Constitution Day – Here’s what all the hubbub’s about

The San Marino constitution of 1600

The San Marino constitution of 1600. The only thing it has going over ours is its cool cover page (Photo credit: Wikipedia)

Attached below is the whole document for your fun perusal, but chew on this:

Of every country in the world with a written constitution, only San Marino, little San Marino, has a constitution older than ours (theirs goes back to 1600).

Dominican Republic – 32 Constitutions, the most of any country.

Venezuela, that bastion of “liberty” – 26 constitutions.

Ecuador, another bastion of “anti-imperialism” – 20 constitutions.

Haiti, the second oldest republic in the Western Hemisphere – 24 constitutions.

The Great Satan, the U.S.of A – just 1 (which we managed to change only 27 times in over two centuries).

Happy Constitution Day!

The Constitution in full via the National Archives.

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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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The Education War – Who is winning?

TrenchThe word “quagmire” gets thrown around pretty casually these days.

Civil unrest.  “Nation building.” Revolutions. Economic crisis. Natural disasters.  The Q-word has been used repeatedly for so many of the dangerous, sticky situations we find ourselves as a society.

Yet does the education war—the clash of “reformers” that has stretched over a decade—deserve the dreaded label?

It depends on what you hear.

Many news outlets, in print and online, picture the education reform movement as clearly on the defensive.  Attacks on charter schools have increased as never before, viewed as undemocratic, tyrannical and ultimately ineffective.  The latest report on how Eva Moskowitz’ Success Academy charter schools were caught on record attempting to push out a special-needs student is particularly galling.

New tests based on the Common Core Learning Standards showed massive drops in scores, giving a giant raspberry to all earlier reform attempts.  Companies cashing in on the testing craze—Pearson, McGraw-Hill, etc.—are under the microscope for botched questions and poor scoring in state after state.  The Common Core itself is under attack, as state after state elects to opt out of the supposedly nationwide initiative—regardless of the DOE carrot-and-stick policy about Common Core adoption.

Even reform stalwarts like Teach for America, Michelle Rhee and the Gates Foundation find themselves under siege as critics wail on their status and perceived impact on public education.

Yet if you look at actual policy, it paints a very different picture.

Education reformers, backed bipartisanly, have pushed standardized testing into almost every classroom in America.  Teacher evaluation systems across the country are aligning teacher effectiveness with student scores on state tests, with unions knuckling under in the process.  The Common Core, though embattled, is now the rule in reform strongholds like New York, California and Massachusetts.  Governors from both parties are backing more draconian measures to shut down failing schools.

Even worse, the media machine of education reform has recently launched a counter-offensive.  Long criticized for not developing effective veteran teachers, TFA and other reform movements are now saying it is BETTER to have short-term teachers who won’t become veterans because their enthusiasm, their innate intelligence and God’s good graces are enough to provide a quality education for children.

This conflict looks like it qualifies as a quagmire… and part of fault lies with the opposition.

Personally, I’m not a huge fan of standardized tests, TFA, charters, etc.  Most readers here already know that.  However, I am a very big fan of improving teacher selection and preparation, which is high on the education reform agenda.   I don’t like that it’s relatively easy access into our profession, and it hurts our reputation in the process.

I have feet in two very different parts of the swamp.  They shouldn’t be.  Both sides should be having real, meaningful policymaking sessions by now.  Why aren’t they?

The education reform movement does not take the opposition seriously.

This is a similar problem with the Occupy Wall Street movement.  It was a grassroots movement, to be sure, but there was no definition of victory: no goals, no leadership, no direction.  It “started a dialogue”, and you know how much J.P. Morgan and the like shake in their wingtips over that.

Occupy Wall Street failed because Wall Street itself never saw them as a threat.  They didn’t become an electoral force, backing candidates allied to them for Congress and Senate.  They didn’t become a fundraising power, soliciting funds so that candidates from both parties kowtow to them in alternating order.  They didn’t become a lobby, oiling and adjusting the rusty gears of the filthy gearbox called legislative politics.

The Tea Party, on the other hand, though still disorganized nationally, managed to become a force because it knew how to monopolize the conversation and the ballot box.  It wasn’t just Koch Brothers money that put the Tea Party boot on the throat of the Republican Party.  The Tea Party quickly moved from “starting a dialogue” to “kicking the shit out of anyone in their way.” Moderate republicans fell like dominoes.  Their candidates, whether they won or lost, made sure the Tea Party was firmly at the big boys table in the RNC.

The Tea Party became a threat.  They became feared.  Occupy Wall Street didn’t…and the education reform opposition isn’t much of a fear either.

As much as the opposition boasts numerous media outlets, a lightning-rod leader in Diane Ravitch, and numerous movements like Save Our Schools, etc., there is little to show for their efforts other than scathing editorials, page after page of incendiary blogs, reams of online petitions and packed comments on Facebook pages.

Victory is not “opening a dialogue.”  It is when the policies of the state and nation are changed.  That does not happen with a spirited debate.

If the opposition wants a seat at the education table, rightly placed across from the reformers, it has to fight for it.

Like Wall Street, the only thing many of these reformers will listen to is their wallet and the ballot box.  The opposition needs to attack both, ferociously and brutally.

It must out-Koch the Koch brothers and out-Gates the Gates Foundation.  It must attain its own billionaire allies to fund PACs, lobbies, and candidates to state and national office.  It must push their agenda by any means necessary.

It has to turn the media conversation forcefully, repeatedly and effectively to counter the sound-bites of the reformers.   The phrase “for the children”, co-opted by both sides, is both tired and unrealistic.  It ceased to be about children a long time ago, unfortunately.  This fight is about the adults, and hopefully the policies will serve children best.  But to say that each side is exclusively serving the children is to be in an extreme state of delusion.

More than anything, however, the opposition needs to get its hands dirty with the business of politics.  I know many in the opposition, and they are smart, savvy, earnest people who genuinely want to make a difference.  They want to “maintain the moral high ground” and not stoop to the level of the Broads, Kochs, Gates and the rest.  Their methods, frankly, will do nothing but create coffee-house chatter.

To change policy is a filthy, brutal, demoralizing and demeaning business.  Only by beating the reformers at their own game can the opposition sit with them and negotiate as rivals to pound out the policies that best serve everyone.

As for maintaining the moral high ground…that only works when your opponent has morals to maintain.

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