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AUTHOR Franklin, Sharon, Ed. TITLE A Focus on Writing in Social Science. INSTITUTION Visions for Learning, Eugene, OR. REPORT NO ISSN-0749-2537 PUB DATE Oct 92 NOTE 53p. AVAILABLE FROM Visions for Learning, P.O. Box 1268, Eugene, OR 97440-1268. PUB TYPE Collected Works Serials (022) Guides Classroom Use Teaching Guides (For Teacher) (052) JOURNAL CIT Writing Notebook; v10 nl Sep-Oct 1992
EDRS PRICE MF01/PC03 Plus Postage. DESCRIPTORS Activism; *Civil Rights; Computer Assisted Instruction; Controversial Issues (Course Content);. Courseware; Critical Thinking; Elementary Secondary Education; Family Life; Historiography; *History Instruction; *Interdisciplinary Approach; Justice; Learning Activities; Primary Sources; *Social Studies; Teaching Methods; *Writing Across the Curriculum; Writing Instruction IDENTIFIERS Columbus (Christopher); Points of View (Writing)
ABSTRACT This journal on writing instruction focusses on writing as a way of teaching social science. History, like science, needs to be taught as an evolving base of knowledge, rather than reverence for the way the story was told in the past. Integrating primary source materials with literature, both in language arts and social science, will help students to see how all history has a point of view and how language can convey meanings that far outweigh the sum of the individual words, Students will begin to discover that the standard history they have learned reflects the views of the dominant culture of the time. The document contains 15 articles, as well as regular departments and a book review. The first article, "Talking Back to Columbus: Teaching for Justice and Hope" (Bill Bigelow), describes teaching students to listen for the voices that are silent as well as those that are heard. He describes learning activities from history classes that teach about social activism and struggles for justice. Other articles describe educational software that is available to teach both writing and social studies. Two articles deal with family issues as subject matter for writing assignments in teaching social studies and an interactive project that enables students to explore history by constructing a family through a computer project. Other articles deal with teaching civil rights through multimedia, adding relevance to social science, and exploring the history of writing with young children. (DK)
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Visions for Learning
Also in this issue
-uPTalking back to Columbus, p. 4
muP Building relevance in social science, p. 12
"NW Electronic debate, p 20
ter, Civil rights via multimedia, p. 17
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1110SCHOLASTIC 3 Features Talking Back to Columbus: Teaching for Justice and Hope Bill Bigelow 4 Writing Depends on Point of ViewDiann Boehm 10 "I Don't Fit Anywhere and You Keep On Teaching": Building Relevance into the Social Science Curriculum Neil Van Steenbergen 12 Putting Rights On Line for 21st Century CitizensRose Reissman 16 The Civil Rights Movement via MultimediaNorma Mota-Altman 17 Electronic DebateChris Clark 20 Jostens Learning: Write for TomorrowSusan Ludwig24 A Modest Proposal to Reduce the Number of Social Studies Reports Written by StudentsLinda Po lin 28 USO Geo Graph from MECC (Software Review)---reviewed by Marcie Bober 30 News from the National Writing ProjectStephen Marcus33 Classroom Writing Activities to Support the Curriculum Judy Piper 34 Lab NotesBernajean Porter 36 LaptopsAn Exciting Addition to the Social Science Classroom Edward R. Riegier38 Exploring the History of Writing with Young Children (Literature, Writing, and Art)Nancy Scali 40 The Encounter by Jane Volen (Book Review) reviewed by Mary Cron 43 American Families ProjectRay Medeiros44
Departments/Services Advertisers News from TWN 2 Group Technologies 9 Corporate Sponsors 2 Intellimation Cover Editorial 3 Jostens Learning24-27 TWN Publications 47 Monaich Software 15 TWN Order Form48 Realtime Learning 19 Coming Next Time: Scholastic Cover Writing in Science Visions for Learning 35 and Mathematics
The Writing Notebook 4 September /October 1992 News from The Writing Notebook
Edime-in-Chlef Shame Franklin Make a NoteWe're Now Visions for Learning! Office Wows At the Board of Directors meeting in May, we made itofficial: The Map Lecatovich corporation name "Creative Word Processing" has nowofficially been Est hail twists& changed to Visions for Learning. This name better reflects theeduca- Jake Adams tional materials and products we are now usingand envision creating Art Director Prey Franklin in the future.
Board of Director, Writing & Technology: Ideas That Work! Visions foe Learning Our new anthology has met with nothing lessthan an outstanding May Cron, President Stephen Malmo, Vice President response. This 266-page book is atremendous resource, not to men- Anita Ben, Seaenityfrressures tion an ecological alternative to purchasingmultiple back issues. It's Sharon Franklin, Executive Director also being used as a text for many classes and workshops.$25. plus Jon Median, Director Linda Po lin, Director $3.50 shipping. Bulk rates available. Order it usingthe order form on the last page of this issue. Advisory Baud Bob Burroughs Designers' Forum Newsletter Unveiled atNECC! Jenny BetterHouse Walter Koake Designers' Forum Newsletter is a bimonthly publicationfor educational Ann Lathrop software designers, edited by Mary Cron and publishedby Visions Pat Walkington community, in- Grades Yuva for Learning. Designers throughout the educational cluding publishers, school districts, universitydepartments, and in- Modal &mrd dependent developers will find the articles and informationin this Peter Andemii !Crisp Kraemer newsletter helpful to their current work as well asfuture development. Bernie MacDonald Lynne Anderson -Inman receive a sample Gerald H. Block May Male A yearly 6-issue subscription is $55. To subscribe or Jean Casey Ruth Nathan issue, call 5031344-7125. For furtherinformation about bulk rates William V. Comm Henry Olds or to submit an article. contactMary Cron, 310/544-4827. Jeff Golub Judy Piper Donald H. Graves Banajeart Potter James Gray Bonnie Prohaska Cathy Gunn Rae Reissman Kathy Henderson Mum= Riel William J. Hunter Nancy Scali Heidi Imhof Eydie Sloane Karen Joscad Emory Theisen Shirley Keran Irene Thomas William Wrench The Writing Notebook is Proud to Announce Articles may be submitted to Sharon Franklin, Editot,T' Editorial Office". P.O. Box 1268. Eugene. OR 97440-1268; ph. 503/344-7125; Ap- Alaska Writing Program pleUnk: X1443. (For UPS Misery: 1676 Emerald, Eugene, OR 97403.) (Mac disk using MS Works, Curriculum Network Specialists MS Woad. or Mac Writ, appteciarad, along with hard copy) Davidson & Associates Ditect all orders to Visions for Learning. P.O. Educational Resources Box 1268. Eugene, OR 97440-1268; ph. 503/344. Humanities Software 7125. Make checks payable to Visions for Learn. ins. For surface and airmail atoutside the Intellimation US., please all 50313447125. Scholastic Software For specific questionsnomanne yourinbilcriPtion call 50313447125. CI Copyright 1992, Visions (orLesmula.All rights reserved. ISSN 0749.2537. Visions for As Corporate Sponsors. Learning (formerly Creative Word Processing in the Classroom) is a nonprofit educationaltor. potation.The Writing Notebook is published 4 We gratefully acknowledge andthank mos per yea:Sept/Oct, Nov/Dac, jan/Feb, and API/Mar you for your supportof the journal.
2September/October 1992 The Writing Notebook Editorial Sharon Franklin
Digging Deep
If you get nothing else from this issue of The Writing Notebook, I hope you will be thoroughly convinced that writing in social science can be much more than a report or term paper on a topic assigned by the teacher.
This issue is full of ways to make the study of social science come alive for students. It's often referred to as constructivist learningletting students grab hold of a subject, any subject, in a way that allows them to create meaning. Even so, it's a big step to leave behind so much of how we learned "social studies" and to walk purposefully out into a vast wilderness with few landmarks to guide us.
Science as a discipline can provide a model. In science we continue to build on what we know; we aren't content to protect the beliefs of the past as though to believe dif- ferently diminishes or ridicules what went before. It is simply an evolving base of knowledge.
Why then, in the teaching of history, have we been content to let the story we heard be the story we tell, as though there's no point in discussing it further? Perhaps it's because uncovering the myths that have defined us, whether on a personal or collective level, is not without pain. There are risks in acknowledging the truths we find. My belief is that we can survive.
Integrating primary source materials with literature, both in language arts and social science, will help students to see how all history has a point of view and how language can convey meanings that far outweigh the sum of the individual words. Students will begin to discover that the "standard" history they've learned reflects the views of the domi- nant culture of the time. Knowing this, they can learn to listen, as Bill Bigelow says, for the voices that are silent as well as the voices that are heard. They will learn to search for truth in what may seem to be unlikely places.
Archaeology comes to mind, for to me this is what studying history should be like for studentsa toll-up-your-sleeves, dig in, get a little dirty, and be-observant-to-what-you- find experience. Asking your own questions and celebrating disparate pieces of informa- tion that seem to not quite "fit." Slowly piecing together a mosaic of the history of an event, a people, or a period of time from many seemingly disjointed bits of information, sometimes forming conclusions and creating theories that are distinctly your own.
This intimate view of history, which includes the letters, journals, and personal accounts of ordinary people, reminds us that we all (not just "famous" people) create history. This honors our place in the world and reminds us that we can make choices about the history we create. Not a bad history lesson.
September/October 1992 The Writing Notebook3 Talking Back to Columbus: Teaching for Justice and Hope
Bill Bigelow
"Of coutse, the writers of the books [that groups silenced in the traditional cur-the European conquerors. hide the truth or lie about Columbus] riculum; I highlight historical episodes I ask students to talk back to the probably think it's harmless enough of struggle for social change and try to materialistic and exploitative values what does it matter who discovered draw those movements to the presentimported to the Americas by Colum- America, really, and besides it makes bus and those who followed. I provide them feel good about America. But the day; I provideopportunitiesfor thought that I have been lied to all my students to see themselves as activistsa number of quotes students may re- life about this, and who knows what else, for justice; and I ask students to drawspond to, though I never limit them to really makes me angry" on their own lives as a source of hope my suggestions; "Gold is a wonderful and wisdom about resistance to in-thing! Whoever owns it is lord of all Rebecca's written reaction to our justice. These arc lofty goals and I'd he wants. With gold it is even possible class discussion of textbook accounts be less than honest if I didn't admit to open for souls the way to paradise," of Columbus's "discovery" of Amer- that results are always ambiguous. Columbus wrote in a letter to Isabella ica hints that, in fact, the truth may and Ferdinand in 1503.! One student not always set us free. Often it makes adopted the persona of a Plains Indian us angryand that anger can all tooTrying Out New Values and wrote a stinging rebuttal to the easily become the breeding ground of In Annie John, a novel by Jamaica kind of arrogance she saw in the Col- cynicism and hopelessness. Kincaid about a young black woman's umbus quotation: The Columbus tale is near the top coming of age on the Caribbean island of Antigua, Annie "talks back" to in the pantheon of myths shaping peo- What is gold when the buffalo's ple's understandings about America history by defacing her school book's thunder and its history. In Portland, Oregon, chapter on Christopher Columbus. is stilled, the earth no longer where I teach, five- and six-year-olds Annie dislikes Columbus, representing drummed by mud-hard hooves?... enter kindergarten in September and as he does the colonization of the West What is gold when grass turns Indies and the initiation of the Atlan- brown, when cold, cold wind blows by October they fingerpaint Columbus ice and crew, courtesy of the Holt Social tic slave trade. So in her textbook, through tents and houses and there's Studiesguidelines. When critical under a picture of Columbus being no fur to bring warmth, no wood for teachers encourage students to ques- transported in chains back to Spain fire, for all the trees have died? tion this grandaddy of social myths, we during his third voyage, Annie writes With gold it is even possible to open in large letters: "The Great Man Can for souls the way to paradise, but I need to anticipate some disillusion- say that way is death and gold the ment. But what then? No Longer Just Get Up and Go." destroyer of life. Over the years, I've tried to find It's probably not a good idea to en- ways to tell the truth about history so courage students to scribble critical thatstudents leavefeeling more commentary in the pages of history Giving Voice to the Tainos hopeful and powerful than when we books like Annie did, but we can en- Students might be encouraged to re- began. I aim to turn my classes into courage them to write critiques of Col- arrange the assignment and complete communities of resistance and cour- umbus and his world view. In my U.S. it from the standpoint of Columbus. age, hope, and possibility; I encourage history class, students read numerous In his extraordinary book, The Harp students to "talk back" to the history excerpts from Native oratory andand the Shadow (Mercury House, and to the history writers; I prompt poetry which reveal a different way of 1990), Cuban novelist Alejo Carpen- students to give voice to the socialviewing the living world than that of tier writes from the perspective of Col-
4 September /October 1992 The Writing Notebook umbus, alone on the verge of death, Rachel's Taino Indians "resist" Co- should not neglect. awaiting hisconfessor.Sometimes lumbus and crew by maintaining their From the very beginning of Eur- haughty and combative, sometimes humanityinthe face of his kidnap- ope's conquest of America, the Native probing std self critical, Carpentier'sping, slavery, and extortion. The last Americans stood up for themselves Columbus can be excerpted as a dra .'mg accompanying her poem por-and their comrades in myriad ways. prompt for students' writing. In a trays Indians with their hands linkedOn Monday, October 15, 1492, just death-bed interior monologue, Col- and thrust in the air, spiritually trium- three days afterhisarrival on umbus thinks back to his first contact phant even in their extermination.Guanahani, Columbus writes in his with the people he called Indians. That this resistance of the soul is thejournal that some of the people he had only fight the Takes offer probablyearlier kidnapped were attempting to fThey/ wore small bits of gold in their noses. I said:GOLD.Seeing this marvel, indicates that I didn't do an adequate mislead him in order to escape: "... I felt a sort of internal shock. A lust the job teaching the varieties of Caribbeanall that [my captives] said was a ruse likes of which 1 had never known rum- Indians' flesh and blood struggles. in order to get away."2 And sure bled in my gut. My hands trembled. enough, that same day, two of the In- Shaken, sweating, determined, crazed, Standing Up For Justice: dians he'd kidnapped threw them- peppering these men with sign-languap questions, I tried to find out about the Learning From the Past selves overboard and escaped with the source of the gold, how they had ob- An important source of hope forhelp of other Indians in canoes that tained it, where it was found, how it was students comes from learning about turned out to he faster than any boat mined. . . .(p. 84) other people in history who, in the facethe Spaniards had. Columbus's men This excerpt and others provide of injustice,fought for what they search... for the escapees on a nearby alternative models of exploring in- thought was right. Our curriculum island, but the Indians "all ran off like digenous perspectives and talking back needs to feature movements for social chickens," Columbus writes (Jane, p. to the silences. In a long illustrated 29). How cowardly, not to want to be poem,"Christopher'sFallFrom slaves. But Indians don't just run away. Grace," Jefferson High School student I try to bring struggles for They also attack, as the Spaniard:, Rachel D. depicts the unequal dia-justice up to the present, so begin to reveal the exploitatic. and logue between Columbus and theas not to leave resistance to brutality inherent in la empresathe Tai nos. oppression back in history, Enterprise. It seems the men Colum- lying there like a corpse. bus left behind at La Navidad on . . No welcome can we give to you, Hispaniola formed "a gang that rov- our souls you cannot steal. ed the island in search of more gold You've taken all we have by force, and women.''' Utter reports indicated as your fate you try to seal. justiceagainst slavery and imperial- We have no more gold, we have no more ism, for workers' rights, for women's that each of the Spaniards had taken pride, liberationas well as individuals who four or five Indian women as concu- We have no more carefree days. joined and led these movementsSo- bines. The Indian cacique (leader), Too many we love are dead or gone journer Truth, Frederick Douglass, Caonabb, led a mission against mem- and we fear there arc more on the way. John Brown, Eugene Debs, Margaretbers of the gang, killed them, and Salutations lowly slaves, Sanger, Cesar Chavezso that the link "promptly descended on Navidad I sec you all look sad between injustice and people's capaci- with a strong force to wipe out the You'll join your friends if you find no gold or in any way make me mad. ty to resist becomes for students a source of trouble." CaonabO's raiders I've taken your loved ones back to Spain, "habit of the mind." By de-empha- attacked Spaniards in their camps, kill- to serve rich noble men. sizing Indian resistance to Columbus ing some and chasing others into the I need more gold or I'll make slaves, and those who came after, I uninten- sea where they were drowned. "The of all your kith and kin. tionally encouraged students to viewothers wandering about the interior Unwelcome is the mortal man, Indians as objects, passively awaitingwere killed off by the Indians whom through heaven's pearly gates, their final fate at the hands of Colum- they had robbed or otherwise wrong- who lies and steals and kills his own, ed" (Morison, p. 427). with greed and Just and hate. bus. The Indians in Rachel's poem You cannot harm us anymore, thumb their noses at Columbus, but Even in death, the Indians refused or use us for your gain. onlyas they die.Indeed,as the to bow to the will of the Spanish con- And long after your memory fades, writings of Bartolome de las Casas and querors. In the first volume of his our spirits will remain. other contemporaneous chronicles trilogy,Memory of Fire(Pantheon, Thu became an evil man, 1985), Eduardo Galeano reconstructs Amidst your lust for gold. record, many Indians did commit sui- But all the wealth within the world, cide, but the indigenous Caribbeansthe defiant conduct of Hatuey, an In- won't save your tarnished soul. left a rich legacy of resistance that we dian cacique in the Guahaba region of
September/October 1992 The Writing Notebook5 S Hispaniola after his capture by the old Native pictographs peer down onwe so insistently criticized. Spaniards. They tie him to a stake. the expanse of water below and In- In the face of such overwhelming Before lighting the fire that will reduce dians still fish from platforms fastenedand continuing injustice, our students him to charcoal and ash, the priest to the cliffs. needed to meet people face to face who promises him glory and eternal rest if The museum is a house of propa-were working for change. Merely read- he agrees to be baptized. Hatuey asks: ganda for the Corps of Engineers. In- ing about these same people and "Are there Christians in that heaven?" dians are portrayed as ancient relicsmovements unnecessarily distanced "Yes." Hatuey chooses hell, and thefrom a distant past, their artifactsthem from the hope that comes from firewood begins to crackle. displayed in glass cases, associated hearing actual voices say, "I believe we These and dozens of other instances solely with archaeological digs Thecan make a difference." of indigenous resistance can be shared exhibit texts' passive and muddy prose with studentsnever to glorify vio- hides any human agency, any responsi- Students As Activists lence, but to underscore people's capa- bility for who sabotaged the lives ofLinda and I asked students to create city to stand up for what they believe river Indians: "As the region devel-a project that would reach beyond the is right even against tremendous odds. oped," "was established,""waswalls of the classroom to educate launched," "until closing the Dallesothers in the school or larger com- Drawing Hope from Dam in 1957 flooded the rapids." munity. We worried that unless we of- Contemporary Resistance The museumspeak acknowledges thatfered students a chance to act on their I try to bring struggles for justice upchanges occurred,but masks thenew understandings, the unintended to the present, so as not to leavechoices that preceded these changes,"hidden curriculum" would tell stu- resistancetooppression backin and who made them or with what cri-dents that their role was merely to un- history, lying there like a corpse. A few teria. Linda and I encouraged studentscover injustice, not to do anything years ago my teaching partner in ato take notes on the exhibits andabout it. literature and history class, Lindathrough poetry and essay to write The form their projects took was Christensen, and I decided to acquaintabout the day. Rebecca wrote in part: up to them; the only requirement was students with the fight for Native for each individual or group to make . . . You learn how a lifestyle American fishing rights on the Colum- can be bought and sold a presentation to others outside the bia River. David SoHappy and 12 You learn you can picnic classroom. They took us at our word. other Native Americans recently had where ancestors of a culture One group of musicians produced a been arrested for poaching salmon, were once buried rock video about the damming of the And a white man's greed Columbia Riverat The Dalles. even though a treaty signed in 1855 means more thanared man's granted Native Americans perpetual survival... Another group choreographed and rights to fish at all the "usual and ac- You learn to sit back performed a dance, both bitter and customed places " as Native peoples and let progress progress humorous, for other classes on Colum- along the Columbia had been doing bus's "discovery" and search for gold. for the last 12,000 years or more. Linda and I were proud parents ofSome students danced/acted, while We read Craig Lesley's Winterkillwhat had obviously been some power- another recited quotes from Colum- (Houghton-Mifflin,1984), a novelful learning experiences for students. bus. Several students interviewed local about a Nez Perce man and his son, But in our class discussion to evaluateNorthwest Indian tribal leaders about set along the Columbia, and articlesthe study, Nikki said, "Why is it that their struggle over fishing rights on the about David SoHappy's struggle; we we just kept talking about Indians, but Columbia. They produced a videotape role played different social groups sup-we didn't actually get to meet any In- subsequentlybroadcastoverthe porting and opposing the building ofdians? It couldn't be that hard to get school's closed-circuit TV news show. the Dalles Dam in 1957, a dam whichon the phone and call Chief Johnny One student wrote and illustrated a violated Native treaty tights by drown-Jackson {of the Celilos] and see if hechildren's book, Chris. In Nicoie's ing CeliloFalls,a sacredfishingwould come in to speak." Nikki was story, a young boy named Christopher ground and trading center; and by in-right, Inadvertently, we had replicated moves from his old Spain Street neigh- viting a representative from the Col-the textbook and museum discourse borhood to a new house on Salvadora umbia River Defense Committee tothat talks about Native peoples in the Street. He's miserable and misses ter- talk to the class. We also visited thethird personand in the process si- ribly his old friends, Ferdie and Isle. museum at The Dalles Dam, heard alences them and dumps them some- While wandering the new neighbor- talk f...n the Army Corps of Engineers where in the past. Without intending hood he spots a colorful playhouse and (builders of the dam), and hiked alongit, we unforced the portrayal of In- declares, "I claim this clubhouse in the the banks of the river where 3000-year- dian as Other, one of the very notionsname of me, and my best friends Fer-
