May Madness! a Classroom Competition Merges Historical Research with Public Debate

Home , Katharine Graham

“When I first was told about May Madness I wasn’t really sure what to expect. I thought that I wasn’t going to be able to get in front of a group of judges and speak about my historical figure…. I was also not sure what to ask during cross the examination. May Madness was more exciting than I expected. It brought out the competitive side of the students. The challenging part for me was deciding what exactly to choose from my characters’ accomplishments to show they took a stand and were influential…. Every time the judges gave us feedback, it gave us a chance to improve our speeches,” (2006 runner-up representing Katharine Graham).

Isaac Cosby Hunt III

Many Advanced Placement (AP) “tournament of historical figures,” and, in the District of Columbia Urban teachers may struggle, as I did, with as all good educators do, I appropriated Debate League (see www.dcdebate.org). what to do with their students after the the idea, putting my own spin on it in the As a debate coach in that extracurricular national examinations in early May. process. I also borrowed the name, May league, I have seen the powerful effect My advice is to do as the musician Madness, from the March Madness that structured debate has on young Prince once suggested: “…Go Crazy!” college basketball tournaments. people’s thought patterns, research skills, While I’m not suggesting a dance party In the inaugural year of the and self-esteem; I wanted to engage my in the classroom, I am recommending tournament, the competition was not AP students in that type of dynamic a phenomenon of a different kind: my one, but several tournaments, in fact. activity. After spending most of the cure for the post-exam blues is the “May The students had to create their own academic year expressing themselves on Madness” competition. individual tournaments; each student paper, May Madness gives my students For our May Madness final project, wrote four essays, one for each of the the opportunity to showcase their verbal my AP U.S. History students and I four regions of competition: East, West, talents. make a list of native-born or naturalized Midwest, and South—just like the twentieth century Americans and NCAA basketball tournaments. In the Setting up the Madness place them into a bracket—much beginning of their essays, each student During May Madness, I set aside my like the National Collegiate Athletic had to “seed,” or rank, their historical bowtie and pull out the referee shirt. Association (NCAA) basketball figures—who the “favorites” and the Serving as the “tournament director,” tournaments. The students then debate, “dark horses” were in that region—and my work is primarily focused on head-to-head, which historical figures explain why. recruiting the judges. Every year in were “more significant” until we have For the past four years, however, May April, I send out an e-mail to just about a Final Four and, eventually, a winner. Madness has gotten away from pencil every adult I know in the city. Some By the end of the tournament, the class and paper and moved to the podium. judges are three- or four-year veterans has determined the most significant Instead of having the students write of the tournament; and the job of American of the twentieth century. essays about their individual tournament recruiting gets easier every year as past decisions, we have a class tournament judges tell their friends, spouses, and Origins of the Madness and have judges decide who advances. colleagues about the activity. Judges Somewhere along the line of my 12 years The decision to change the format was, represent a diversity of backgrounds in education, I must have heard about a in large part, a result of my participation and professions; for example, May

S o c i a l E d u c a t i o n 304 Figure 1. MAY MADNESS 2004

Leaders & Revolutionaries Heroes & Icons Builders & Titans Great Minds Artists & Entertainers William A. Ronald Reagan Tupac Shakur Steven Spielberg The Three Stooges Martha A. Teddy Roosevelt Al Capone Maya Lin Oprah Winfrey

John C. Marcus Garvey J. Edgar Hoover Robert Oppenheimer James Brown

Poline D. Harry Truman Edward White Bill Gates Sandra Day O’Connor

Kendra D. Timothy McVeigh Ray Kroc Bob Moses Elvis Presley Lakita E. Huey Newton Marilyn Monroe CJ Walker Martha Graham Tiffany G. Alice Paul Muhammad Ali JD Rockefeller Louis Farrakhan Nzinga K. Helen Keller Sam Walton Stan Williams Stan Lee Alta L. Paul Robeson Barry Gordy J.K. Galbraith Lucille Ball

Concepcion M. Rudy Giuliani Estee Lauder Orville and Wilbur Wright Ed Sullivan

Eduardo O. Dolores Huerta Ron Jeremy L.B. Mayer Keith Haring

Michael P. Hugh Hefner Malcolm X Robert McNamara Dr. Seuss

Kyiurshawn R. Seabiscuit Henry Ford Stephen King Walt Disney LaShaun W. Eleanor Roosevelt Jackie Robinson Margaret Meade Aretha Franklin Martin Luther Portia W. King, Jr. Donald Trump Philo Farnsworth Billie Holiday Lorice Y. Bill Clinton Leonard Peltier Russell Simmons Bob Woodward

The author borrowed these categories from www.time.com/time/time100/. Historical figures in italics were teacher-selected.

