Art https://www.morningsidecenter.org/ en Crafty Self-Care for You & Your Students https://www.morningsidecenter.org/teachable-moment/lessons/crafty-self-care-you-your-students <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--title--teachable-moment-lesson.html.twig x field--node--title.html.twig * field--node--teachable-moment-lesson.html.twig * field--title.html.twig * field--string.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <span>Crafty Self-Care for You &amp; Your Students </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--body--teachable-moment-lesson.html.twig * field--node--body.html.twig * field--node--teachable-moment-lesson.html.twig * field--body.html.twig * field--text-with-summary.html.twig x field.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <div class="field field--name-body field--type-text-with-summary field--label-hidden field--item"><p>People do all kinds of things for self-care. For some it may be a breathing practice, or taking long baths, or meditating. I find it nearly impossible to clear my mind and be in the moment while also being still—I need to keep my hands busy. &nbsp;This usually means crafting.</p> <p>Consider introducing your students to this crafty form of self-care. It may turn out to be a source of joy and comfort for them for years to come. And it can make your classroom a brighter place right now.</p> <p>Some general guidelines about crafting as a form of self-care – whether for yourself or your students:&nbsp;</p> <p><strong>1. &nbsp;Take off the pressure.</strong> While it’s satisfying to learn a new skill, it’s okay if you or your students have no desire to become experts in a type of craft. It can be about play and joy, not about the finished product.</p> <p><strong>2. Short periods of time are valuable. </strong>If you can only set aside ten minutes a day, that’s fine! Having even a small amount of time and space to disconnect from everything else going on in the classroom (and the world) to just be in the moment can go a long way.</p> <p><strong>3. It’s okay if you’re not feeling creative.</strong> &nbsp;I have heard so many people claim that they’re not creative. That doesn’t necessarily mean that art and crafting can’t be enjoyable! If you’re not feeling inventive, use patterns and templates and let your creativity come through in other ways. There are countless ways to create.&nbsp;</p> <p><strong>4. Consider making something that you can enjoy as a community.</strong> Create something together that will brighten up your classroom as the year goes on. Consider:</p> <ul> <li>Decorated construction paper garlands to drape around your classroom&nbsp;</li> <li>Paper stars that students decorate to hang from the ceiling</li> <li>Origami creations to display on classroom shelves</li> <li>Paintings or drawings to display on a gallery wall in your classroom</li> </ul> <p>Students can also create items for their own enjoyment – from knitted scarves to beaded necklaces.&nbsp;</p> <p>Here’s one idea that you can apply to a whole array of crafts, and it can be an ongoing project.</p> <p>&nbsp;</p> <hr> <h3><img alt="Thermometer" data-entity-type="file" data-entity-uuid="9438ea6d-17d7-4a01-ac5c-4e28eead951d" src="/sites/default/files/inline-images/Temperature%20Craft%20Thermometer%20copy_0.png" style="width:300px;" class="align-right" width="2400" height="3000" loading="lazy">Temperature Craft Project</h3> <p>Decide on a craft project or projects that students can work on either individually or as a collective effort – using supplies you can get access to (construction paper, markers, glue, perhaps beads and yarn in various colors).&nbsp;</p> <p>Set a time each week, or several times each week, when students will have at least 15 minutes to work on their craft project.</p> <p><strong>Step 1: </strong>Choose your projects! &nbsp;I have a couple of suggestions below. &nbsp;Also choose a time frame. &nbsp;Are you going to do this for a week? &nbsp;A month? &nbsp;Three months? &nbsp;</p> <p><strong>Step 2:</strong> Draw a blank thermometer or <a href="https://www.morningsidecenter.org/sites/default/files/documents-pdfs/TheremometerBlanks.pdf">use one of these</a>. &nbsp;As a class, you can fill in degrees that will be likely in your area for the span of your project.