6 September/October 1992 The Writing Notebook die and Isie." The rightful owners ofdents decided to give voice to what skill.In most textbooks,in most the clubhouse soon return and con- they imagined to be Native American movies, on most TV sets, the real-life front Christopher who insists that theperspectives in their children's books. struggles and accomplishments of the structure is now his because he "dis- Tina and Kris wrote The Untold majority of people arc as absent as the covered" it. "How can you come hereStory, recounting the tale of discoveryTainos are from Columbus books. and discover something that we built from the point of view of the "dis- Working class children, children of col- and really care about?" the boys de-covered." They describe the pride ofor, young womenindeed, all stu- mand. The story ends happily whenbuilding a culture "from dirt anddents not born with silver spoons in they agree to let Christopher share the rock." Because their narrative doesn'ttheir mouthscan begin to reclaim clubhouse if he helps with the upkeep sail breezily along with Columbus and their own histories from the margins a metaphorical twist that would crew, their description of the first en- once they begin to read their books, have been nice 500 years earlier. counter is unlike that in any commer-their newspapers, their lives, for what Nicole read her story to children incially published book I've ever seen: is missing as well as for what is there. a number of classes at a local elemen-"These people were not like us. Their tary school. Like many other students, skin was pink, their hair the color ofDrawing Hope: Nicole was angry she had been lied to sand, and their eyes the color of theA "Legacy of Defiance" about Columbus and the genocide ofopen sea. They wore strange items that I want students to look at their own indigenous people in the Caribbean. covered their bodies, even though it lives, so as to locate a personal "legacy However, the final project encourag-was very hot." When, after a periodof defiance" from which to draw hope ed her to channel that anger in an ac- and wisdom. Linda and I ask stu- tivist direction. She became a teacher, Working class children, dents to think of times in their lives offering the youngsters a framework in children of color, young when they stood up for what they felt which to locate and question the ro- was right. It might be a time they felt manticized textbook patter about "ex- womenindeed, all students compelled to physically confront a per- ploration" and "discovery," providingnot born with silver spoons petrator of injustice or simply a time a hoped-for inoculation against the lies in their mouthscan begin they "talked back" to someone in and omissions they will surely en-to reclaim their own authority. To help prompt students' counter later in their schooling. But as histories from the margins memories of resistance, we give ex- she was teaching she was also learn- once they begin to read amples from each of our livestimes inglearning that the best way to ad-their books, their we stood up to overbearing adminis- dress injustice is to work for change. newspapers, their lives, for trators, challenged friends who were what is missing as well as treatingsomeoneunfairly,or Hearing Silent Voices for what is there. demonstrated against unjust laws or In a discussion about the U.S. media policies. at the height of the Gulf War, one of After brainstorming and prodding my students, Sekou, said, "It's just of time, her people are unable to fulfill each other's memories,students like with Columbus. The textbooks allColumbus's demands for gold, they choose one incident of defiance or pro- told the story from his point of view, "wondered what he planned to dotest and write a story recounting the from the winners' point of view, They next." Columbus takes slaves and kills event. The next day students read their called it a discovery instead of an in- many others. Unlike traditional stories stories to the group, piecing together vasion. The only story we get now isof Columbus, Tina and Kris refuse to an inspiring patchwork quilt of caring from the bombers' point of view. We end their tale happily ever after: "Weand determination. As a kindergart- hardly hear anything from the vic-have little to show our children asner, Mamie implored her mother to tims," proof of what happened to the Tainos. remove her from a school where the Sekou had begun to hear the silence. But we have our stories, told from teachersfrequently beatstudents; Our critical reading of textbooks and generation to generation." Aashish joined a team protest to defy children's books, beginning with Col- In my classes, listening for "untold a rule requiring a minimum height for umbus, is the first time most of mystories" begins with the Columbus soccerplayersthatdiscriminated students arc introduced to the ideatale, but is more than just the firstagainst East Indians; Amanda chal- that language takes sides, They seechapter of a quest for historical ac-lenged a friend who called a gay stu- how books on Columbus and thecuracy. For Sekou, Tina, Kris, anddent a "fag"; Felicia refused her boy- "discovery" highlight certain ways ofothers, learning to recognize that those friend's demand to prove her love by understanding reality and silence other in power privilege the voices of thehaving his baby; Sara angrily con- perspectives. Thus, a number of stu- powerful over the powerless is a basic fronted a group of girls who taunted
September/October 1992 The Writing Notebook7 0 their Mexican classmates with racist ple instead of their self, and as far as ment that you have to be the one who comments. results nothing really happened." And stops the pain. If you don't say anything One of our aims is for students to Jeff noticed that "there were someabout your feelings people will always remind each other that, "Yeah, I'm cases where people tried to use anger, run over them." the kind of person who stands up for but could of done something else in- The Columbus myth teaches chil- myself, who believes in doing the right stead of using cuss words and theirdren to accept racism as normal, to thing." And often during the read- fist." Students' celebration of resis-believe that powerful,rich, white, arounds there is a palpable aura of tance is often tempered with the real-Christian countries have the right to dignity and solidarity that settles over ization that the way we stand up for dominate people of color in the Third the classroom. Our hope is to nurture ourselves can be needlessly indivi- World. It encourages people to listen the beginnings of this community of dualistic or violent. On the other hand, for the perspectives of the winners, the justice and courage, but we also see the when I offered my opinion to one classsocial elites, and inures them to the read-arounds as building a collective that it didn't appear students' physical historical and literarysilencesof text of student experience to be probed fights did much good, Kevin seemedeverybody else. And it's a male myth for deeper social meaning. As we saw to speak for the majority, saying,of conquest: Leave women and com- from the Dominicans' experience on "Nah, that talking stuff don't workmunity behind;encounter short- Hispaniola, righteous defiance is im- anymore." sighted or naive people; convert, trick portant but ultimately insufficient in While students begin to sense some or overpower themjust pursue your actually achieving justice. At the same of the limitations and contradictions ofdream, preferably of wealth and fame. time we celebrate resistance, we should their actions, they almost always come No curricular task can be more im- also evaluate it. away with a greater appreciation ofportant or challenging than encourag- Linda and I ask students to take their own capacities to make a dif- ing students to deconstruct this ex- notes on each other's stories, to listen ference, and with more respect for traordinarily powerful social myth. In for: each other. Heather commented that numerous ways we can invite students to "talk back" to Columbus and all 1. What conditions allowed us to "standing up showed these people they have power over their lives and power he symbolizes, ever vigilant to guard stand up for ourselves or others? to protect themselves." Scott wroteagainst anger becoming despair. 2. Was the resistance effective in that hearing people's stories "show- Working to ensure that knowledge rooting out the causes of injustice? ed us that we can achieve things if we does not equal cynicism is no trivial 3. How were we changed by our acts stand up for ourselves. We all felt bet- pursuit. Our overriding concern must of defiance? ter about ourselves." Keely noticed be to engage young people in activities 4. What other patterns did we notice that even though people often stood that reveal their power to build a socie- as we listened to the papers? alone, the experience was much morety of equality and justice. Children's satisfying when they fought for changehope is a fragile thing. After our read-around, in which together: Bill Bigelow, Jefferson High School, students call on each other to praise I think people enjoy doing something and comment on the stories, we ask together rather than alone. It seems inPortland, OR. them to write for a few minutes on the today's world people would rather ac-Condensed with permission from questions as preparation for discus- complish some feat on their own. So"Talking Back to Columbus," a they're the one on top. But I really sion. part of Rethinking Columbus, a believe when something is successful, it's Some people, like Maryanne, notice special issue ofRethinking Schools, better to have someone to celebrate with. 1001 E. Keefe Ave., Milwaukee, WI that at times people fail to look for When yot' do something alone it's like 53212; ph. 414/964-9646. allies: "It was interesting to me that you are doing it for yourself, but when in most of these incidents people stood other people are involved, you did it for each other. References alone with the exception ofunia," I. Cited in B. Johansen & R. Macstas. and also that "some of the ways in Keely saw that the character of peo- (1979). Wasi'chu: The Continuing In- which we revolt end up doing more ple's reactions to injustice was often dian Wars.New York: Monthly Review harm than good." Kurzel agreed: "It determined by pressures in the larger Press, p. 16. seems to me that most of the class society to make one's way individual- 2. Jane, C. (trans.). (1960).The Journal of stood alone and against people they ly, cut off from friends and community. Christopher Colum'c. New York: Bramhall House, p. knew, like Chrissy and her uncle, Mill- But Christie understood the issue dif- shane and her aunt, Rita and her ferently and underscored one's indi- 3. Morison, S.(1942).Admiral of the Ocean Sea.Boston: Little, Brown & Co., toconfront teacher, me and my teacher. In sonic vidualresponsibility p. 427. cases they should have stood as a pco- wrongdoing: "I got out of this assign-
8 September/October 1992 The Writing Notebook 1l Thefirst Sirnultneous demo flisk Conference Software For The Macintosh Real-Time Collaborative Writing in Your Mac Lab
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OrrepTechnolope and Atom are trademarks of Grow Technologies, Inc. Apple and Madinah ere ragweed trademarks of Apple Computer, Inc. i2 Writing Depends on Point of View Diann Boehm
scholastic'sPoint of View software (An Overview of report so she could access it later through the database United States HistoryandThe Civil War and Using the "Find" file again, she next untried the word Reconstruction)makeshistory come alive for teachers "space" and accessed information from all media 'elating and students. Scholastic has combined an excellent and to that topic. Again, she made notes about the informa- easy-to-use database with a versatile authoring program tion she would use. and the option of multimedia. The result? a product that She then used the easy-to-use presentation Ti ad to I tan- can be used to achieve teaching objectives in history, bine the relevant information front her search of itellls, in- research, computer literacy, and writing. The addition of cluding subfiles relating to science and ter Imology, inven- the videodisc,History in Motion,available separately, turns tions, world events, politics, and United States events. In the database into a multimedia tool for creating lessons and the process she began to link together documents, essays, present at ions, speeches, maps, and charts. And as she used the author- ing tool to add her own text, including material she ob- A DynamicTimeline tained from more conventional sources, she began to see At the heart of the program is a dynamic timeline that acts relationships among the information, all of which she com- as it visual graphic. This device makes it very easy, almost bined into a multimedia presentation. intititive, for students to place particular time periods or topics into perspective. The program contains over 2000 "milestones," which span the history of the United States from 1754 to 1990. Each milestone chronicles a specific Scholastic has taken a solid database with historical period, ranging from politics to social issues to excellent finding tools, added the pizzazz of the arts, Searching through and selecting "milestones" multimedia, and integrated into the allows students to create their own timelines fOr a specific program an authoring application that report. Clicking on an icon in the timeline gets a brief allows students to stay in the program and descriptionor an original essay about the event, historical write the text that weaves together data document, picture, video clip, painting, or political cartoon. from the program and from other sources Maps, bar graphs, line graphs, and data tables reflect many into one comprehensive report. different types of data, and all four visual displays are dynamicthe data displayed automatically changes as you move along the timeline. Students can see history passing before their eyes. The report just described was part of a combined effort between eighth grade history teacher Jackie IJonagan and An Eighth Grade Report Using Point of View myself. Jackie requires her students to prepare written One eighth grade student wanted to report on John F. Ken- reports that are presented orally to the class; in my com- nedy and the space race. She placedHistory in Motioninto puter class,eighth graders arc required to create a the law-dist' player and accessed POV Overview. She began multimedia presentation. In the process of combining these by opening the "Find" file and had the comp ter search assignments, we agreed that students acquired in-depth for all items relating to President John E Kennedy. She knowledge about their subject. Not only that, they were previewed the information the computer (bond, including enthusiastic about completing their research in a way we'd slides, audio-video segments, and documents, and rect/ni. not seen before, and delivered high-quality multimedia NI the information that she wanted to be able to use in her presentations. 3 10September/October 1992 1Iw Writing Notebook Point of View:Teacher Talk into one comprehensive report. The program is compell- POV's excellent database covers a wide range of topics, in- ing for students; they are genuinely excited, and conse- cluding daily life, diplomacy, education, immigration, in- quently they want to write. tellectual life, judicial matters, labor, literature, arts, Native The graphics are excellent. The timeline feature makes Americans, performing arts. reform and protest, religion, the program very "user friendly" and nonthreatening, and transportation, and war. These topics are presented using the icons used to identify topics are logical and easy to documents, slides, scanned images, audio and video seg- understand. Scholastic has combined a solid database with ments, maps, and graphs. excellent finding tools, added the pizzazz of multimedia, Point of View is easy to use. Our school offers computer and integrated into the program an authoring application. literacy/application classes in all grades, beginning in first Together they make Point of View equally useful for the grade, and we experimented using POV with some filth history teacher, English teacher, librarian/media specialist, and sixth graders. They had no difficulty in accessing the or computer coordinator. database, finding relevant information, and making their owr, timelines to organize reports. The program's versatility Diann Boehm, St. Andrews Episcopal School, 1112 W. allows it to be used alone or in combination with other 31st St., Austin, TX 78705. resources to teach history, research, computer literacy, and writing. If you are a third grade teacher, you can use the program (including History in Motion) as a way to in- Point of View requires a Mac Plus, SE, or II with troduce multimedia. At other grade levels, the program's at least one megabyte of memory and a hard disk. database features can be used to teach history and research A videodisc player is optional but necessary for skills. videodisc use. For more information, write Scholastic The true genius behind Point of View, however, is the Software, 2931 E. McCarty St., PO Box 7502, Jef- addition of the authoring tool to the database. Rather than ferson City, MO 65102-9968. being content with simply amassing a multimedia database for United States history, Scholastic has added the ability to stay in the program and write the text that weaves together data from the program and from other sources
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September /October 1992 The Writing Notebook11 "I Don't Fit Anywhere and You Keep On Teaching": Building Relevance into the Social Science Curriculum Part 1: Family Issues
Neil Van Steenberge.n
How does the discipline social studies was always a bunch Social science on any level, high of traditional stuff to me as a stu- school or not, can take many forms. of the social sciences dent. History and more history. History is not the only discipline connect with those stu- Books and chapters with questions at economics, sociology, psychology are dents of mine who came the end. Facts, figures, names, dates,also there. And for those who don't statistics, impedimenta. Most of it an- teach in those elective areas, there is to class the Monday cient and archaic and certainly not infinite opportunity within the context after the Rodney King relevant to me. As a high school social verdict, proudly showing science teacher, I get to look at that Gett!ng Started dilemma. History is important. There I don't begin these activities on off new shoes looted is a context of facts and happenings Day 1 in the semester. It's important, from burned buildings? within which to understand human- however, to begin to build trust on the kind and our journey. first day, to begin the process that What about those allows for the safety that will support There alsois students from dysfunc- a necessary and students as they explore themselves legitimate cry for relevancy. Much of and others. That process Involves tional families? Those my joy in teaching comes from par- trust, confidentiality, patience, listen- who face racisni and ticipating in the growth of students as ing, critical thinking, a willingness to they increasingly discover their own speak and write from one's own stereotypes each day? place,respect, and the mutual self-worth. For me, this deepening establishment of ground rules: Those who struggle with sense of personal power occurs within Everyone is worthwhile. the framework of a large, urban, lower self-worth and see Everyone deserves to be listened themselves as powerless? economic, and richly diverse southern to respectfullyput-downs are not California highschoolof 3200 acceptable. What's the relevancy of students. Silence is okay and can speak social science to them? How does the discipline of the social volumes. sciences connect with those students of Students can pass if they choose mine who came to class the Monday not to speak. after the Rodney King verdict, proudly It's also okay to struggle and stum- showing off new shoes looted from ble and be supported and to sup- burned buildings? What about those port others. students from dysfunctional families? And as the teacher, it's important Those who face racism and stereotypes for me as a member of the group to share myself and my process each day? Those who struggle with and not simply to play master self-worth and seethemselvesas puppeteer, powerless? What's the relevancy of Trusting the process is basic. social science to them?