Madness judges have included Eleanor students; one of their first homework sources on their characters. For some Roosevelt’s goddaughter, National assignments of the project is to choose students, even those in an Advanced Archives staff, a member of the District two on their own. I try to assign students Placement class, May Madness provides of Columbia Board of Education, a to historical figures based on what I the first impetus to visit and scour the D.C. Superior Court judge, a nationally have learned about the students during local public library. syndicated journalist, and a former our year together; and I wait until There are about two weeks (10 class commissioner of the Securities and the end of the tournament to ask the periods) from the time I introduce the Exchange Commission. Outside judges students why they believe I made those project until the beginning of round one. provide an authentic audience, which choices. Figure 1 provides a chart of the The students learn which individuals spurs the students to put more effort field in the 2004 tournament divided by I have assigned them to on that first into the project. category. The historical figures chosen day, and they have until the end of the As tournament director, my job is to by students are in roman type. first week to make their own picks. I ensure the competition’s diversity; I try Once students have their four try to give each student at least one to make sure that a range of historical “players,” the next step is for the students resource to aid them in their research, figures are included in the draw, so to create some basic sketches of their but for the most part, the research is I reserve the right to assign certain historical figures. These sketches are all their own. For example, I assigned figures to the students.Time Magazine’s called “skeleton sketches,” a concept I Katharine Graham, former owner of the categorization of historical figures has borrowed from Janet Allen’s book, On Washington Post, to one of this year’s been very helpful in this regard (www. the Same Page: Reading Beyond the competitors. I happened to have a copy time.com/time/time100/). I require that Primary Grades. I adapted the sketch of Graham’s autobiography, A Personal each of the student’s four historical into a text format (Figure 2, page 308). History, which I lent to the student. figures come from a different category. These sheets force students to see the Using that autobiography as well as a I assign two historical figures to the need for both primary and secondary copy of The Pentagon Papers, that

S e p t e m b e r 2 0 0 6 305 The 2005 champion (left) holds trophies for winner and runner-up. She took both Lyndon B. Johnson and Bob Moses to the finals. The student to the right won the 2004 championship representing suffragist Alice Paul.

young woman took Katharine Graham, Shirley Temple did better research and easier. The rubric shows the students a figure she had never heard of before proved to be the better debater. The how many points each victory is worth, the tournament, all the way to the class learned that Temple was not just and they see that there are more points championship round. a movie star: the student argued that available for the victories by lesser Over the weekend I make the her work with Al Jolson improved race known historical figures. One of this tournament draw. I tell the students up relations, and she went on to become an year’s competitors reflected on his first front that I will be seeding each historical ambassador. With these two arguments, round loss to a lesser known historical figure—just as the NCAA tournament the young debater argued Temple’s figure: directors do with March Madness. To domestic and international significance. My first match-up was a fight this extent, my own judgments as a Not only had she researched her own I’ll never [forget]: Russell history educator about which historical figure well, but she had done what so Simmons and Rockefeller. With figures deserve which rank do affect many May Madness judges suggest: the Standard Oil Company the course (or at least the layout) of the she had studied her opponent. She on my side, I thought Def Jam tournament. One rationale I have for presented the judges with some of the [Records] had no chance against ranking is that we don’t want to have a controversies surrounding the Wright me; unluckily for me, a big time match-up of colossal historical figures Brothers’ flight and made the point that monopoly like Standard Oil was like Franklin Delano Roosevelt and every aspect of modern flight cannot not very convincing for 2006 Martin Luther King Jr. in the first round. be traced directly back to the brothers. judges. (3rd place winner) At the same time, seedings provide one The student representing the Wright On the day before the competition of the most intriguing aspects of the Brothers had not done as much research begins, I model a match-up for the tournament: “upsets.” Figure 3 shows and therefore suffered a surprising students. I represent one of my heroes, the draw for the Midwest region in the loss. This upset marked the first time James Brown, and I recruit a colleague 2004 tournament. I realized that May Madness was less to represent a historical figure of his or In 2003, for example, Shirley about the consensus of historians and her choice. This year my opponent chose Temple, a 16th seed, upset the Wright citizens on American history and much Eleanor Roosevelt. The students become Brothers. I can hear some saying, more about the individual effort, passion, the judges —thus getting experience using “That’s outrageous—Shirley Temple and creativity of the students and their the rubric by which they will be evalu- does not have near the same historical ability to make points effectively to a ated starting the next day. My students tell significance as the Wright Brothers!” panel of judges. me that they have a greater understanding While most historians would agree, Incorporating seeds also makes the of what they will have to do once they the young woman who represented job of creating a rubric (see figure 4) have seen the model debate.

