: Educational leadership

Videos for the Classroom: The Assassination of Abraham Lincoln

Today marks the 149th anniversary of the assassination of Abraham Lincoln.  Maybe outside of the JFK killing, it is probably the most documented single homicide in American history.  It has been written about to death–and also in reel after reel of film.

Sometimes it’s difficult to weed out the grain from the chaff.

Attached is a PBS documentary about the assassination that gives a pretty good primer about the basics: the planning, the conspirators, the moment at Ford’s Theatre and the aftermath.  Just in case the film doesn’t download (as often happens with YouTube) I’ve downloaded a copy: Please email me if you want one.

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Machiavelli’s advice to Mayor DeBlasio on his recent education defeat

“…there is nothing more difficult to take in hand, more perilous to conduct, or more uncertain in its success, than to take the lead in the introduction of a new order of things.” – The Prince, Chapter 6, by Niccolo Machiavelli

Niccolo Machiavelli by Santi di Tito, courtesy of Wikipedia

Niccolo Machiavelli by Santi di Tito, courtesy of Wikipedia

How does a state function when its prince has a mountain of moral and ethical rectitude and not an ounce of political sense?

New York City Mayor Bill DeBlasio learned this lesson the hard way this Friday, as the far more politically adept princes of Albany reached a bipartisan budget deal that slapped the mayor in the face.

Earlier, DeBlasio acted on a campaign promise to put a leash on the charter movement in New York; a movement run rampant under his predecessor.  This was following his earlier push to tax rich New Yorkers to pay for universal pre-kindergrarten programs for all city children.   In the latter, DeBlasio went at odds with Governor Andrew Cuomo, who introduced his own Pre-K program into the state budget that didn’t require additional tax revenue.  At any rate, DeBlasio would get what he wanted, albeit through more capitalist means.

Then he decided to get personal—and stupid.

Blindsiding just about everyone, the mayor on February 27 announced the closing of three charter schools.  The three were part of about 12 that were approved in a frenzy of activity in the waning days of the Bloomberg administration, of which two were in the Success Academy network run by former city councilwoman and frequent education critic Eva Moskowitz.  DeBlasio made a point of singling out Moskowitz during his campaign, making her the poster child of everything wrong with education reform and the charter movement.

In the wake of the decision, Moskowitz staged a rally in Albany with the support of the Governor, an act that crowned her with legitimacy that DeBlasio wished he had.  The Albany minions quickly moved to silence the new mayor’s power by creating a budget deal that not only forces the city to provide space for charter schools, but also orders it to pay rent for the private building that house charters.

Andrew Cuomo comes off as the savior of New York schoolchildren, Eva Moskowitz as the Virgin Mary, and Bill DeBlasio as the demon out to unravel the whole sanctified process.

DeBlasio did not lose because he didn’t have right on his side.  He lost because he didn’t have enough political might to buttress his right.

As an Italophile of the first order, the mayor obviously overlooked the writings of the foremost political philosopher of the Italian Renaissance, Niccolo Machiavelli.  Therefore, let’s look at DeBlasio’s failings through the pages of The Prince, the seminal work of power politics, and see where he can do better:

“…the innovator has for enemies all those who have done well under the old conditions, and lukewarm defenders in those who may do well under the new.”  – Ch. 6

DeBlasio woefully underestimated the forces that benefit from the charter school movement, from the parents to the operators to the businesses that fund them and the civic institutions that make their bureaucratic process easier.  Under Bloomberg, these people have always been at the table of power—putting them at the kids’ table requires political finesse and (dare I say) Machiavellian subterfuge.  The mayor exhibited neither.

“A prince being thus obliged to know well how to act as a beast must imitate the fox and the lion, for the lion cannot protect himself from snares, and the fox cannot defend himself from wolves. One must therefore be a fox to recognize snares, and a lion to frighten wolves.”  Ch. 18

You have to hand it to Eva.  As much as she makes many peoples’ blood boil, she is an astute political operator.  The minute she heard of the closings, she made sure her kids (along with their parents) were ripped from school and sent straight to Albany for a rally.  The sea of cute children and weeping parents was a PR masterpiece.  The addition of the governor sealed the deal; it neutered the DeBlasio narrative of any righteous indignation.

“…the injury that is to be done to a man ought to be of such a kind that one does not stand in fear of revenge.” – Ch. 3

Andrew Cuomo, contrary to what DeBlasio might think, is not running for re-election.  He is running for the Presidency.  Thus, he doesn’t need to—nor does he have to—listen to his constituency: a people who will vote Democrat even if their candidate is caught in bed with farm animals.  Cuomo is pandering to the swing states, where the education reform movement has been in full swing and maintains a solid popularity.