12September/Detober 1992 The Writing Notebook 1 5 of the "traditional" socialscience u niqueness. And, as students learn to data base are not reflected in the disciplinestocreatewriting and value themselves and to honor their media? What might the reasons experiential-based activities that build own differentness, empowerment and be? in relevancy for students and to make increased self-esteemresult, which these activities a part of the literaturemakes it easier to value the diversity Gift-giving or historical period your students arearound them. As a follow-up to the letter-writing studying. In the process there are assignment and discussion, ask stu- many opportunities for you and your A Letter to Your Parents dents to write about a gift, material or students to expand the use of tech-Ask students to write a letter to their non-material, that they would like to nology, and especially multimedia. parent(s). The letter need not be de- givetheirparent(s).Thesegifts In the next four issues of Thelivered; it can be written as a journal typically cov_r a wide range of objects Writing Notebook, I'll present ideasentry on computer. Encourage stu- or ideas"a real house," a job, the and activities in four areas that candents to include the following: What ability to listen, money, forgiveness. help students see the relevancy ofreally works well in your family? -not social science in their lives. This time so well? What do you contribute to Extensions we'll look at the Family; in November/ both the working and the not-working? Have students actually create that DecemberGender Issues; in ,Janu-What do you really think of your par- gift in some symbolic way, using ary /February Race; and in April/ent(s)? What do you imagine/know objects, words, pictures, sound, or May Violence /Conflict Resolution. that they think of you? What would a combination, making it clear you like to change about your family? that the gift does not actually need What are you willing to do to change to be given. The gift of listening, PART 1: FAMILY ISSUESyour family? Listen carefully to the for example, might be accom- Why is a focus on "family" impor-discussion coming from this letter. panied graphically by a pair of tant? It is a typical point of departure Share the letter that you wrote with open ears and a grateful heart. in the primary social studies curricu-your students. One of my students expressed her lum, but what about later on? Fur one giftto her mother in poetry; thing, we all have families, and stu- Extensions another student wrote a song. dents, regardless of age, bring their As a follow-up to writing about Some students want to go further family issuespast,present,and what works and what doesn't, and "package" their gift in some futureto class with them. have students survey their friends, way. When the gifts are created on "Family" is also important as a na- family members, or other students the computer, other students may tional issue. The American family is in other schools via telecommuni- take the part of the parent and re- under scrutiny.Divorce, domestic cation, asking the same questions. spond in writing to the gift. Have partners, blended families, changing Divide students into small groups students think about books or structures, so-called "loss" of values to compile a data base of informa- movies that focus on unusual gifts all of these topics are worthy of con- tion gleaned from their surveys. and gift-givingand feel free to sideration. Issues related to families Regardless of family structure, share books such as Wilfred Gor- certainly appear throughout history gender, ethnic group, or geo- don McDonald Partridge by Mem and are widely reflected in literature. graphic area, are there certain Fox with students. Even though Reading and writing and talking about things that seem to make families it's written for young children, it's families helps students to see them- "work" and other things that a story for all ages. selves as a part of history and a culture don't? Writing and commenting (and for many students, more than on each other's assessments of this It's All in the Family one). research helps students to look for Judith Guest's book, Ordinary People, One thing is certain: family struc- patterns, for solutionsand to speaks to many family issues, Use this tures vary widely and may be quite un- know that families share similar book to focus on communication prob- nuclear. They may include nonrelated problems, lems in families. In Chapter 1, Con re- people and may exclude those related Have students scan newspapers flects on the sounds of his parents talk- by blood. Helping students define and magazines for family-related ing. "It doesn't matter. He doesn't what "family" means to them and problems,includingdivorce, need to hear, and they would certain- others helps them to value rather than abandonment, day care,alco- ly not be talking about anything im- put down differences in families; they holism, etc. How many of these portant. They would not be talking, have a chance to discover their own problems are reflected in their for instance, about him. They are peo- identity, their own worth, their own data base? What issues in their ple of good taste. They do not discuss
September /October 1992 The Writing Notebook13 a problem in the presence of the prob- he/she becomes the sculptor. Stu- each social issue they identifydoes it lem. And besides, there is no prob- dents playing family members are seem to be primarily an economic, cul- lem." placed by the sculptor around the tural, political, or social problem? Have students complete the follow- room in places and in configura- ing, first in their journals and then in tions that represent the relation-Extensions discussion: ships among family members. It can be interesting for students to go Who in your life does not talk These students ask the sculptor back to their data base in light of the directly to you? With whom do clarifying questions about their politicalplatform they'vecreated. you finditdifficult to directly role in the family and then act outWhat differences, if any, might this share important ideas? a dialogue with each other. As a platform make in the identified fami- second part to this activity, the ly problems if turned into policy? Script out a dialogue between you sculptor can choose to change the Which problems seem mostly private and that other person, including positions of people in the sculp-and internal? -which ones could po- ideas and feelings that you think ture and direct any desired chang- liticalor economic governmental each person wants the other to es in dialogue. This gives students policies impact? hear. the freedom to experiment withComing next time: Gender-related What is keeping each of you from how they would like things to be. doing that? issues and activities. Enter the Poiitical Arena Neil Van Steenbergen is nationally Extensions Have students work in small groups to recognized for his teaching, Family Sculpture: To create acreate a political platform for an up-workshops, and inservices in the familysculpture,a volunteercoming election, spelling out issuesarea of human relations issues that describes his or her family and related to families and suggested solu-include cultural diversity, gender then picks students in the class totions to these problems. Have eachissues, and peer mediation pro- play those family members. A stu- group present their platform and begrams. He may be reached at Jor- dent is chosen to play the volun- prepared to explain and defend it. In-dan High School, 6500 Atlantic teer's role within the family asclude in the discussion the nature ofAve., Long Beach, CA 90805.
Tears Can't Tell My Story Me Viet. Dau?* Niggerboy echoes Baby plays behind rusty. red bars my conscience. While bamboo curtains enshroud her tiny cage "Thief' rings out with cold stares Under HuL4 forgotten graves, as I browse through stores. Uncle Ho's broken rattle lies buried Tears can't tell my story. Her diapers sag with waste, Yet no one changes it "Gangster" grips people's lips Her milk bottle lies empty beside her. as I pull on my black jacket A few drops still cling to the bottom, Chocolate amounts to brown creme But those, too, are sucked dry by ants in this Vanilla world. in domed red starred hats. Tears can't tell my story. Severing flesh like a cleaver, Flashing 10's, 20's. sometimes 50's, Her teeth thrust forth in triumph. I'm a dope dealer. Whimpers turn to cries, Driving nice cars Loneliness to frustration. brings extra police attention. hither Russia is gone I hide behind my ebony mask. 140 trying to make a piano iii Htti Tears can't tell my story Ntoi het Vietnam? Jermame Smith
Reprinted with permission from Jordan High Si hook literary int inagozine, Stylus, l'olume 18, 1992. Special thanks to Mane ThIlstnip and these wonderful poets from heti native tel (limo Jordon High .School, 6.500 Atlantic Ave., Long Beach, CA 90805
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In the process of research, debate, and Once students have a first draft, they are given a chance writing, the original U.S. Constitution to enter comments on at least two other computer station becomes a living document for files. This process usually takes up the rest of the project period as well as 10 minutes of the second project period. these studentsa document to be When comments on the initial files have been completed, discussed, debated, and redefined. each team returns to their station to modify their writing. Once they are satisfied, the drafts are printed out and Although middle school students occasionally becomeposted. involved in national and regional rights controver- Next, students are asked to travel forward in time from sies such as gun control, abortion, the death penalty. 1791 to the present. They review their drafts to decide which and environmental issues, this initial involvement rarelyif any of the amendments are outmoded and need to be translates into an in-depth study of the rights guaranteeddeleted and/or which of the amendments require substan- by the U.S. Constitution. However, by using the computertial modification to meet current constituencies' needs not to support student investigation of constitutional issues, they anticipated by the 18th century drafters. As a catalyst for can go beyond an initial probe of a controversy to seriousclassroom analysis, we list groups of people and concerns constitutional research and debate. I call this strategy "Put- not included or anticipated by the founding fathers. These ting Rights On Line For 21st Century Citizens." might include women, the environment, racial and religious First, I divide students into teams of two to three. Eachminorities, children, the homeless, animals, babies, etc. team is posted at a computer station with their own copy Teams are given a full period for their twenty-first cen- of the Bill of Rights to review. As their first task they redraft tury citizens rights review. When they have modified the the eighteenth century phrasing into easily understandablerights to their satisfaction, each team presents their rights language. Teams are given 20 to 30 minutes for this task. updates to the whole class. All suggestions are entered on Theyrave access to a dictionary as well as my assistance. a separate file by a class "town meeting" moderator.Sug- One team member is designated as the recorder to trans-gested revisions are printed out for everyone. The students cribe notes and ideas developed by team members. take the printouts home and are given a week to contact at least five adult citizens and get their responses to the drafts. Students at J. H. S. 168 were asked to draft After the community survey, students enter the results legislative proposals for the N.Y. State Assembly. on their individual files and record their own responses. They formulated these using standard legislative Finally a town meeting is held in which the teams vote language: on each of the suggested revisions. Tallies of the vote are "BE IT RESOLVED that citizens have the right to die recorded by the class "drafter." The minutes of the meeting with dignity and to refuse hospitalization, surgical treat- ment, or extraordinary medical procedures that mere- and the tallies as well as a draft of the accepted revisions ly prolong dying." are printed out for the town assembly (the class). "BE IT RESOLVED that mandatory blood testing for As an outgrowth and an extension of this study, these AIDS or other Infectious diseases should be permitted middle school students modified their initial computer lab only when there is an overriding public health reason analysis of theBillof Rights to meet the needs of the grade for such testing." 4-6 students they work with as peer teachers. They shared "BE IT RESOLVED that the Equal Rights Amendment their own rights rephrasings with these classes and asked to the United States Constitution be ratified to insure the younger students to write their reactions to the amend- equal pay for equal work, to provide equal opportunity ments. In addition, they encouraged the younger students for all Americans and to prohibit the exclusion of women from professional, political and economic organiza- to find examples involving Bill of Rights issues in news tions." stories. continued on p. 46
16September/October 1992 The Writing Notebook The Civil Rights Movement via Multimedia Norma Mota-Altman
Who was Martin Luther King?" I quickly reviewed my "credentials" for such an under- "Martin Luther King? You don't know who Dr. Mar- taking: I had taken three (yes, three!) courses on Hyper- tin Luther King was?" I could hardly keep the disbelief Card and had attended the Macintosh Multimedia Institute from my voice. "Have you heard of the civil rights move- led by California Literature Project teachers at the L.A. ment?" County Office of Education. An enormous project, I realiz- "Wasn't he a black guy who fought for blacks' rights?" ed. Could I accomplish my goals? Where would I start? "He had something to do with the KKK, didn't he?" I started by planning my stack as I would a lesson: After a few more comments that alternately reassured What did my students need to know before they could me and appalled me regarding my 7th and 8th grade make sense of the civil rights movement? students' knowledge of the civil rights movement, I discuss- ed Dr. Martin Luther King, Jr. and his role in the civil Did they need a prewriting activity? rights movement in the United States. What pictures could I scan to make my stack more in- teresting? I combined what I knew about technology, "into, through, and beyond literature" techniques, and good teaching strategies. I realized that I needed more informa- tion about the period, which led me to the library and my own research on the subject. I watched the laserdisc and
''renemaq que al-vender made notes of the film clips I wanted to include in my stack. itiritos coma hermano', o vamos And I continually went back to my original question: What perecer !unto.. Lam° tontos was my purpose in creating this stack? Would it work best Dr Martin l other King, ir as a literature-based stack or a social studies stack? Was my primary purpose to have students read a core literature book about the civil rights movement and react to it, or vik was my purpose to help students gain a greater understand- MERNMERMIK tAirierMNIMININing of Dr. King and his role in a movement that affected all Americans? As a teacher I came away shaken from this experience. Don't most teachers discuss this? Isn't the civil rights move- Creating the Stack ment covered every year in light of the Martin Luther King Once I had settled these questions in my mind, I felt I was holiday? Obviously, although students may hear facts every ready to begin.Isat down with paper and pencil and so often, they clearly do not necessarily internalize these sketched out the information that each card in the stack facts or make the knowledge their own. How could I help them do this? How could I make learning about Dr. King With,tior As From the and the civil rights movement a life experience that students Dr. MartI(. -Jther King, Jr. Stack would keep with them? Brainstorm and wr'te an essay r i what this quote might I decided to create a HyperCard stack on the civil rights mean: movement that would combine text and video clips. The "There comes a time when people stop thinking about laserdisc I had in my possession, "King: Montgomery to what's happened to them and they start thinking about Memphis," would help.I had four major objectives.I what they can do to make their lives better." wanted to make the issue of civil rights come alive for Listen to Dr. King's words in the speech he delivered the students; I wanted my students to use technology as a tool night before the boycott. Write a letter listing what Dr. to achieve that goal; I wanted to help students reflect on King and the protestors were asking of the people of Montgomery. the period through writing prompts; and I wanted subject- matter integration that would encompass social studies, Think about the quote, "Hate begets hate; violence be- language arts, and literature through the use of core gets violence; toughness begets a greater toughness," Write a poem on the theme of nonviolence. literature books.