S o c i a l E d u c a t i o n 306 Figure 2. MAY MADNESS “SKELETON SHEETS” (CHARACTER SKETCHES)

HISTORICAL FIGURE :______

STUDENT : ______

WHAT S/HE SAID (primary source quotations) 1.

WHAT S/HE ACCOMPLISHED 1.

WHAT S/HE PLANNED OR TRIED TO DO (But failed or never finished) 1.

WHAT S/HE THOUGHT/FELT 1.

STRENGTHS 1.

WEAKNESSES 1.

S e p t e m b e r 2 0 0 6 307 Incorporating Themes. Figure 3. MIDWEST For the past two years, students have H. Ford 1 H. Ford had to consider not only the overall 16 S. Spielberg significance of historical figures, but H. Ford O. Winfrey 8 O. Winfrey how those figures connect to certain 9 O’Connor themes in history. Those themes often H. Ford B. Mayer 5 M. Graham determine the eventual winner of 12 M. Graham the contest. In 2005, the theme was M. Graham 4 J.K. Galbraith D. Trump “progress.” That year civil rights and 13 D. Trump mathematics pioneer Bob Moses won A. Paul 6 B. Gordy the title. In contrast, this year’s 2006 B. Woodward REGIONAL 11 B. Woodward class took on the National History Day A. Paul WINNER 3 A. Paul theme, “taking a stand,” and immigrants’ A. Paul 14 S. Williams rights and social work champion Jane A. Paul 7 E. Roosevelt Addams was the winner. Malcolm X 10 Malcolm X Incorporating themes forces the stu- Malcolm X R. Oppenheimer dents to think outside the box. In the 2 M. Lin M. Lin first round of this year’s tournament, 15 J.D. Rockefeller, the 2004 runner-up, went down at the hands of hip hop pro- the judges time to tally their score sheets very surprised by how the ducer Russell Simmons, in part because in peace. Upon the students’ return, I tournament unfolded. I didn’t Simmons’s student advocate was able offer my own analysis of the match-up think that [one of my first round to articulate Simmons’s efforts to take before the judges offer theirs. opponents] would win so many a stand for urban youth through efforts In my experience, judge feedback first round match-ups and score like the “Vote or Die” campaign and to the students is where the magic of so high with ease.… Two useful the hip hop summits he has sponsored. May Madness happens. One of the pointers from judges: make more Incorporating themes into the competi- frustrations of being a young adult is that eye contact; [and] write a few tion allows the students to see that ideas often times older adults do not listen; in main points about your person and impact—not dates—drive history May Madness, listening is the primary on your paper, [then] talk about and historical significance. job of the judges. At the conclusion of those points instead of reading a match-up, my students are all ears word for word. Debate Structure as the judges dispense their feedback. Each match-up has a straightforward The announcement of the point totals Transforming the Madness structure; and the activity runs itself come after the feedback. I should note Just as I decided to change the focus of once the judges and students are in here that the judge decisions are not by May Madness to the debate structure place. My job becomes that of a referee, consensus; thus odd-numbered judge three years ago, this year I added a twist complete with a whistle (when time panels are needed to avoid a tie in with regard to the judges. In years past, I expires) and referee jersey. In any match- scoring. According to the scoring sheet had emphasized that the students each up (until the finals when the time limits (figure 5), the most a student can earn “know your opponent.” This year, I also are extended), each student gets a four- in an individual match-up is 40 points. required that the students “know your minute constructive (introductory) Each judge tallies the points for each judges.” I asked each judge to write a speech in which s/he lays out the basic student/historical figure. Wise students one-paragraph bio of themselves before arguments. Each of those speeches take notes on what the judges are saying coming to judge the students. I passed is followed by two minutes of cross- in order to improve their arguments for those profiles to the students, who were examination by her or his opponent. that or another historical figure down to prepare arguments drawing on the Next, each student has a two-minute the road. This year’s champion was one background or interests of individual closing statement; finally the judges student who paid attention to what the judges. After reading one of the judge’s have ten minutes (total) to ask the two judges told him: bios, two students used that information students questions. At the end of that Going into my first round to score points on the score sheet. In his ten-minute period, the match-up is over. match-up I was very confident constructive speech, one of the students We applaud the two debaters, and I tell because I had done all of my appealed to the judge’s appreciation of them that they are “very thirsty” and work, including skeleton sheets, visual arts. The other student appealed must make a trip to the water fountain primary sources, secondary to the judge’s love of hip hop in her outside the room. This water break gives sources, and notecards. I was closing statement. (continues on page 311)