&nbsp;</p> <p><strong>Step 3:</strong> Distribute blank thermometers to the class (or have them draw their own). Each student can decide what colors they want to represent each temperature range, and fill in their thermometer accordingly, using markers or whatever coloring supplies you have. If you have colorful paper or other collage materials on hand, you can glue them to the thermometer instead of coloring it in. &nbsp;Older students may want to incorporate more colors, maybe representing every 2-3 degrees. &nbsp;</p> <p><strong>Step 4: </strong>&nbsp;Start the project! &nbsp;In each craft session, check the day’s temperature. No matter what collective or individual project students are working on, they’ll be using the day’s temperature (or temperature range) to determine the color of their work that day.&nbsp;</p> <p>If the work is <a href="https://blog.lionbrand.com/a-year-in-yarn-how-to-knit-or-crochet-a-temperature-blanket/">fiber arts</a>, someone might knit or crochet 2-3 rows of a blanket each day, with a color that represents the temperature outside that day. &nbsp;Or, apply the color code to a collage, a series of drawings, a bracelet with 2 beads added each day, origami, or a construction paper garland. &nbsp;</p> <p>This type of project could go on for a week, a month, a year – and it will enable you and your students to sit down and focus on a craft while skipping the need to figure out what to make.</p> <p>&nbsp;</p> <hr> <h3><img alt="Mood Thermometer" data-entity-type="file" data-entity-uuid="d100e522-28b3-4686-8ddd-01d93aeeac79" src="/sites/default/files/inline-images/Temperature%20Craft%20Thermometer%20Moods_0.png" style="width:300px;" class="align-right" width="2400" height="3000" loading="lazy">Mood Thermometer Project</h3> <p>For a social and emotional learning twist, take the same concept but use a mood thermometer instead. &nbsp;</p> <p>Brainstorm feelings words as a class, and introduce the mood thermometer to them. &nbsp;</p> <p>Give each student a <a href="https://www.morningsidecenter.org/sites/default/files/documents-pdfs/TheremometerBlanks.pdf">blank thermometer</a>, and invite them to fill in for themselves a range of emotions and colors they associate with each emotion. Maybe for them, joy is yellow, excited is purple, and gloomy is green. &nbsp;Invite students to go beyond “happy” and “sad” to consider a wider range of emotions and feelings words.&nbsp;</p> <p>Consider having students share the words and colors they’ve chosen. It can be a chance to practice emotions language in your classroom, and explore different aspects of feelings. It can also provide insight into how your students (and you!) are feeling over a period of time. &nbsp;</p> <p>During each craft session, each student can assess how they’re feeling that day, and work with the color, or range of colors, associated with that feeling on their personal mood thermometer. And on days when they’re feeling more than one thing, that’s fine. &nbsp;You may want to decide on a class how many emotions can be incorporated each day. &nbsp;</p> <p>For older students, you can dig deeper into each emotion and create thermometers with more words and colors in the mix. &nbsp;Go beyond “happy” and examine if that happiness is feeling optimistic, valued, or maybe proud.&nbsp;</p> <p>&nbsp;</p> <hr> <h3>Example Craft: Paper Star Garlands</h3> <p>For this project, you can make paper stars for each day and string them together. &nbsp;Depending on the time you have, each student might make one star each day, or maybe three. This will also depend on the length of the project – if it’s a week, I’d suggest more than one each day, if it’s a month, one a day might be plenty.</p> <h3><strong>Making Your Stars</strong></h3> <p><strong>Cutting out the stars: </strong>&nbsp;Decide on what paper students will be working with. &nbsp;For youngest students, cutting out stars might be a challenge in and of itself (if so, any shape will do!). Your students can draw and cut out their stars, or you can use <a href="https://www.morningsidecenter.org/sites/default/files/documents-pdfs/Star%20Outlines.pdf">these templates</a> to cut out or trace on their own papers. &nbsp;</p> <p><strong><img alt="Red construction paper star" data-entity-type="file" data-entity-uuid="4def3d52-12db-45a4-95fd-78ee6b11c878" src="/sites/default/files/inline-images/20220211_121236.jpg" style="width:300px;padding:15px;" class="align-right" width="3026" height="2898" loading="lazy">Adding the colors:</strong> Each session, students can decorate their stars with the color based on their thermometer. &nbsp;This could be as simple as decorating each one with markers or it could be a collage. You could even add glitter, if you dare! For the youngest students, tearing construction paper into small pieces and gluing them onto the shape is a good option (see the pink star photo to the right).