September/October 1992 The Writing Notebook17 would contain. I decided where to insert film clips and and learning but also for equalizing roles in the classroom. where I would place scanned images. I don't know yet if my stack will prove to be a great And then I sat down at my Mac LC computer and creat- teaching tool for my students in learning about Dr. Mar- ed the stack. It took only a few hours to make the stack tin Luther King, Jr. and the civil rights movement. I hope because I had planned everything in advance. It was easy! it will be. I know that creating the project was a great ex- After the stk looked the way I wanted, I took the disk perience for me. In putting myself in the role of my students to the school lab where I could work simultaneously on two in learning something new, I was reminded of the joy, the computers and translated the stack into Spanish for my frustration, and ultimately, the pride that comes with do- Spanish-speaking students. Now, I was ready for the big ing something that you previously thought was beyond your testmy students. ability.
.&:41VM-4einit4r.1- Norma Mota-Altman, Emery Park Model Technology School, 2821 Commonwealth Ave., Alhambra, CA On December 5, 1955. African.Americans in Montgomery, Alabama decided to unite to oppose injustice They agreed that they would boycott 91803. the buses until the bus company changed its unjust rules.
As their leader, they chose the pastor of the Dexter Avenue Baptist Church, Reverend Martin Luther Kink Jr.
On Sunday, December 4, Black ministers all over Montgomery preached Sunday sermons asking Blacks not to ride the buses but no one knew how many people would stay off the buses on Monday morning. December 5. Model Citizens Uluw loycott WRITING PROMPT: We see commercials, Brainstorm reasons why you think people stayed off the buses on that day. Write a speech urging people to stay off the buses (use your reasons). Sad, sickly children from third-world countries Flash onto sixteen inch screens. Petals of childhood cling To their small skeletons. Eyes like mirrors reflect Sorrow, starvation, and the hope of salvation. Since my students were working on their own Hyper- "Withered blossoms, we will help you. Card projects, I told them about my HyperCard project We will give seventy cents a day." and how I could access laserdisc clips in my stacka Soldiers march to and fro, technology that I hoped to share with them in creating their Displaying graphic pictures next stack. I told them that my stack war meant to be a Hamsters swollen like balloons, "teaching" stacka stack that would help tuem to better Cats missing tufts of hair, understand Dr. King and his role in the civil rights move- And dogs awaiting deadly injections. ment. I demonstrated parts of the stack with the whole class Our indignation shouts, using Kodak's Datashow and an overhead projector. I then "Stop torturing animals!" set up the stack on a computer in the back of the room We see the protest marchers. where students could work through it with a partner. I Greedily absorbing rain forces asked the students to help me make my stack better by Cardboard walls to collapse, evaluating what they found difficult or unclear as well as Leaving mother and child what they enjoyed about the process. Homeless again. Most students agreed that it was difficult to understand Our animosity screams, Dr. King "until you got used to him," so they liked being "Get a job!" able to play the film clips as often as they wanted. Having We are blind. a partner also helped, because they could ask each other Natalie D. Emery "what they thought he said." Students also enjoyed being able to discuss the writing prompts with someone before they actually started writing. More than anything, they en- joyed being able to move through the material at their own Reprinted with permission from Jordan High School's literary pace and to go back and forth through the stack. art magazine, Stylus, Volume 18, 1992. Special thanks to As a teacher, it felt good to relate to my students as a Marie ThIlstrup and these wonderful poets from her creative peer. I enjoyed getting their input and exchanging ideas writing classes. Jordan High School, 6500 Atlantic Ave., on how to make my stack better. They offered suggestions Long Beach, CA 90805. hesitantly at first, but soon we were all learning from each other. Technology is a wonderful tool, not only for teaching 2 18 September/October 1992 The Writing Notebook er.11(.1
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UMW . 141111 2 Electzonic Debate Chris Clark
This year, like many others, has been filled with of days available for writing and research. And, in a signifi- debate and controversy. Heated discussions on the cant break from a formal debate, identities are kept secret environment took place at the Rio summit. Thereuntil after the debate. This adds a feeling of mystery to the were battles, both psychological and physical, between pro- process and keeps petty interschool rivalry out of the choice and pro-life factions. People even argued about picture. which athletes should be allowed to compete for spots on Olympic teams. And, in an event that does not take placeKey Participants every year, 1992 also will feature a series of formal political In order to run one of these debates, two classes of students debates, when candidates for the office of President and(they can be as young as fourth or fifth grade) and their Vice President of the United States face off this fall on na-teachers must first agree to participate actively in the proj- tional television. ect. In this case, it really does "take two," although ac- As a result, many students and teachers will want to try tually a third party is also very importantthe debate coor- their own debates. Unfortunately, schools are likely to be dinator. This person, should be impartial and very familiar daunted by the necessary formalities, expense, and travelwith the telecomputing medium. The coordinator formu- hassles that are a part of arranging face-to-face debates with lates and announces the proposition, assigns affirmative and other schools. Technology provides another option. Thisnegative sides, and relays speeches between the two debate article describes how, with the aid of a computer andsites. After all the speeches have been written and ex- modem, students in two schools can carry out a modified changed, the coordinator announces the team identities and formal debate from their classrooms. manages the evaluation process. The Traditional Debate A debate centers around a formal-sounding sentence, called Here is a sample of both classes' comments to each a proposition, which often reads like this: "Resolved, thatother: so-and-so should do such-and-such." In a formal debate I'm glad I got to take part in this. I liked your speeches and I hope we have a chance to meet.' there are two sides: the affirmative, which agrees with the I hope to get to write back and !bah with one of you. proposition, and the negative, which disagrees. It is the job It was more fun than I expected it to heand challenging, of each side to build a case in support of its viewpoint and too. to refute the case of the other side. The first step in building a case is for each group to identify issues related to the pro- position. The groups then identify arguments associated Outside resource people are very helpful in an electronic with each issue and gather evidence to support their argu- debate. They can help classes understand how a debate is ments. conducted and provide information and background on the In a traditional face -to -face debate, there arc live oral content of the debate. The coordinator also will need to speeches. Teams are allowed a limited amount of time toenlist the help of two or more evaluators. At least one of prepare their cases and their speeches, and judging is donethem should be knowledgeable in the content area and on site the day of the debate. another should be familiar with debating. The Electronic Debate Hardware and Software As part of a project developed on the Learning LinkThe equipment needed in send electronic mail is available telecomputing network, the children's current events pro- in most school districts. Virtually any kind of computer will gram, "What's in the News," piloted a technique calledwork, as long as it has a compatible modem with the neces- "electronic debate," In this kind of debate, all communica-sary interface and cabling. Access to a phone line is re- tion is done over phone lines using telecomputing. Instead quired, but it need not be a dedicated line. Communica- of oral speeches given face-to-face, teams produce written tion software is also readily available, and schools can use speeches and exchange them via electronic mail. Limits are any telecommunication network that provides electronic placed on the number of words tier speech and the number!nail such as Learning Link, FrEdMail, Apple Link, Corn-
20 September/October 1991 The Writing Notebook puServc, AT&T Mail, or America Online. If the schools Day 15: Speech 3 sent. use different networks, they may be able to exchange mail through the Internet. Day 16: Opposing speech received and other side identified. Before the Debate After the last speech has been sent to the coordinator, First, the teacher and the coordinator need to get together she is responsible for sending copies of all the material to the evaluators. Evaluation criteria include observing and decide to do the project. Next, the coordinator will need deadlines and length limits, following content guidelines, to locate a partner school. If she has access to CompuServe, sticking to substance, responding to opposing points, not she might post an invitation in the Education Forum. debating evidence, and avoiding jargon. Next, the two classes need to decide whether a winner will be declared. In addition, both teachers should send the Day 20: Evaluations received. coordinator a list of possible topics that fit into their cur- A winner is declared only if requested by BOTH sides riculum. From those lists the coordinator will select an area before the debate begins. The decision on a winner is and frame the proposition. Before the proposition is mail- based on evaluation criteria only. ed out, though, classes should try to learn about debating Any good educational activity involves follow-up. and become familiar with debate evaluation criteria. Students may want to write to each other in a more per- sonal way now, perhaps introducing themselves. They also have an opportunity now to exchange comments During the Debate on the issue and the process. Later they may wish to Day 1: Topic received. discuss the feedback they receive from the evaluators. As soon as the proposition is received via electronic mail, students begin to research both sides. A number ofConclusion helpful resources can be found within the school district, A debate forces one to look at an issue objectively, rather including the library, technology support people, socialthan emotionally. One is assigned a point of view, rather studies and English teachers, and maybe even a debate than choosing it. This is a valuable learning experience for team. Community groups may also be helpful, including learners of all ages, and it can bring an issue to life. the League of Women Voters, Toastmasters, National An electronic debate should not be seen as replacing a Issues Forums, political parties, and the local universi- ty or college. The news media are also important sources live debate. It is, rather, an alternative that may prove easier of information. and less expensive than travel to a debate site. For students who have difficulty with oral presentation, electronic debate Day 4: Sides assigned. gives them an opportunity to participate without the By this time, data has been collected and the classes are pressures of face-to-face competition. It allows students prac- ready to work on their first writingthe constructivetice with the structure of debate as a form of communica- speech, which is limited to 600 words. In it students tion. And last, the telecomputing medium provides an in- should define important terms, identify key issues, andexpensive method for bringing students into contact with begin to outline their case. The speech is composed onpeers having very different perspectives. Imagine debating a word processor, and when it is finished it is sent by women's rights with Arab children or environmental issues electronic mail to the debate coordinator. The next day, with a class in Brazil. the students receive the first speech from the anonymous class on the other side. Chris Clark, Director of Educational Technology, Culver Day 6: Constructive speech sent to coordinator. Academies, Culver, IN; AppleLink: GCCIark. Internet: [email protected]. Day 7: Opposing speech received. Students now begin work on the second speechtheFor information on Learning Link, contact Learning rebuttal. Again, it is limited to 600 words. This time, Link Customer Service Dept., 1400 E. Touhy Ave., the purpose is to point out differences with the other side Suite 200, Des Plaines, IL 60018; ph. 708/390-8700. To and to begin to refute the opposition's arguments. New learn how to receive What's In The News, contact In- evidence may also be given. ternational Telecommunications Services, PO Box 1290, Day 11: Rebuttal sent. State College, PA 16804; ph. 703/476-4468. The author wishes to acknowledge and thank the Day 12: Opposing speech received. students in Johnstown and Lock Haven; teachers Finally, students begin to work on their closing speech, Patricia Marshall and Jane Coffey; evaluators Erica Ax which is limited to 300 words. No new positions mayelrod, Kathy McCormick, and Maria Lea vey; Dale be presented here. The idea is to summarize and com- Stough of the Pennsylvania Public 7'V Network, and pare cases with the opposition. Radio Shack dealer Jim Reese.
September/October 1992 The Writing Notebook21 2 4 Proposition: "RESOLVED, that United States anywhere, at any time, by means of demonstrations, protests, or citizens should not stage protests in times of rallies.... The government represents our country, and the only war." way we can let them know our opinions about certain situations Is by a vote or protest. . The opposition states that staging protests may depress soldiers First Constructive Speech: Affinnative overseas, but the protests can also show them that we care about
The United States government .. should have special powers them and feel that Instead of having them lose their lives on the during times of armed conflict with another nation. At the head battlefield, we think that the problem should be worked out of this list should be the right to prevent anyone living within its peacefully ... elected officials would see how many citizens are borders from demonstrations or protest rallies.... A country which against the conflict, and feel pressure to bring the war to an end Is engaged in a war will have to go through many hardships. quickly, ... the government should not be permitted to take away
... Protests eat away at the armor of the country. They attack our Constitutional rights, .. the foundation which keeps the war effort going. One of the most destructive effects of protesting is the demoraliz- Rebuttal: Affirmative ing effect on military personnel, their families and friends.... The negative positionis praiseworthy butunrealistic. No The message protestors send the the military forces is, you are democracy has unlimited freedoms.... The government ... wants wrong. Your country does not support you. Your cause is unjust. to guarantee that all citizens have rights, not just those who can ... Protests, during time of war, give an important advantage to shout the loudest. . . Voting is the best way to voice those the enemy. Protests divide a country and its citizens when a united opinions. effort Is most needed. ... An example was Saddam Hussein The idea that any military personnel would find protests a morale thanking American protestors for supporting the just cause of the booster is unheard of.... Unfortunately, those who start wars Iraqi people. .. . are more interested in winning than peace. ... No reasonable citizen would feel that protests during times of war are patriotic First Constructive Speech: Negative or morals building... . The federal government, in times of war, A protest is a formal objection or declaration to attract attention does have power to limit the rights of the people in the interest to what they consider unjust or unconstitutional laws or policies. of national security...... When people protest, it is not just In times of war. They pro- test for many other important causes. ... To make a law forbid- Rebuttal: Negative ding the right to protest is a clear violation of the first amendment . .. Freedom of speech is an absolute right and is intended to of the United States Constitution. ... be so. We are protesting legally and without treason. Also, pro- As a United States citizen, anyone can protest any place and testing can let the people overseas know that we support them. anytime, legally. . It is not unpatriotic to protest because it shows that the citizens ... Protests in a time of war also gives people an opportunity do not want human beings wounded or killed.... Protesting with to show their love, support, and best wishes. In modern ages the words or marching should not be illegal. It is not hurting anyone war's more technological, nucloar and chemical warfare can do or violating any laws. Public violence is against the law, but most much harm and protests could possibly help, change, or prevent protests are nonviolent. that. ... The idea of protesting and demonstrating is one of the freedoms of the general public. In order to have a free democratic society, voices shouldn't be suppressed by the government.
Second Constructive Speech: Affirmative Evaluators' comments arc summarized below: ... Laws as far back as the "Sedition of 1798," the "Espionage "The negative side took a difficult stand and made some Act of 1917" and the "Alien and Sedition Act of 1940" have made thoughtful points. They did well in citing the First Amend- protesting Illegal. Recent examples of troop reaction to protests during the Viet- ment, but ran into trouble basing arguments on an absolutist nam and Persian Gulf War also show that it is bad for morale and reading. Slander is illegal. fin example Unpopular speech is the war effort.... Protests may have been going on for many protected, and war protest is not obviously dangerous, like years, but ... in the Supreme Court case of Marsh vs. Alabama, shouting 'fire!' in a crowded theater. They did not explain how the court restricted free speech on private property.... Freedom protest shows support fur the troops. Speech 2 made good of speech Is not an absolute right and never was intended to be points about immigrants wanting frecdoni and about voicing so. ...It Is limited by the rights of others, national security, and opinions, but the conclusion was weak. public decency. "The affirmative side was well-argued, but skirted the issue ... Justice Oliver Wendell Holmes wrote, "When a nation is of diminishing rights, Some of the evidence is misused (the at war many things that may be said in peace are such a hind- arts cited have been repealed) and should have been refuted. rance to its effort that their utterance will not be endured so long as men fight." The Holmes (pone was gisal. They presented more evidence than the other side, butt mild have done a better, job of relating Second Constructive Speech: Negative the negative. The "glue which will hold the nation together" Although some points in your speech are well taken, in this country is good. They wake a pod point almall the rights of all versus these points have no validity. ... Here we have the freedom of the rights of homiest.lit Speech 3, the phrase 'reasonable speech, which enables us to openly express our opinions citizen' is a value judgment
'4 C- Z.. 22September/October 1992 The Writing Notebook 1
WHAT'S IN THE NEWS Telecomputing Project ELECTRONIC DEBATE EVALUATION
PROPOSITION: "RESOLVED, that United States citizens should not stage protests in times of war."