S o c i a l E d u c a t i o n 308 Figure 4. MAY MADNESS 2006: HEAD-TO-HEAD ON HISTORY

First Round Criteria Super High Five Pat On The Back Lukewarm (Sweet Sixteen) Victory*: (exceeds (meets (does not meet 25 points : #1, 2, or 3 Seeds: expectations) expectations) expectations) 35 points : #4 Seed Historical Research, The student earns The student earns The student Elite Eight Victory Evidence, and 85+ or more points 50-85 points in earns fewer (regional winner!)* Point of View: in head-to-head head-to-head than 50 35 points and the admiration of Students competition with competition with points in many collect, evaluate, other students.*** other students.*** head-to-head and employ competition Final Four Victory with other (going to the Finals!)*: information from students. 40 points and a shot at immortality multiple primary and secondary The Championship sources and apply (taking home the hardware)*: that information 50 points, a phat trophy, in oral and written and a place of esteem in Bell presentations.** Multicultural High School history

* 5-point bonus for a unanimous decision in your favor ** see the judges’ ballots for further details *** 10-point reduction for tardies on tournament days. An absence is a forfeit, which is an automatic “Lukewarm.” One earns no points for victory by forfeit.

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S o c i a l E d u c a t i o n 310 The Meaning of May Madness Figure 5 MAY MADNESS ’06 JUDGE BALLOTS It is my hope that other teachers will be able to take the idea of a tournament of his- Historical figure: ______torical figures and make it their own. This activity can be adapted to just about any Student: ______content area, including areas outside the social studies realm. A colleague of mine How well did the student make the case for the long-lasting, far-reaching at a local private school has adapted the impact (positive or negative) of this historical figure? activity to include world historical figures 1* 2 3 4 5 at the end of her AP U.S. History class; and my school district is considering taking this How well did the student discuss the historical figure’s connection to the class activity to the system-wide level and making theme, taking a stand? it an inter-school competition. 1 2 3 4 5 Several judges have complimented the How well did the student use evidence from primary sources to strengthen students on the depth of their research. For her/his argument? better or worse, some students work harder preparing for May Madness than they do 1 2 3 4 5 preparing for the AP U.S. History exam. How well did the student use evidence from secondary sources to The students learn quickly that the only strengthen her/his argument? way to be successful in the competition 1 2 3 4 5 is to use primary sources effectively. This year’s tournament included excerpts from How well did the student appeal to the background and/or interests of one of Jane Addams’s books, song lyrics the judges/audience? from Woody Guthrie, and derogatory notes 1 2 3 4 5 written to Katharine Graham during the How well did the student respond to her/his opponent’s arguments and Watergate scandal. The reason for this extra questions? effort, I believe, is the authentic audience and the element of competition involved in 1 2 3 4 5 May Madness. To what extent did the student use cross-examination questions to One of the most special moments of this strengthen her/his presentation/arguments? year’s competition was when we invited stu- 1 2 3 4 5 dents from a local middle school to come and witness the semifinals: Frank Sinatra How well did the student respond to the judges’ questions? vs. Katharine Graham and Jane Addams 1 2 3 4 5 vs. Muhammad Ali. We moved that round Point Total**:______into the small auditorium at our school and put the debaters on the stage with judges in *1 = not very well at all; 5 = masterfully the first row. ** In case of a tie: which student produced a better skeleton sheet/historical After the match-ups were complete the head? judges asked the middle schoolers for their own thoughts. All of them had heard of Muhammad Ali, but some commented that they appreciated learning more about Jane As a social studies teacher, one this activity is one that results in dif- Addams and Katharine Graham, women of my main objectives is to help my ferent kinds of trophies—not just of none of them had ever heard of before. students become effective citizens. the material kind. Some were surprised to find themselves Effective citizens need to be able to persuaded on Jane Addams’s behalf based stand up and make their voices heard on the extensive research that the student when the occasion arises. At the end Isaac Cosby Hunt III got his start in teaching representing her had made. The judges of the May Madness competition this through the Teach for America program. He later received his master’s in social science education agreed: they voted for Jane Addams by year, the runner-up reflected: “May from the University of Georgia. He now now a narrow margin in the semi-finals over Madness is very unique. It helped me teaches at Bell Multicultural High School in Ali and unanimously in the finals over overcome my fear of standing up and Washington, D.C., where he is the chair of Bell’s Graham—making Jane Addams the 2006 speaking in front of strangers.” That social studies department; he is also a candidate champion. type of reflection reminded me that for National Board Certification.

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