So when Cuomo saw what he thought was a power grab by the mayor, his action was swift, shady and merciless.  A bipartisan deal is like two stab wounds, in the front and in the back…and you’re not sure which hurts more.

“The first opinion which one forms of a prince, and of his understanding, is by observing the men he has around him.”  – Ch. 22

The mayor conducted a campaign that used commercials and live broadcasts to great effect.  Yet upon his administration, why was there not a single coherent ad campaign to “prepare the ground” in military terms?  Not a single ad, bulletin board, radio spot, etc. to whip up support.  DeBlasio’s PR machine in the campaign didn’t make a dent when confronted with the charter closings, and it speaks volumes of the people who work under the mayor.

“…it should be borne in mind that the temper of the multitude is fickle, and that while it is easy to persuade them of a thing, it is hard to fix them in that persuasion. Wherefore, matters should be so ordered that when men no longer believe of their own accord, they may be compelled to believe by force.” – Ch. 6

This battle could have been won, and won easily.  The DeBlasio administration made the assumption that the goodwill generated from the campaign and the election still carried over into the spring.

What happened was the thaw that unleashed the fickle multitude.

DeBlasio never made a point to win the hearts and minds of his supporters.  This was largely due to going into battle without a wellspring of hate towards Eva Moskowitz in general and charters in particular.  He was haranguing the masses without the masses.

The smoking guns are there, and they are plentiful: The recent allegations that Success Academy cherry-picks students and excludes students with special needs.  The studies that show charters don’t really outperform other public schools when measured accurately.  The high rates of student and teacher turnover.  The uneven distribution of resources, funds and support.  The bully tactics used when charters share space with public schools, only to see public schools swallowed up by charter monoliths.

DeBlasio never even bothered to launch a campaign for support of charter closures.  On the other hand, campaigns funded by fronts for the Koch brothers, et. al.  sprang up all over the television dial, showing smiling, happy children of various ethnicities with teachers who were just integrated enough…all praising the value of charter schools and tearfully pleading with the mayor to not take that away.

The counter argument is there, and well documented.  So why no buildup of support?

The people need to be reminded, or “persuaded by force” in Machiavelli’s words, of the supposed evils of charter schools.   This episode shows just how fickle New Yorkers can be when it comes to the education of our children.  It took some well-placed media ops to overtake the message and the battle.

Mr. DeBlasio, you got played, plain and simple.

If you want to institute the reforms you think are necessary, learn from this debacle.  Line up your allies.  Whip up support by any means necessary.  Use the resources at your disposal.  Win the PR war.

Most importantly…be ruthless and merciless to your enemies.

The time for congenial debate and finding “common ground” is over.  The opposition doesn’t bother with such niceties, and neither should you.  Play the game, and play it well.  Play to win…at all costs.

In other words:

“Hence it comes that all armed prophets have been victorious, and all unarmed prophets have been destroyed.” – ch.6

By the way…I have a spare copy of The Prince on my bookshelf if you need it.

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How to Teach about 9/11 – Some Resources

English: World Trade Center, New York, aerial ...

English: World Trade Center, New York, aerial view March 2001. Français : Le World Trade Center à New York. Vue aérienne datant de mars 2001. (Photo credit: Wikipedia)

Every year, I tell my 9/11 story.  And every year, less and less students have any real tangible knowledge about it.

When I started teaching almost a decade ago, the World Trade Center bombings were still fresh and raw in our minds.  The Iraq war was in full swing.  Debate still lingered on which project would win out to replace the Twin Towers.  Many of my students had their own harrowing stories to tell.

Today, all of my kids…all of them…were born after 9/11.  To them, WTC was history.  It was a moment the grown ups remember,  perhaps even older siblings.  But the kids themselves have no real connection anymore.

So even as I tell my story, it gets harder and harder to talk about with filling in the gaps.

Here is a list of resources you may find helpful.  They include lesson plans, curricula and their own links to help teach students about 9/11–especially when it’s not part of their own memory.

The 9/11 Memorial Museum has a very good teaching site.  Lots of age-appropriate lessons and resources.

Teaching 9-11 is a project out of Dickinson College that is more of a clearinghouse of 9/11 educational material.  Still, it is worth a look, especially for their primary source recordings.

Learning from the Challenges of our Times: global security, terrorism, and 9/11 in the classroom was created for New Jersey public schools in 2011 with the partnership of the Liberty Science Center, the New Jersey Commission on Holocaust Education, and Families of September 11.  This curriculum was designed specifically for young people with no personal recollection of the event.

Scholastic News 9/11 provides another good resource, and it differentiates for younger and older students.

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