RULES AFFIRMATIVE NEGATIVE S ch.Max Length Deadline Length Date Length Date
1 600 2/04 2 600 2/08
3 300 2/13 MIIIMMIIMIM
First (Constructive) S .eech AFFIRMATIVE NEGATIVE Defines terms Presents issues Outlines case Second (Constructive) Speech AFFIRMATIVE NEGATIVE Outlines differences Refutes opposition Continues buildinuase Third (Rebuttal) Speech AFFIRMATIVE NEGATIVE No new positions Continues refuting Compares cases Summarizes
OVERALL EVALUATION AFFIRMATIVE NEGATIVE Convincing arguments Compelling evidence Responds to opposition Opinions of authorities Evidence is not debated Sticks to substance Outsiders can understand
Comments (below and on the back):
25 September/October 1992 The Writing Notebook 23 Jostens Learning: Writefor Tomorrow Susan Ludwig
Get it down. Take chances. It may be bad, but it is Find out what gave you the emotion, the only way you can do anything really good. what the action was that William Faulkner gave you the excitement. Then write it down making it so clear that In the past, we didn't teachwriting; we assigned ...it can become a part of the experience it and then corrected it. The emphasis was on of the person who reads the final product. For the most part, learning Ernest Hemtnyivau to write consisted of filling in the blanks onendless At lostens Learning, we believe that teachir: worksheets, copying the answer to a question rrom writing involves not only telling students run. a textbook, categorizing writtensamples. or re- to write, but in creating situations where they %van: sponding in one of two discourse modestheto write and want to write well.Students are en- essay or the reportwith little instructionother couraged to use language in meaningful contexts. than the goal of a specified length of "at least twoThatis,reading,writing, and thinking are pages." Such assignments failed because they: presented as complementary, integrated literacy skills. Did not explore the range of writing forms The jL Writirig Program integrates reading, available to the student. writing, and thinking instruction in realistic literacy Supplied little assistance to the writer regard- tasks, using real-life experiences and everyday ap- ing the process of writing. plications. Lessons are drawn from the sciences Were not relevant to the adolescent's interests or concerns. Resulted in evaluation of the mechanics rather than content (i.e., "red pencil" assessment I. As Lucy McCormick Calkins' acknowledges, it is misleading to "elevate form over content." Writers do not sit down to write a "three paragraph persuasive essay," but rather to say something: "to convince people. .., todescribe in depth. .. , or to explore the relationshipbetween. . , ." Language arts programs, particularly for ado- lescents, cannot afford to focus on traditional areas of importance: academically accepted literature that has no relevance to their lives; skill-based "Writing Directions"The U. Writing Progrant incor- lessons that require memorization of discrete and porates realistic literacy tasks. ever-changing sets of rules; writing assignments that require the use of tiresome formulas and pro-and humanities as well as from life skills.Each duce similarly mediocre products: classroom as- lesson provides an off-line reading task tohelp signments that require, and perhaps even foster, students collect ideas and organize their thinking lower order thinking skills and little or no crea-before going to work at the computer. At the com- actively as char- tivity. puter, the students participate
24 SentemtvnUccober 1992 The WnrinNotehoui, acters in a simulation that relies heavily on full- CLOSE }MU, FILE WRITE Ca/J1011 STYLI tu 1 tt it color graphics and re-enacts a realistic literacy situation: promoting a business doing lawn V.:k, persuading parents to give their consent for a trip, describing a creature seen underwater, or evaluat- ing possible sites for a school outing. Also pro- vided are model compositions on-line, reminders of the task at hand, and additional tricks of the writers' tradealways customized to the current writing project. "Writing Processor Menu"Students are guided in the five-step writing process.
11.44.-.44dh Jostens writing programs will continue to take full advantage of the characteristics of young adolescents, putting their yonderful intellectual curiosity to work with activities that engage their problem-solving capabilities and call on their opin- ions and experiences. Jostens Learning captures the spirit of the mid- dle school philosophy that embraces curriculum integration and student involvement. The more students write, the more likely they are to have "Underwater Creature"Students build an extensive developed their imaginations and the more likely vocabulary. they are to make choices and invent their own assignments. So much the better, we think. Student decision making involves them fully in Utilizing the Notepad and the Writing Processor, the learning process, capitalizes on individual in- students hone skills in the process of writing. In terests, and provides the opportunity to return to the Notepad, students take notes on the simula-the lesson at a later time to respond from a dif- tion, and the role they have assumed, retrieve in- ferent point of view or gain practice in other styles formation needed from documents read on-line, of writing. reflect on the intended audience, and begin to For example, students will choose the subject on develop the writing task they have selected. which they wish to take a stand, the sources for Once students have the information they needtheir research, the audience they want to address, to address the literacy task, they are routed to the their viewpoint, and the means by which they will Writing Processor. There they shape their notespresent their message. A strong element of reali- into a realistic format such as a report, campaignty is infused into the writing process.Once speech, thank you letter, or an advertising flier. students have something to say, they will choose Thus, students are exposed to different kinds ofthe means of expression, which could range from writinginformative, persuasive, narrative, anda letter of complaint to anobjective news report imaginativeused in situations common to their to a week of journal entries written by someone daily experiences. lost in the wilderness. The Writing Processor is more than just a word processorit prompts students through the five-Looking to the Future step writing process, offering built-in assistanceOn the horizon is a language arts program that for prewriting, drafting, revising, editing, andfinally takes its proper place, not by the wayside publishing with handy pull-down menus. as one of several distinct content areas,but in the
September/October 1992 The Wramq Notebook 25 driver's seat. Language arts will be the pivotal ele-cording to middle school educator James Beane, ment at the center of a fully interdisciplinary cur- "Genuine learning involves interaction with the riculum with theme-based units traversing all con-environment in such a way that what we experi- tent areas. ence becomes integrated into our system of mean- Immersed in thought-provoking simulations, ings. Integration is something that we do our- students will explore a wealth of multimedia onselves; it is not done for us by others!' line. They will navigate effortlessly among the The next generation of language arts programs components: an expansive multimedia database, will help students to listen and think, read and a library of essential tools and templates, interac-think, speak and think, and write and think, us- tive interviews with experts representing a varie- ing fully interactive media. Critical thinking is the ty of opinions and backgrounds, on-line encyclo-DNA of language arts, of literacy, of communica- pedias, and customized skill instruction always just tion. Learning domains will not be isolated; a screen away. Students will write, then read, do writing lessons will integrate reading, writing, and some research, and write again. The steps in thecritical thinking in problem-solving simulations. writing process will begin to merge, just as theyThe ccnstant aim of Jostens' writing programs is do for the 'real' writer. to facilitate the growth and maturation of children, not only in communicating, but also in thinking reflectively, identifying and clarifying personal The Writing Processor is more than just a beliefs, evaluating aspirations and interests, and word processorit prompts students acting upon problem situations both individually through the five-step writing process, and collectively. Just as they will be called upon offering built-in assistance for prewriting, to do as literate adults. drafting, revising, editing, and publishing It is wise to write on many subjects, with handy pull-down menus. to try many themes, That so you may find the right and inspiring one. You must try a thousand themes before In writing, students develop their thinking skills. you find the right one, They reconstruct knowledge, plan communication, As nature makes a thousand acorns to get one oak. shape their message, and review the entire proc- Henry David Thoreau ess. Rather than a barebones assignment such as "write a story about your favorite character," students will rise to the challenge of producing 1. Calkins, L. (1986). The Art of Teaching Writing. Ports- broad-based written records or portfolios that in- mouth, NH: Heinemann. clude written observations from the field of science, charts from math, timelines for social Susan Ludwig, MA, has been a classroom teacher. She studies, and graphic organizers summarizingis currently a reading specialist and instructional hooks read off-line. Writing will span all disciplines designer for Jostens Learning Corporation in San Diego. to support the language arts-based outcome. This For more information about Jostens Learning Corpora- will promote not just better language skills and ac- tion, write 6170 Cornerstone Court East, Suite 300, San quisition of information, but genuine learning. Ac- Diego, CA 92101.
16tictitembetitItohet 1991 The Writing Notebook Unfolding the World for Wondrous, Young Minds. Jostens Learning-Leading a Renaissance in LearningTM.
Jostens Learning' A Renaissance in Learning
For more information, please contact: Jostens Learning(800) 422-43397878 North 16th StreetPhoenix, AZ 85020-4402 30 A Modest Proposal to Reduce the Number of Social Studies Reports Written by Students Linda Po lin
When I studied chemistry I found it interesting chords which, proceeding from so many battle-fields and mainly for its analogies. One of the most useful so many patriot graves, pass through all the hearts and all I ever encountered was the distinction between a the hearths in this broad continent of ours, will yet har- mixture and a solution. I hope my high school and college monize in their ancient music when breathed upon by the chem professors will pardon my inaccuracies, but I recall guardian angel of the nation." Lincoln rewrites, "The a mixture as a liquid in which two or more products are mystic chords of memory, streching (sic) from every battle- suspendeddispersed evenly around but still very much field and patriot grave to every living heart and hearthstone, separate, whereas a solution is a liquid in which two or all over this broad land, will yet swell the chorus of the more products have truly dissolved and become a third. Union, when again touched, as surely they will 1w, by the I want to use this analogy to suggest three authentic and better angels of our nature." empowering roles for writing in the social studies classroom: rhetoric, persuasion, and commentary. These do not Now you try it... describe mixtures of writing and social studies, but rather, Wills continues in his candid analysts to lay bare the source hopefully, a solution characterized by the complete dissolve of power in Lincoln's rhetorical style. It is a terrific lesson of the separate elements to constitute a third. for the writing teacher to pass along to students. 'lb make it a successful lesson, begin by examining an influential speech from the domain of social studies; fiir example, Mar- tin Luther King's "I have a dream" speech; Churchill's "blood, sweat, and tears," Kennedy's inaugural address. Rhetorical Power Try rewriting the prose. Can you make it better? What makes it work:' Wills' article gives us some ideas about where to look. After examining prose and uncovering the "power tools" Most kids can recite at least the opening lines of the Gt- of rhetoric, ask students to write speeches for meaningful tyslairg address. Most know Lincoln "said" it. Fewer recall real-wot Id occasions. For example, suppose you were in- it is on the occasion of the dedication of a Civil War burial vited to come down to South Central Los Angeles to ground; ihVt`r still know how terrible the battle which dedicate a new community center. What would you say? preceded it actually was. I'd venture to guess that mine What should you say? Work on it, revise it, try it out. Can understand the political impact of the words I .incoln spoke, you do itin 272 words? That's all Lincoln used. merely referring to it as the speech that "freed the slaves.' In a recent article in the Atlantic Alonthly, Gart,' Wills details the occasion and political context that surrounded Lincoln's address.lie examined evidence aboutthe thoughtfulness and intent of Lincoln's words and concluded that, unlike what we have all grown up believing, it is very, very unlikely that Lincoln scribbled the words to the speech on the hack of an envelope while riding the train to Gettys- burg. Indeed, part of his argument is based upon a careful There is more to Lincoln's speech than its powerful rhetoric, consideration of Lincoln's style and writing habits. and herein lies my second rule for writing in the social In one fascinating see thin of the article he gives us side- studies classroom. Wills examines the deeper meaning of by-side passages of Seward's draft for Lincoln's second in- the speech and discusses lesser-known reactions to it. Not augural speech and Lincoln's own masterful revisions of everyone viewed it as an inspirational call to unity under that draft. Here's a sample. Seward writes, "The mystic the banner of the Constitution. Wills comments, "Some
28September/October 1992 The Writing Notebook people, looking on from a distance, saw that a giant (if simply, a bogus task. And, the bogus nature of the task benign) swindle had been performed. The Chicago Times deprives it of clues fi ir students about how to do a good quoted the letter of the Constitution to Lincolnnoting job. A genuine and known audience, a message to convey, its lack of reference to equality, its tolerance for slavery and an urge to «alumni it ate are missing. That can be easi- and said that Lincoln was betraying the instrument he was ly remedied. History is always open to interpretation and on oath to defend, traducing the men who died for the let- argument, so let's argue. ter of that fundamental law." Even younger elementary students can participate in per- Calling it a "stunning verbal coup," Wills describes how suasive prose or argumentation. Consider the fifth graders' Lincoln reinterpreted the Constitution, expanding its study of the age of exploration. Why should anyone fund meaning beyond merely the anti-King George III asser- Columbus's voyage:' Re -enact the scene at the court of the tion of the equality of men (be they monarchs or citizens) King and Queen of Spain. Include the Church, which had to include the equality of black and white men living in high stakes both in the science of the day and the spread the United States. In rather lyrical prose, Wills says of Lin- of Christianity. (Warning: You won't find your history text- coln's Gettysburg audience, "They walked off from those book very helpful.) Oh my gosh, the students are going to curving graves on the hillside, under a changed sky, into have to go to the library and read up on the subject (let's a different America. Lincoln had revolutionized the Revolu- call it doing some investigative journalism). In studying an tion, giving people a new past to live with that would change event, consider the message each of the key players in the their future indefinitely." He is writing here of the lack of event wants to communicate either to his or her compatriots explicit mention in the Constitution of slavery. Lincoln's or to the opposition or both. In short, don't do a report choice of words pulls together the Union as a single peo- on Columbus, be Columbus (or whomever). Prepare his ple bound together under the Constitution. Indeed, we speeches and letters, his funding proposals; make his argu- learn that before the address the United States was used ment. To do so you will have to understand the man and as a plural noun (the United States are) and afterward as his times. a collective noun (the United States is). 4\v That's a powerful pen. How did he do that? The how \'\ I "111 \'
is partly explained by the why. He needed to do it. He had = X---41/1111 111 ,.//- \ 211, '/ III\ 1-- III \. w \\ N ''I ---,- a purpose, a message, and he planned his speech accor- X dingly, so Wills argues. Satire and Commentary: The Essayist
r,-- Now you try it... ///,'=---/ 'N 'Ili , 4,;'',Iii ,1/,111 ,\III.,it i VA..".:,',N ,wC/W= Students do write in the social studies classroom, but most We don't have many essayists left anymore; it's a dead or often it is the obligatory "report," a meandering exposi- dying art. Perhaps its demise corresponds with the immense tion that presents for the teacher evidence that the student decline in citizen participation in government and social issues. This section reflects my own sense of loss of com- pelling social commentary and my probably futile interest Report writing is not authentic prose. It is in reviving it. an academic display of competence or The social commentary or essay is a formal piece of knowledge that the teacher can grade. The writing, crafted and carefully targeted.I won't presume bogus nature of the task deprives it of clues to lay out the rules of the essay here. You can go look it up or learn from models (Zwick, in press). Commentary for students about how to do a good job. and political satire (a kind of commentary) are important That can be easily remedied. History is tools of refbrm and change in society and provide valuable always open to interpretation and argument, insights fbr the historian looking back in time. so let's argue. One of our nation's best satirists and essayists was Mark Twain. Did you know that Twain was vice president of the Anti-Imperialist League, which was created to protest the has been to the library and read up on the subject. These acquisition of the Philippines following the Philippine- things are as painful for teachers to read as they are for American War of 1899 to 1902? Twain, a highly visible pro- students to write. No wonder we periodically allow the salt- file in the United States, wrote and spoke in vehement op- and-flour map, the popsicle stick fort, and the magazine position to a number of foreign policy moves that he felt picture collage. betrayed the anti-imperialist roots our nation laid down in Report writing is not authentic prose. It is an academic its revolutionary War of Independence. Consider this ex- display of competence or knowledge that the teacher can cerpt dated Dec. 31, 1900: "I bring you the stately matron grade. Both reader and writer understand this. It is, quite continued on p. 46
September/October 1992 The Writing Notebook 29 32 Software Review USA Geo Graph Marcie Bober Macintosh Version 1.0 System requirements: Mac Plus, Classic Series, LC Series, SE, SE/30, II Series, Quadra and Powerbook Series Hard disk required; System 6,0.5 or later quickly see that there is no single "right" way to view or analyze infor- 1 MB for monochrome systems; 2MB for color system (color mation. They realize that the same monitor recommended) data can be interpreted and presented Apple Image Writer® Series, Apple Style Writer, Apple in a variety of ways, some more valid LaserWriter® Series, Hewlett Packard Paint Writer, and or usable than others. With the depth Color QuickDraw®-compatible printers of information provided (and with the Retail price: $69. teacher able to import up to 10 addi- MECC tional categories), USA GeoGraph is 6160 Summit Drive North a great researcher's assistant. Most Minneapolis, MN 55430-4003; ph. 1-800-685-6322. important, students can easily export maps, text, or database information into other applications, giving their Educators have long complained application founded on five fundamen- work greater depth and power. More that U.S. students lack basic tal themes: location, place, relation- on that later. knowledge about geography. In ships within places, movement, and the not-too-distant past, I taught high regions. Put USA GeoGraph school students who didn't know the Just a minute, I hear you say! Isn't Through Its Paces... simplest of directions (north, south,writing the focus of The Writing Begin with the Overview map in order east, west), who weren't sure in which Notebook? Why aren't you reviewing to see the location of the United States direction the sun rose or set, who had a "language arts" product? My an- in the world and the proper geographic never heard the terms "latitude" orswerissimply: Consider USA positions of Alaska, Hawaii, and U.S. "longitude," and who thought LosGeo Graph one of your better inter- territories. Three zoom levels allow in- Angeles was cast of San Diego. Per-disciplinary tools. With a wealth ofdepth exploration of a particular state haps this "academic void" is partial- or geographic region; these views can ly explained by the way geography is also be accessed through the Maps traditionally taughtthrough the iso- This program is menu. Although maps cannot be dis- lated memorization and recitation of really a sophisticated, proportionately resized, holding down names, dates, numbers, and facts. The interactive almanac. the Shift key resizes maps in more amount of data seems overwhelming In the hands of an useful 25% increments."Slide and of little relevance. Simply put, around" on region and state maps by insightful teacher, clicking a gray area adjacent to any content is seldom presented in a way USA Geo Graph is at home that sparks student interest or that stateas long as that gray area is part helps students to easily make connec- in any classroom where of the United States. Unfortunately, tions to other content areas. thinking, analysis, and border states are not labeled, and in- Technology is rapidly changing all writing are valued. itial exploration can be haphazard and that. In the last few years, the release unfocused. of new geography software programs, Click once from the Overview or some very game-like, bring this sub- categorized information, this program Fifty States maps to view a particular ject to life by providing a variety ofis really a sophisticated, interactive state or territory, or select multiple ways for students to search for, display, almanac. In the hands of an insightful areas from several regions (either by and interpret those once meaningless teacher, USA GeoGraph is at home in using the Shift key or the Maps menu). facts and figures. One of the best is any classroom where thinking, analy- Once an area is selected, simply tog- MECC's reasonablypriced USAsis, and writing are valued. gle between the Map, Data Cards, and Geo Graph. Originally designed and Researchers and practitioners agree Data 'fable to learn about each of the marketed for the Apple !his. USA that to write clearly we must think selected areas. A note of caution: A Geo Graph has just been released for clearly, and USA GeoGraph is an ex- single click on another area de-selects the Macintosh. MECC looked to lead- cellent critical thinking tool that invites the previous selection unless that Win- ing geography educators to produce anexploration and discovery.Users dow has been named.
30 September/October 1992 The Writing Notebook id 11 olio selected; it's important to be vigilant a Window's entire contents, including Agricultural Regions about naming a Window using thea key if it is displayed (unlike Copy, Average Annual Precipitation pull-down Maps menu to change which affects only the visual contents Average Annual Snowfall views. of a Window). Average Cloud Cover Average January Temperature Four types of comparisons can pro- USA GeoGraph's graphing func- Average July Temperature duce interestingresults: Compare tions are also noteworthy and especial- Civil War Places, Compare Categories, Comparely useful for visual learners. Colorful, Climate Zones Rankings, and Contrast. Encouragekeyed pie charts, bar graphs, and scat- Dialect Regions your students to make predictions, ter graphs are easily produced. Elevation hypothesize, and describe trends over The teacher is encouraged to set up Energy Consumption time. It is here that a change in Focus Energy Resources several configuration files that accom- Ethnic Populations can bring dramatic changes in data, modate a variety of users or units of Federal Lends because Focus lets you target some study.Configurable items include Groundwater Sufficiency portion of the country that hasn't been Map Features, Focus, and units of Growing Season Length predefined by the program. measurement. Heating/Cooling Navigate by defining search rules Indian Cultural Regions and linking them with "and/or" con- But What Does This Have Land Use Natural Hazards nectors. Note that search "rules" doTo Do With Writing? Physiographic Regions not display on the resulting map, norEverything! According to the de- Population Density is there a way to "toggle" to the search velopers at MECC, the focus of USA Settlement Patterns dialog box. GeoGraph is on "'human geography,' Territorial Empansion Export is one of USA GeoGraph's the relationship between where people Time Zones strongest functions, allowing Windows live and how they live." Exploration of Ue station Re lions of text or graphic information to bethe USA GeoGraph databases and read and used by other Macintosh ap- The Maps menu: 27 themes. maps lets students imagine how peo- plications. Export data cards and data ple live in different regions of the na- tables as tab-delimited text files for use tion and how people's lives and life- Although only one document can be inword processing, database, orstyles are impacted by location, cli- opened at a time, up to 10 Windows spreadsheet programs. Export maps,mate, and the presence of natural re- (or views) of information can be graphs, or distribution tables as PICTsources. displayed within a document. Each files for use in graphics programs such Window can be named (andre- as Studio 8 or SuperPaint. These filesRemember, No Program named), but you must Save the docu- can he imported completely intact and Is Perfect ment in order to save Windows. Once can be fully manipulated by the other Many types of help are included. The a Window is named, it can be closed software applications. You can Export content of the User's Guide is excel- (to avoid on-screen clutter), but it is easily reaccessed through the Windows 113 Window 1 IIIIMINIMMII11111111.11111 menu. Windows (or views) can be P.O. Awn* Annual (Unitas duplicated, deleted, or linked. Linked 27,500 Windows examine the same database selection and Focus in different ways. 25,000 and are set apart in the Windows menu. Use function keys to create 22,500 specific Window types. Minnesota USA GeoGraph's 27 Theme maps 20,000 Pay, Average Anflual: 622,448 can be used only at the Fifty States Crime Rale, Violent: 288 per 100,000 population per year level. Explore a wide range of geo- 17,500 graphical,historical,and cultural topics. Use the Show Key function to 15,000 see a key describing the meanings of colors or patterns on the resulting 12,500o 200 400 600 800 map. Again, zooming in on or click- 100 300 SOO 700 900 ing on a specific state or geographic Crime Rote, Violent (Units. per 100,000 population per year) region causes the "theme" to be de- Scatter graph.
September/October 1992 The Writing Notebook31 34 oration hidden away. A thorough read- lent. Topics are thoroughly discussed Try some of the following activi- and useful exercises are included. Un- ing of the User's Guide is necessary to ties, using USA GeoGraph as one fortunately, the layout may cause un- become a savvy user. of your classroom resources: necessary frustration; the material is As mentioned previously, individual not presented in manageable chapters views or Windows are too easily "lost" Focus on descriptive language and or chunks, so a change in topic is not or replaced. A mere single clicking on imagery by having students create readily apparent. Consequently, I gave another area de-selects the previous travel guides, perhaps tailored to the index a good workout. Exhaustive selection unless that Window has been. particular groups of people. Have studentshighlight each state's application help is available under the named (or a different perspective ac- strengths. Encourage them to use Apple menu; specific map-level help is cessed via the pull-down menu). words strong enough to attract the generally available by holding down The Import category (in the Man- recreation enthusiast, the botanist, the Control key. USA Geo Graph also agement menu) allows teachers to add or the retiree. takes advantage of several System 7 up to 10 categories to the program's Ease students into poetry writing functions, including balloon help and database, but the process is lengthy. with acrostics or shape poems. Challenge them to describe par- publish. Note, however, that the user Data correctly added, however, can be ticular trends or themes with odes cannot subscribe to text or graphics used in all USA GeoGraph functions. or elegies. published by other programs. The bottom line: It's time to wel- Focus on dialogue and com- Sound is sorely missed, especially come USA GeoGraph to the class- munication skills by having stu- since the technology readily accom- room, and especially to classrooms dents produce newscasts or dra- modates it. And flowers and flags must where writing in all subject areas is matizations. be visually displayed, not merely des- encouraged. Have students create innovative cribed. study aids through board or card MECC developers have taken ad- games. vantage of function keys but have Marie Bober, 4502 E. Briarwood Celebrate culturaldiversity.Let students explore each state's eth- managed to keep much of this infor- Rrrace, Phoenix, AZ 85044. nic and racial composition, eco- nomy, and other factors to prodict demographic changes In the next 10 years. USA GeoGraph Help In collaborative groups, produce a Topic Help Information class newsletter or magazine, be- gin a pen-pal program, write his- Help Welcome to USA GeoGraph help. Click on torical fiction, develop characteriza- File Menu any item in the list to see helpful tions, or debate topical issues. Edit Menu information about the selected topic. If Display Menu further informationisavailable, the Concentrate on characterization by Mops Menu 'Subtopics' button will be enabled having students role play a state of- Data Menu ficial who must tackle a trouble- Windows Menu Management Menu some problem such as hazardous Theme Mops waste production or violent crime. InfoBar Using the program's bar graphs or Database Categories Clicking actions on mops scatter graphs, test correlations Clicking actions on data cards and tables between categories. Lead a spirited class discussion on cause-effect relationships (including whether or S 11 i0 I ( ) Done 11 not numeric correlations can be used accurately in this manner). Help (under the Apple icon)
32SeptemberlOetober 1992 The Writing Notebook News from the National Writing Project Stephen Marcus
"You don't have to learn 501 com- useful resource to accomplish a specificdemonstrated a much greater desire to mands!" writing task or to illustrate a particularincorporate technology into their in- Beverly Chin, Director of the Mon- teaching technique. As the project di-struction and into presentations for tana Writing Project,isemphaticrector notes, the teachers don't have to state-sponsored conferences and work- about that point. She has been incor-learn a comprehensive set of word shops. porating technology into her project'sprocessing commands. They don't The Montana WritingProject Summer Institutes since the earlyspend time learning every trick in the seems to have developed a wonderful 1980s, but in a way that quite ap- book. And they don't have to begin or method for meeting the needs of its propriately emphasizes the teaching ofend with the same level of expertise. participants that is well suited to the writing, not the teaching of technology. The Institute provides the help thenature of its program, particularly in Her NWP site serves the whole state, participants need for whatever level ofserving a wide geographical area. The so each summer the twenty-someexpertise they possess. The lab re- approach remains rooted in very prac- teachei., come for a 4-week residentialmains an adjunct to the Institute'stical and resource-effective strategies. experience. concerns. It doesn't cost the project a lot of Early on,the participants were Care is taken to provide participants money, and the technology is there to asked to bring an Apple He computerwith opportunities to discuss how a serve the needs of writers, not technol- with them, and if possible a printer. classroom can function with only a few ogists. The computers were set up in one halfcomputers or with a complete lab Future directions include attempts of the meeting room and became theavailable to students. The teachersto establish a networked lab on cam- group's computer lab in order to sup- themselves get a chance to experience pus and an e-mail system to help tic port the writing completed in the a range of set-ups, sometimes by hav- together project teachers from around course of the Institute. At first, about ing some of the Institute's equipment the state. The project's use of tech- 10 teachers brought computers, thetaken out of service so that they can nology will continue to serve the needs next year about 15, and the third year work together on projects and experi- of teachers in the spirit of the NWP all 20. The project is now able to countment with issues of scheduling and re- approach to the teaching and learning on having enough computers to pro- source management. of writing. vide people with the tools they need. An important feature of Montana's Typically, one hour is spent the first approach is that once the equipment This column profiles National Writing day familiarizing any participants new is set up, it belongs to everybody. Peo- Project Network affiliates that incor- to the computer with the basics of its ple do not identify the specific equip-porate technology into their activities as well as state and national efforts related operation. They are joined for an hour ment they brought as "my computer." to the NWP. For information about on the second day by those with someThe lab belongs to the group as a becoming an NWP affiliate, write experience but who need to brush upwhole. The group helps build it andJames Gray, Director, National Writing on basic skills or acquaint themselves they all share its resources (a kind ofProject, School of Education, Tolman with the word processor used duringongoing technological potluck). Hall, University of California, Berkeley, CA 94708. For information about the the Institute. Thereafter, participants Director Chin finds that the In- California Writing Project/California learn what they need to learn in order stitute's arrangement provides a "low Technology Project Alliance, write to accomplish a task at hand. Addi- stress/highsuccess"environment. Stephen Marcus, CWP/CTP Alliance tionally, specific word processing pro- Teachers come away with insights Coordinator, SCWriP, Graduate School cedures may be taught in connection about how to use a lab environment of Education, University of California, Santa Barbara, CA 93106. For informa- with a particular demonstration les- effectively and how to make richer use tion about the Montana Writing Proj- sonhow to use search-and-replace to of the existing technology. They also ect, write Beverly Chin, Director, explore the presence of "to be" verbslearn to appreciate individual dif- MWP, Department of English, Univer and insert suitable substitutes, for ex- ferences regarding editing hardcopy as sity of Montana, Missoula, MT 591112. ample. opposed to doing onscreen editing. As The key here is that the computersa result of their experience with the are used as a readily available and project's Summer Institute, they have
3" September /October 1992 The Writing Notebook 33 A Country Far Away, written by Nigel Gray and illustrated by Philippe Dupasquier (Orchard Books), was suggested by a friend for my young son. This story has the text written in the Classroom middle of the page with two sets of pictures that show the same activity for two boys from very different cultures. These identical Writing experiences, such as going shopping, occur in a small African village and a modern suburban setting. Work with a fellow Activities teacher to pair your students up with older (or younger) children as each class studies a different country. The pair can talk and to Support come up with some original examples of what children in their countries might do that would illustrate the differences between the Curriculum them. Use a large print word processor for the text of the book and have students illustrate each of the phrases for their own country. What a great social studies activity for peer tutors!
Judy Piper
The Buck Stops Here, written by Alice Provensen (Harper & Row), is a great book to use when studying the Presidents of the United States.It has one page dedicated to each President with the facts written in "rap." The illustration for each of the rap stanzas is designed to he a memory assist or mnemonic device that will help students to remember the name of each President and the order in which they served. For follow-up activities the author has also included a section called "Notes About the Presidents," which has several These activities use additional facts about each of them. We have often used this book with adults during our inservices and have found that literature as a it appeals to all ages. Students would have fun writing their springboard for the own "raps" to help them remember the states, capitals, or study of history/social other points of geography. science and as a prompt for original 1-1 I E S`1 Olt 'V VINE writing. Storytelling is a "remarkably successful method of introducing other cultures in a positive way," writes author Anne Pellowski in The Story Vine, a collection illustrated by Lynn Sweat and published by Macmillan. There are many different ways and methods of telling a story discussed in this book. All the stories come from around the world and use accompanying objects, music, or visual devices such as string, which is used in the telling of the Cat's Cradle. Ms. Pellowski also includes a list of some of the stories and collections that are her personal favorites, although she would rather that storytellers search out their own stories to tell. This is certainly a good resource to begin with and I believe those who take advantage of it will Judy Piper, Consultant, Instruc- begin to find other tales to tell in their classrooms. Have your tional Support Services, Stanislaus students do a quickwrite after you tell them a story. How did County Department of Education, the accompanying objects add totheir enjoyment and 801 County Center Three Court, understanding? Students also could select their favorite and Modesto, CA 93355. tell the story, complete with an "object," to younger children or siblings.
34 September /October 1992 The Writing Notebook 7 The Writing Notebook is proud to announce the release of our new anthology. Writing and Technology: Ideas That WORK! (The Best of The Writing Notebook, Vol. 2)
Dedicated to helping teachers successfully integrate technology and writing in the K-12 classroom, the book contains 266 pages of the best articles and writing activities from our last four years of publishing. A practical guide that helps bridge the gap between theory 3.xid practice. Chapters include:
Writing Across the Curriculum Publishing
Language Arts Editing/Revising Telecommunications Students With Special Needs Social Studies Writing in the Math Class Writing and Art Multimedia Writing and the Sciences Research and Writing Restructuring and Technology Writing Activities
Yes! Send me copies of Willing and Technology: Ideas That WORK! Enclosed is a check or purchase order made out to "The Writing Notebook" for $25 per copy plus $3.50 shipping (U.S. dollars, please). Send to:
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Send to; The Writing NotebookP. O. Box 1268Eugene, OR 97440-1268
3u Lab Notes Bernajean Porter
This new column will focus on writing sure each research team names and Recruit volunteers from outside lab curriculum strategies and ac- catalogues their electronic file for easy the class, including students in tivities. And having said that, many of use by other students. The class is now study hall, upper grade students, the ideas presented obviously can be ready to begin their writing project. or parents. altered for use outside a lab setting as Final projects might include a news- Have students learn the program well. If you have a lab idea to share in paper, individual essays a slide show, in pairs as they talk each other this column, send it on a disk, format- or a hypermedia project. through the steps involved. ted for the Macintosh, to Bernajean Have clear, concise printed direc- Porter, 1307 Nutmeg Court, Mt. Pros- Learning New Software tions availablenot all students pect, IL 60056. Learning new softwareeatsinto do well with auditory directions, precious instructional time. Be sure Create Prewriting and students can refer to printed that the trade-off is worth the invest- instructions later on. Collaborative Research Teams ment. If the software is a general tool As a prewriting activity, organize stu- program, it will be used in many dif-Peer Review dent teams to research and gather ap- ferent ways throughout the year andMany word processors have enhance- propriate information for use by all worth the time ittakes to learn it.ments that support students in com- students as they draft their writing. Remember that when students are fo- menting on their peers' writing in in- Divide students into groups, taking in- cusing on learning the new software,teresting ways. Here are some strat- to account the project, grade level, and their attention will be diverted tem- egies to encourage energetic and use- the hardware available. porarily from concentrating on the ful peer review: Imagine a class project to create two writing assignment itself. Here arc newspapers on the American Revolu- some ways to ease your classes into us- Use groups of two students to tion: one from the Colonial and one ing an unfamiliar piece of software: review another piece of writing to from the British point of view. One encourage discussion as they enter team might collect, design, or scan Use a short, ungraded assignment feedback. graphics from this era. Another group (a poem or paragraph, for exam- Save the review under a second could collect quotes or sayings. A third ple) while learning the software. file name, so the writer's original team's mission would be to collect Plan extra time in the beginning file is left undisturbed. short biographies of prominent citizens to learn the program before focus- If there is not enough time to do of the time. A fourth group would di- ing on the writing assignment. these activities at the computer, gitize sound clips (Note: Bank Street Use a writing style that is already make multiple printouts and give Writer for the Macintosh, Word for familiar and mastered by your students colored pencils to color the Macintosh, and Hypermedia tools students. code their responses. for Apple, Macintosh, and IBM all combine sound andtext).Other Itcan be hectic when all your Encourage students to use a sec- groups could gather lists of literature, students seem to need you all at once ond color to insert questions, songs, ideas for articles, other world to answer questions about using a new insertasterisks where more events of the time, and humor. piece of software. Use the "three descriptionmight behelpful, highlight in bold words that are This process works best for thematic before me" cooperative learning rule. powerful, and put parentheses ( ) units, whether focused on literature, "Three before me" means that stu- around dull or vague words. historicaleras,a humanities time dents must try to help themselves in period, or a science project. This proc- three different ways before asking the Create separate review sessions ess also can be used successfully with teacher for help. This encourages in- one for revising for content and small collaborative groups working on dependence. Here are some other another for editing for mechanics. strategies: a specific topic, rather than a whole If you arc using word processors class topic. Train two or three students to he with graphics available, readers Store students' tiles on a file server experts before the whole class uses might want to insert a specific or make a class set of data disks. Make the software. symbolone toindicatethey
36 September /October 1992 The Writing Notebook liked what they read, one to in-students canincorporatevisualcolor monitor as a button to click on, dicate they were confused, andevidence in their persuasive essays,and played in full motion right inside another toindicatethatthey newsreports,presentations, andthe text. linind the idea a strong one. Rub- reports, using laserdiscs that match ber stamps can serve the same their topics atthey learn to search for Bernajean Porter, Senior Partner, purpose iithe computer is notvideo clips to support their opinionsThe Confluence International and conclusions. Group, a national team of edu- Word processorswith sound Several options are available forcators. She is presently on contract as a resource consultant with Glen- available to combine with text give students in presenting their work. They could use software to make bar brook School District #225. Glen- students the chance to leave com- bmok, IL. ments in the form of applause orcodes on labels that can be inserted in- actual voice comments, which can to the text. If the computer is hooked communicate in a way that mere up to a laserdisc player, hypermedia words left on a page cannot do. tools create buttons inside the text that show the selected video clips when clicked. Quicktime software allows Supporting Evidence these video clips to be captured, stored If you havelaserdiscsavailable, as a file, brought into the Macintosh
Sto
Old Buddhist Temple My stomach would growl Cramped legs, Until my dry mouth Sore nuscles, Savored And hungry stomachs The sweet, rich food. Fill the old Buddhist temple. The air is perfumed A monotone chorus By flowers Chants vigorously, White Penetrating young ears Pink In a whir. Yellow And the warm sun Like smooth stone statues Fills the cool room. These Cambodian people Demonstrate strength The chanting ceases. Poise Now, as a sixteen year old Unity I still look forward Art To the food Which were created centuries ago, But also learning to listen Reciting verses To the verses That have not been forgotten. In the old Buddhist temple. As a child July Khim I vaguely remember the chantings, The spicy aroma of beef soup Always caught my attention. Steaming, hot dishes of fried vegetables Reprinted with permission from Jordan High School's literary Were tidy and placed art magazine, Stylus, Volume 18, 1992. Special thanks to In front Marie ThIlstrup and these wonderful poets from her creative Of the yellow clothed monks writing classes. Jordan High School, 6500 Atlantic Ave., To eat. Long Beach, CA 90805.
4+ A A A A
September /October 1992The Writing Notebook 37 LaptopsAn Exciting Addition to the Social Science Classroom Edward R. Ricgler
Can technologyand especially report, prepared at home on their laptop, classmates take laptopsenhance teacher- and notes using their laptops. The last ten minutes of the period arc reserved for students to print their notes on the two student-centered learning in the social printersin the classroom, or they use other printers science classroom? My answer is a available in the building. resounding yes! The use of laptops has enhanced student interest, fa- cilitated notetaking, and made instruction easier. By the way, my students find their laptops useful in other classes As a member of our school's Model Technology Project, as well. They take good care of them; to date none have I have found the use of laptop computers to be a positive been lost or stolen. I am often asked if the clicking of com- and exciting addition to the educational process. They pro- puter keys is distracting. Both my students and I have vide opportunities for interesting assignments, increased become accustomed to the clicking and no longer notice it. student motivation, and a renewed enthusiasm for teaching. Three years ago 1 became part of a (quire of 25 I cachers Small Group Assignments via Modem at Alhambra High School who were trained to use the The laptops facilitate tasks other clan notetaking. Each Macintosh, laserdist players, VCRs, t anicorders, anti other computer is equipped with a modem. Students have ac- technology.I was also trainer] in the use of 'Iiindy com- cess to a district message board and can leave messages and puters and qui( kly folunl ways to on to pto ate the ITS receive them at home in the evening. I have developed small goals of student-t yowled reaming and writing across the currit ulum in tov Iwo Advaig rtl l9 H einem I listocy t lasses. Document analysts and essay IS ming at e tl trial parts Technology makes students the center of of AP {fishily Students 11111'41 solgl Ito( kgolund their own learning. It has an important and of historh 'natty lidIII plrl,naunn lolthe AI' wont in exciting place in the social science classroom May The part in instill( lion IIlast, soli Rs(' I hapoos and of the nineties. nimoiroos leanings t otrlrtl eau 11 week I.apinpn .11 r ideal- ly suited hit them task!, Eat it UI 1111 idxh stuiltints t hut k oto a Iamb Mond 102 group assignments using subjects in our supplemental laptop lot the veal on a limo ii mill litangentent 'How reading books, On certain nights I leave historical problems tarry them tot lass and shoe them %shell net timing on the message board for students. For example, I might the day. Hwy all use the laptops daily ur invt Its lot ask one group of live to eight students to read the 1 recl notetaking. Scott decision, summarize the legal questions involved, and explain the implications for the future. Students dial on, Notetaking on the Laptop,: receive the assignment, cotnplc leit on the laptop, and As a part of the class, lour or live stodems are assigned report in class the next day. Although clearly the assign- topics to report on each day. Sample topics include: The ment could be written on the blackboard, receiving it via significance of (he Open Door policy in China; The con- modem at home promotes student interest and involve- troversy surrounding Theodore Roosevelt's role in acquir- ment, The message board also has the capacity to conduct ing the Panama Canal; Arguments pro/con for the group chatting of up to five individuals at a time. Ifre- RooseveltCorollary;andEvaluationof Theodore quently participate in such chats from home using my Roosevelt's foreign policy. As a student presents his or her laptop. 4i 38 September/October 1992 The Writing Notebook Cooperative Learning Groups The Future of Technology in My Social Laptops promote cooperative learning. While each group Science Class discusses a problem such as the role of the "yellow press" The addition of two Mac SEs to my classroom will further inthe Spanish-American War, one student serves as enhance instruction and learning; students will more easi- secretary and records the group's findings. The notes are ly be able to upload Tandy files. Using the Mac and printed and distributed to the rest of the class when group Kodak's Datashow, students willbe abletocreate leaders present their findings orally. This approach is in- multimedia presentations using Scholastic's Point of t'ieiv: valuable during group review for the AP exam. Student Overview of U.S. History and Civil War and Reconstruc- groups create outlines of review topics such as treaties, tion, a program that allows students and the teacher to use tariffs, Supreme Court cases, causes of wars, important primary sources and 140 other statistical data tables. The presidents,etc.Each group's outlineisprinted and Mac and Data Show will be invaluable for class demonstra- distributed to the class fOr study. This approach enables tions on thesis and paragraph developmentessential parts the class to cover a large amount of material in a short period of time. Perhaps the most valuable Outcome of the laptops is the Students brought their laptops to the school improved quality of student essays. Wht n students are library, public library, and the Cal State assigned sample AP essays, they type them in at home. At L.A. research library to record their school they edit and format them using the Macs in the research. The notes were uploaded to the computer lab after uploading them front their laptop to the Macs and a formal report was written, Mac. The essay is then printed on the laser printer. Not edited, formatted, and printed. only has the overall quality improved, but grading printed essays is much easier than struggling with a wide variety of' handwriting. of the AP essay exam. Finally, an intrrsrrtiye videodisc workstation can be created where students can create Laptops as a Research Tool HyperCard stacks on the Mac that utilize specific parts of The value of the laptops in library research was shown in laserchses such as Vote 88 and the Encyclopedia of the a cross-curriculum English/Social Science project developed "liventieth Century. And, with a modem and the necessary with the help of the English honors teacher. Students were software, my students will be able to participate in the In- formed into groups and assigned topics dealing with the teractive Communications and Simulations program at the culture of various periods in American history. Each group University of Michigan and become a part of global was asked to cover literature, art, science, drama, educa- classrooms as they communicate with other students tion, and music for a specific period. Students brought then throughout the U.S. and the world on assigned simulation laptops to the school library, public library,ind the Cal topics. State L.A. research library to record their research. The This takes us far beyond the traditional realm of the notes were uploaded to the Macs and a formal report was history teacherstanding in front of the class, lecturing written, edited, formatted, and printed. Each group also and assigning chapters from the textbookand of students prepared a short ten-minute video highlighting the cultural completing the typical report and term paper in the course achievements of their period, which they presented in class of the year. Technology makes students the center of their along with the Ibroml report. Smite students learned to use own learning. It has an important and exciting place in the camcorder, VCR Companion, and interactive video. the social science classroom of the nineties. In the multimedia lab they used the sound digitizer, video digitizer, scanner, and videodisc player to produce a Hyper- Edward R. Riegler, Social Science teacher, Alhambra card stack. The result: a variety of creative presentations High School, 101 S. 2nd St., Alhambra, CA 91801. using combinations of text, sound, graphics, and anima- tion under computer control. The assignment proved to be a tremendous learning experience for students and teachers and it real testimony to the value of multimedia in education.
September/October 1992 The Writing Notebook 39 Literature, Writing, & Art Nancy Scali
Exploring the History of Writing with Young Children
Although people have been on this earth for hun- Egyptian Hieroglyphics dreds and thousands of years, their writing skills In approximately 3100 B.C. the Egyptians created a are just about 6,000 years old. The development beautiful form of writing named hieroglyphics for "ho- of writing can be attributed to the contributions made ly" (hiero) "writing" (glyph) by the Greeks when they by many civilizations. saw it hundreds of years later. Hieroglyphs were used to keep records, express ideas, and most importantly, Animals on Cave Walls to create symbols for sounds, thereby preserving About 15,000 years ago, people living in cave shelters spoken language in written form. created the first drawing and painting tools. Using these tools, the cave dwellers created many diverse A H .0.- M S representations of animals on the cave walls. These beautiful images provide a visual record of ancient BJ N ^^", animal Ith' in Africa, France, and Spain, and also sug- 4 T gest a first attempt at a form of writing. D J cN P13 w Sumerian Cuneiform Writing In Mesopotamia (today's southern Iraq) about 5000 F K 0 A Y years ago, something amazing began to occur. A group of people called Sumerians started keeping simple G1,7 L4:10 R C> "written" records on wet clay slabs called tablets. Before this time records were kept by memory, but it was sometimes difficult to memorize and remember information in this way, especially if there were many Hieroglyphs were written on clay, wood, and reed different things to account for. plant paper called papyrus. The Egyptians believed The people selected to write and record informa-that writing was a form of power and protection, so tion were called scribes. They used twig, reed, or stick scribes were well respected. Usually only boys became pens to press a series of lines, dots, crossed lines, circles, scribes, but archaeological evidence has shown that and holes into wet clay tablets, thus creating a writ- girls from wealthy families or the daughters of scribes ten form of accurate record keeping. Over time thewere taught to read and write. Students learning to pens of the scribes were carefully cut and shaped into be scribes worked very hard, using a brush and ink thick, pointed pens or pens with cuneus or wedge tips. to form hieroglyphs on a clay or a gesso-covered Thus, the Sumerian style of writing became known wooden board. When students became proficient writ- as Cuneiform. ers they were allowed to use papyrus. Students wrote Cuneiform symbols eventually were used to expressand copied many different things, so they learned ideas as well as to keep records. The signs and sym- geography,literature,mathematics, science, and bols were very precise in meaning; scribes used a kind medicine. Once educated, a scribe could possess any of reference tablet or dictionary in order to maintainimportant job in the community, doing things most correct symbol representation and meaning in theirkings could not doread, understand language, and work. write.
40SepteinhellOcuther 1992 The Writing Notebook 43 A Consonant Alphabet lustrations can be printed when all artwork is com- In 1,000 Italy, Spain, and Greece started using pleted, with the descriptions or riddles accompany- a consonant alphabet. It is believed that the Phoeni- ing the illustrations. cians, many of whom were traders, exporters, and sea If desired, students can make a POP-UP BOOK, merchants, brought their writing system to these coun- with the pet description or riddle on a single flat page tries. and the illustration (or riddle answer) on the pop-up page to follow. A alpha CltN nu Y B 1-. S X - k 59nrre Y 0omicron . Ddal ta 6 p pi1* E Ione R rho A Z"ta 3 slips a . c 5eta .11 T tau 7- TH theta 8 U upsilon 1-1 phi ICI CH chi ic I iota 1 F K kappa K L lambda AP. pa' W jimu p 0 omega LA
By 500 B.C., the G'eeks had developed a writing tablet which consisted of a wooden or slate base covered with a thick coat of wax, which enabled er- rors to be rubbed out or passages to be replaced with a new coat of wax. Parchment, an expensive form of paper, also was produced using scraped, stretched, and dried animal skins. The Greek education system is well Createa Cuneiform ReferenceBook known, Most significant was the development of aSumerian cuneiform symbols were used for record written alphabet consisting of 24 letter symbols, both keeping and for expressing ideas. For example: consonants and vowels, which is related to the alphabet we now use.
STUDENT ACTIVITIES 4 Creating a Visual Animal Record Invite students to bring small family pets to class. Set up a schedule in which students, individually or in travel/travelling house boat pairs, observe and draw one pet in a 25- to 30-minute time period. In a quiet classroom area, arrange a workspace which will accommodate two double sta- Using drawing software, have pairs of students tion desks. Desk one will be an observation space. Itcreate one page of cuneiform symbols that represent should be large enough to set up a pet in a box or 10-12 ideas. Combine the student-designed pages to- cage and allow for viewing of the pet. Desk two will gether and bind into a Reference Book. Print enough be the technology table. It should be large enough for copies of each page to make six books. a computer, drawing pad, input device, and if possi- Form students into five groups and give each group ble, a printer. Students can observe the pet and make a copy of the Reference Book. Using only the il- a short written outline on lined paper that includes lustrated ideas in the Reference Book, have students important characteristics and details they want to in- create a story. Save the stories on a disk titled "Elec- clude in their computer illustration. Using selected tronic Journal." drawing software such as DazzleDraw, 816Paint, If you have access to HyperStudio and 816Paint, Deluxe Paint, or Kid Pix, each student will create an students can create Cuneiform stories using their illustration. After completing the drawing/painting Reference Book and 816Paint and then transfer these and saving it on disk, have students return to their visual stories to a HyperStudio stack. First, students seats to write a description or riddle about the pet, must crate their stories using 640 sc:een resolution using their earlier outline as a reference. Student il- (colors will be limited) using 816Paint, HyperStudio
4 4 September/October 1992 The Writing Notebook 41 is set up to create a Cuneiform Stack. When students tween two sheets of manila paper and leave it for about are ready to ADD BACKGROUNDS, they can add one week. When each page of the story has been dried their 816Paint illustrations. After a stack of stories is between the manila sheets, remove the manila paper made, students can use the output on the monitor jack and students will read their fables on a form of semi- to record their stories on video or they can use the transparent parchment paper. HyperStudio microphone to add sound affects!
A Poem Written in the Ancient Greek Alphabet "Writing itself is one of the great, free Using drawing software, students can write a sim- human activities. There is scope for ple poem using Greek alphabet symbols. individuality, and elation, and discovery. In writing, for the person who follows with trust Greek Fables and forgiveness what occurs to him, the world The Greeks are known for their fables. Aesop was a remains always ready and deep, an famous Greek storyteller who lived in the 6th Cen- inexhaustible environment, with the combined tury B.C. Aesop's fables usually had animals as the vividness of an actuality and the flexibility of main characters. The animals Windd act like people a dream. Working back and forth between and their good or had actions would teach a lesson experience and thought, writers have more about everyday life. than space and time can offer. They have the Using the word processor, have students write a whole unexplored realm of human vision." fable and illustrate it with computer-drawn images. William Stafford After the story is complete and printed out on com- puter paper, turn the paper over. Using cotton halls and vegetable oil, rub the entire paper with a thin layer Nancy Scali, Arroyo School, 1700 East 7th St., Ontario, of oil until itis visibly coated. Place each paper be- GA 91764.
SOME GREAT DIRECTORS: Alfred Hitchcock Martin Scorsese Nancy Scali's kindergarten class
Okay, maybe you haven't heard of Nancy's class, but they put together a great ver- sion of their favorite story, The Turnip, using a computer, a tape recorder and a camcorder. And we tell you how they did it in our new reprint packet Multimedia and Writing. This packet of ten articles provides you with lots of information and good models, from a kindergarten "movie" project to a technology-enhanced production of lamlt't. Articles take the mystery out of multimedia by including instruction on how to set up hardware and software to accomplish your goals. Laserdiscs, CD ROM, video cameras, videodiscs ...adding multimedia to your classroom is chal- lenging and provides students with exciting opportunities for demonstrating what they learn. You may not win an Academy award, but who knows? Stranger things have happened. $10. Order by using form on lust page, or by sending a check or purchase order to: Visions for LearningP. 0. I3ox 1268 Eugene, OR 97440-1268503/344-7125
42September /October 1992 The Writing Notebook 45 Book Review Mary Cron
The Encounter uneasy feeling about something? Theyof technology. Her story of the small Written by Jane Yolen; illus. by David can research and write about signifi- boy who tries to warn his elders of the Shannon. cant times in history where there isdanger Columbus and his crew bring Harcourt, Brace, ,Jovanovich, 1992, record of a warning before a catas-leaves the reader with the impression $14.95. trophic event. They can write the samethat the native population in their story front the point of view of a cabin simplicity,kindness,and lovefin' It's amazing that it has taken this law or girl who might have been on thetrinkets gave up their land without long for someone to write (and get ship with Columbus. Since neitherresistance. The fact that there is more published) a children's book )60111 the Columbus nor the Minos thought thatto the story to tell opens the door for Columbus saga from the native pop- each other were really human beings, further student research and writing. ulation's point of view. Jane Yoko, in students an write about how each ofWhat really happened after that first her beautifully written and illustrated these groups might define what itencounter? Did the Tainos put up any hook, recounts the story of Colum- means to 1w it human being. They can form of resistance? They eventually bus's landing on one of the Caribbean list and analyze the gifts exchangedwere wiped out, but how and when? islands through the words of a young between the 'kin° tribe and Colum-Students can use a database to collect 'fitino boy. In doing so she blows open bus. What significant differences can information regarding events during a familiar historical story that has been be found in the gifts given? the giftsthe years after Columbus's first visit. one of the foundations of the social withheld? Flow can power and manip-They can create timelines to track the studies curriculum for decades. Col- ulation he part of gift-giving? Students history of the native population. They umbus didn't really discover that land can write poems, stories, plays, letters, FIRST. There were already real peo- journals, etc. as if they were a girl or ple who lived there. In fact, they were boy living at one point in time during very helpful people who welcomed Ironically, it is in what that history. Columbus to their land and only later Yolen doesn't include that The other thing Yolen cannot in- found out that warnings like those clude is historical verification that this given by Yolen's native boy should we find some of the richest boy lived and acted in this way at the have been listened to. Even though this opportunities for writing Columbus encounter. She says, "I re- book is disturbing (so is the history of and the use of technology. created what he might have said our species), rather than being trau- usinghistoricalrecords and(he matized, our children will benefit from storyteller's imagination." This can the telling of an important historical lead to a wonderful investigation of event in a three-dimensional manner. can also list the way the author de- what it means to record history. How Their view ))I' what constitutes learn- scribes the gifts. What is a "rounddo we know when something is his- ing ;dam, "history" will come to in- pool to hold in the hand that gives atorically accurate? What is historical elude not just the telling and memoriz- man back his face"? Students could fiction? When is it difficult to separate ing of facts but a riih painting of createimage-richdescriptionsto factfromfiction? one person's human life in all its multicultural and describe everyday items. Most impor- perception of the truth from another's? complex diversity. They will hopeful- tant, students can write about actual Writing and (he use of technology can ly insist on questioning any simplistic events in their own town or school support these investigations in various tale that considers only the permpta t lye from the perspective of several dif- ways. The important thing is that of one individual, group, 01in'r. ferent people or groups involved to try history has come alive for students. In The story 111111 1111' Way it was W111 to capture the "whole'' story. Theythis beautiful and disturbing book, urn1111(1111111411.1111'd 011'1111111W 51111 t mnpare a 5 W's type of jour- human beings with all their strengths, 11111g111T places 1111wilting. Stinhan» nalistic accountof' the story with frailties, and failures have been includ- can write dream journals Ihal Ha moil primary source materials like lettersed, and voices long silent have been some (ii their own dreams and 111111140 and I journals that rapture the perspec- heard. Thank you, Jean Yolen! them to comment on what else the boy wee of individuals. mulct have done to rile( ilvely Han limn( ally, it is in what Yolen doesn't Mary Cron, RYMEL, Inc., 777 tuunicate the warnings of his di ram. itultule that we find some of the richestSilver Spur Rd., Suite 229, Rolling What do they du when they have an opportunities kn. writing and the use Hills Estates, CA 90274,
September/October 1992 The Writing Notebook 43 4 American Families Project
Ray Medeiros
Have your students ever read the heartwarming let- lings to each other and to begin to create a data base, family ters written by post-Revolutionary war settlers tree, and timeline. Having these tasks to complete adds to Patricia and Peter Carpenter of Pittsburgh, Penn- the project and provides an opportunity to demonstrate sylvania? Or those of their childrenDavid, a fur mer- some real uses of these tools. Students have created some chant, and Sara, who married a Susquehannock Indian? elaborate family trees and often send notes to their siblings Probably not, because these families are fiction. They are asking for more specific information such as dates of mar- part of the American Families project. riages, birthdatcs, or maiden names. While integrating computer, research, and writing skills, In the second and subsequent letters in this project, as well as peer interaction, this project enables students to students are required to include a reference to something construct a family and, at the same time, give students that really happened in the year of the letter, and more im- the opportunity to understand in a more concrete fashion portantly, something that would have affected their lives. the development of American history. The following is a sample letter from a sister to a brother: The project is designed to make use of telecommunica- tions in a unique way. Two or more schools, utilizing telecommunications, participate in a creative writing, December 31, 1838 historical research activity. Students in each school are given Dearest Jared, roles to play in a fictitious family living in the year 1838. It has been one long year since I have last written to Each group of students in the family receives a brief history rat. I hope that this letter findsyouand your bride of that family, including the names of their brothers and/or Eli.raheth healthy The new year is upon us and I pray sisters. At each school there arc three family members (i.e., that it will bring us as much happiness as 1838. When last I wrote, things here in South Carolina three Carpenters, three Singletons). were getting hectic. Joseph does not abide by these The participating teachers determine the specifics of the people who are talking about seceding from the Union assignments such as the historic dates for each loiter; when, because of the tax problems. His mercantile is doing in real time, the letters will he exchanged; how many let- well awl he is thinking of expanding. Young Joseph has ters will be sent during the course of the year; and it there taken an interest in the store and is learning his figures while working with his father. Joseph is very proud of will be any final activity so that the fictional characters can his oldest. find out about their real "siblings." The three boys all had bad colds last winter, but After being assigned a role, the student(s) (I also have Mary and Jesse were spared. Mary's fourth birthday done this successfully with small wimps playing one rifle) was not unesvntful, however; she was playing in the first randomly chooses a place where they would like to live apple tree and HI right onto Nathan! Both were all right except l'or a couple of rather large bumps on the based on the geography of 1838. Some of the fatuity mem- head. bers have to follow certain traditions of the 19th century Just last week, right before Christmas, we had a such as the oldest son inheriting the farm or business and terrible. storm. A traveler stopped during the night and remaining at home, and the youngest daughter usually set- we !NW'him shelter and a decent meal. Thu may ding nearby to care for aging parents. recognize his name, Henry Clay of Kentucky. He is a very powerlitl Senator who seems to be thinking of a Next, they must create their own family (wile/husband/ higher office in the next election. He was a fine man children) and determine occupations. Then each student and an eloquent speaker, and he was most pleased to writes an initial letter to a sibling at the other school or have a dry place to sleepthatnight. site, with these pairings predetermined by the teachers in- I do not know if this letter will reach you soon, but volved. This first letter describes events in the recent past we all wish you and your family a very good New Year. Please write as your letters mean so much to all of us. of theirfamily,including marriages,births,deaths, business, and travel. Students are asked to include specific Ibur loving sister; Amy. dates. The purpose of this first letter is to introduce sib.
44September/October 1991 TheWritingNotebook 4" The letter above is written in a style that emphasizes the ing in American Families made her feel like she was a "part fatnily and the writer's life and almost underplays the of history" historical event mentioned. As students read about life in Schools in seven states have participated in the project the nineteenth century and The letters written by their sibl- thus far, and the concept, if not the actual biographical sket- ings, it opens up a forum for discussion concerning social ches included in the packet, are being adapted for a school change, the role of women, inventions, politicsa wide in japan. The possibilities continue to expand. With full variety of topics that are sometimes forced into the cur- motion video as a part of classroom technology, I see the riculum but which in this format become a genuine part American Families project growing right along with the im- of the history they are studying. agination of studentsimagine creating a family album Often students adapt their own interests to the letters. or an animated tin white. For example, one student was fascinated with old coins. If you are interested in participating in the American He used his hobby to write to his sister about a specific Families project, drop me a note. I'd love to hear from you. coin that was no longer being minted. He then continued by describing what his feelings were about this since his Ray Medeiros, Dighton Middle School, 115 Wood St., business was affected. On his own, economics was being Somerset, MA 02726. learned by this eighth grader through involvement and role playing. And his interest became a learning experience for his "sibling" at the other school. At various stages during the activity the teachers involved can send out "letters" to students informing them of various happenings such as the death of a parent, notice How Many? of a windfall from a distant relative, being called to help How many lives will it take to make out a family member who has unexpectedly become ill, or A perfect world? How many suns receipt of a Christmas or birthday card or present. Unex- will shine pected mail adds excitement and an air of suspense and And moons beam before our hearts surprise to the project. will mend their break As the project neared conclusion, students created While we wonder when He will send a sign? embellished timelines, including drawings or magazine How many candles will burn in the cutouts or actual photos of family members. Next year we night plan to end the activity with a videotape exchange so that To save our children from the spooky students can find out what their "siblings" look like. dark? This project requires the teachers to communicate with Will those adult children overcome each other regularly and commit themselves to specific their fright? timelines. I and the several very dedicated teachers I worked What will it take to ignite that with chatted about the project, planning upcoming ac- bright spark? tivities and straightening out any problems that arose. The How many sweet dreams will be initial phases of the project require teacher interaction to awakened Before they're fulfilledbefore it's too get the ball rolling and continued communication to keep late? it moving. How many times will your dreams he Near the end of the school year I always ask students taken to till out a survey about the class and the activities we have Before you decide your own precious done. One question I ask is "What was the best part of fate? this year?" Over the past three years, more than 90% of What will it take for us to see the the students enthusiastically endorsed American Families light? as the best part. Will peace be just another oversight? This project lends itself to many areas of the curriculum Amber C. Dobbins as well as age groupsI have worked with students as young as 5th grade through high school. Although primari- ly designed as part of my social studies curriculum, the language arts teacher used it to stress letter writing, gram- Reprinted with permission from Jordan High School's literary mar, and style. Even the science teacher got into the act, art magazine, Stylus, Volume 18, 1992. Special thanks to discussing inventions and scientific interests of specific Marie Tollstrup and these wonderful poets from her creative decades, which students referred to in the historical aspect writing classes. Jordan High School, 6500 Atlantic Ave., of their letters. One of my students said that the role play- Long Beach, CA 90805.
4E September/October 1992 The Writing Notebook 45 Reissman (cont. from p. 16) ss using current events and neighborhood issues to develop legislative proposals using the standard legislative framing On Line Debate format. This format involves briefly introducing the pro- Our citywide bulletin board allowed students to upload blem, preceded by "WHEREAS." Once the problem is their rights revisions and responses to other students, inter- stated, the solution is introduced, preceded by "BE IT ested users, and law scholars who developed a Rights Net- RESOLVED." work discussion group. Students also used bulletin board In the process of research, debate, and writing, the AP headlines and research capacities to access relevant con- original U.S. Constitution becomes a living document for stitutional issues in the news and chat about them; they these studentsa document to be discussed, debated, and also developed an electronic library on various issues such redefined. Through the computer and telecommunications, as The Right To Die, Execution by Injection, Animal these middle school students actively study and critique Rights, Surrogate Agreements, Gun ControlIssues, their rights as U.S. citizens as they contribute to the ongo- Obscenity Laws, and Environmental Rights. ing debate.
Legislative Writing Row Reissman, Magnet Specialist District 25, 70-30 Finally, students began their own legislative drafting proc- 164th St., Flushing, NY 11365.
-Po lin (cont. from p. 29) It is easier to find the humor and the theme in that story called CHRISTENDOMreturning bedraggled,be- since it is not dependent upon knowledge of some specific smirched and dishonored from pirate raids in Kiaochow, historical incident, but instead takes on a universal enemy. Manchuria, South Africa, and the Philippines; with her Find tapes of Mark Russel on PBS. His satire is not par- soul full of meanness, her pocket full of boodle and her ticularly strong or witty, but it is obvious. Old episodes of mouth full of pious hypocrisies. Give her soap and a towel, Saturday Night Live, really old episodes, contain sketches but hide the looking-glass." that were social commentary. The Sunday Opinion or Editorial section of most urban newspapers do contain political essays, but rarely do those References writings have the flavor of social commentary. Even rarer Twain, M. (1992). Thirty thousand killed a million. still is the article that clips into satire to make its point. Reprinted inAtlantic Monthly, 269(4),52-65. Wills, G. (1992). The words that remade America. Now you try it... Atlantic Monthly, 269(6),57-79. Satire and social commentary are hard to read, let :done 4wick,J. (Ed.). (in press.)Mark Twain's Weapons of write Get soon' models to read and discuss befOre aitempt- SalimSyracuse, NY: Syracuse University Press. ing to ( reale your own. Entphitsitt both satine and t um- mental v Not (wet y thing has to embody %% Ty wit1)isi tiss Linda G. Polin, Associate Professor of Education, Pep- Mr rule and responsibility of the essayist. penline Uniersitt; Graduate School of '-2clucation and II vino( lass ( handle "A lbniest oposal," by .ill Psychology, 400 Corporate Pointe, Culver City, CA means do IIIt is quintessential political same Thule 902:10-7627. as I )r Seuss's /MuerBattle Book.
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VISIONS FOR LEARNING P. 0, Box 1255 Eugene, OR 07440-1255 Phone 503/344-7125 rI Insre.p The ers InYourClasoomroom Class Writerpeer collaboration is becom- ing integral to the writing curriculum. This NCRIP- TAL award inning program enhances the social NEW )44';'' dimension of learning by helping, students express themselves more precisely thmugh anonymous l loch pairing. Instructors can sett he level of difficulty, mese,* I.Intl eeetatiee 517 focus, and structure of the assignment. R000 Int0554 V(12 OCSIOn net. foil estetetleo 00 tnt furl70544tettentattrto to orostrel,,oritattvemeows'se le Turnau11 IS 000000 nnomag us the'tun Cht14501 150440 in 1110 mOring papt, waterel Eerie I rpm InaI iffi with I 1640 liretirands51 1,0415 own . thly always(loll tamely5540r0til.me, Owners from sy winch Toois forWritervThisprogram 04 101 41611 lona 000 SOt 0114405 that 44y nun( was t0 wee encourages students to k)ok deeply at the way 541.008os Mott the 4,0540,75 91 09 OinuSsion 5.4747 0511100 anen they organize and convey their thoughts. Tools n 0010700 .901 fir. 5f ire ,)ht trtfy .ii "am ths "nipO. 4544000104 1 for *hers helps students identiti. problems and test 01 4 .4145 that meat wi 1401.40 efarts01 SenSO srtio offers WA's to improve writing style. Flexible ul I 5 14.0011 1, lesson formats provide class exercises or indepen- dent study,
Were.eintrirty to totemee 11195.tilt nie ems e Spelt WI getting over ,100 writing assign- meth wrote In1935 llyperShelfwith htiP'lslruStrated Of IBMS surrey S .,Merk 90 who ments that challenge a varietv of abilities, em'oPorep5ossea tie the cense Mete emusWeeds en thirties eS Otte toberelsollen I *14 end flyperShelf expands the creative thinking proce.,,s again eightgm; to tinues to reed 5Enumocn rea Mare ertittes on ,s "order or ma97 ,I, students experiment withdifferent :Orin", ()I rirreees the nensp 6"relesr to Report owed expression. ItyperShelf helps dewlop skills in lover Oltmatn9tO to Sent histOrice time of stories of the of crime these types 'floe Wolof*Mt type yeert expository, tlafritlt.e. imagmative, iunohiographi( .11 boreaorn eCustoineS1 tO 1935 1.19)1 t oecevsn ofthe pew* ntroclucect in willing to Pees ,ind persuasive t% riting The design model helps .srlIcn maim type met Pe04uters were the A sit), e ofthe SCR*censors UV Me in (00 before thy l!he the ones her husband story «et lover murder instrUctors ( watt! ctirricultim atill II les. :en,s00 10plot of the 160 tier It tee ht. invsetteitOrs 91019 wmarried womenIntothe no 001051,54S Inawomen gives 'he mooonto
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Because nothing happens where definition is its own excuse for being,the map is as it was; adiagram of how the world might look could we maintain alasting, perfect distance from what is. Mark Strand
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