&nbsp;If you have the supplies on hand, the way you decorate could change throughout the project. &nbsp;</p> <p><strong>Stringing the stars:</strong> After the decorating is done (and the glue is dry!) you can use a hole puncher to make holes in each star and add it to a piece of ribbon or string. I’d suggest doing this after each session, so students can watch their garlands grow!&nbsp;</p> <p>A note: If you’re drawing on the stars each session and students are struggling to think of ways to decorate them, consider introducing them to “zentangle” doodling. &nbsp;They’re simple patterns used in a repetitive manner to create amazing designs. Here's an example of a star where I used four different types of patterns (see the circles on the bottom left corner of the page) to decorate a star.&nbsp; The lines could be done in the color for the day, or the white space could be filled in.</p> <p><img alt="zen doodle stars" data-entity-type="file" data-entity-uuid="8b92019c-2314-40c7-9d6d-070e895561b3" src="/sites/default/files/inline-images/zen%20doodle%20stars2.png" width="3635" height="1091" loading="lazy"></p> <p><em>For more examples of zen doodle patterns, check out&nbsp;<a href="https://colormadehappy.com/zentangle-art-kids/">Zentangle Art for Kids Project</a> or&nbsp;<a href="https://www.instructables.com/Zentangle-Doodling/">Zentangle Doodling: 4 Steps</a>.&nbsp;&nbsp;</em></p> <p>&nbsp;</p> <hr> <h3>Origami Stars for Older Students</h3> <p>You can complicate this by making origami stars, rather than cutting them out. See<a href="https://www.itsalwaysautumn.com/origami-star.html"> these instructions for a folded 5-point star</a>. You can use <a href="https://www.morningsidecenter.org/sites/default/files/documents-pdfs/PentagonForStar.pdf">this template for the stars</a>, or have students measure out a hexagon to work with.</p> <p>I’ll admit, this one can be difficult the first time around (the video helps) but once you’ve make a couple of stars, it gets easier.</p> <p>Use different color paper each session (not cardstock), color the paper, or decorate the star once it’s folded. Colorful/patterned paper makes the project more fun. If you have paper with a pattern on one side, the patterned side should be facing down when you start folding your star. &nbsp;</p> <p>Then, after each session, new stars can be strung on a piece of ribbon or string to create a garland. See pictures below for examples.&nbsp;&nbsp;</p> <p><img alt="themometer and stars" data-entity-type="file" data-entity-uuid="1c85af2a-ebac-42b2-b55e-fb0d499e0047" src="/sites/default/files/inline-images/20220211_114532.jpg" width="4000" height="3000" loading="lazy"></p> <p><img alt="star temperatures" data-entity-type="file" data-entity-uuid="7ecad3ad-e5a2-4a3b-91c5-0b6e6921959d" src="/sites/default/files/inline-images/20220211_114500.jpg" width="3448" height="2939" loading="lazy"><br> &nbsp;</p> <p><img alt="star garland" data-entity-type="file" data-entity-uuid="3ce09dbc-558b-4ca1-b8ff-e055fe2a8837" src="/sites/default/files/inline-images/20220211_115251.jpg" width="3761" height="2033" loading="lazy"></p> </div> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--uid--teachable-moment-lesson.html.twig x field--node--uid.html.twig * field--node--teachable-moment-lesson.html.twig * field--uid.html.twig * field--entity-reference.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'username' --> <!-- BEGIN OUTPUT from 'core/modules/user/templates/username.html.twig' --> <span>Sara Carrero</span> <!-- END OUTPUT from 'core/modules/user/templates/username.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--created--teachable-moment-lesson.html.twig x field--node--created.html.twig * field--node--teachable-moment-lesson.html.twig * field--created.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'time' --> <!-- BEGIN OUTPUT from 'core/modules/system/templates/time.html.twig' --> <time datetime="2022-02-11T12:19:07-05:00" title="Friday, February 11, 2022 - 12:19">February 11, 2022</time> <!-- END OUTPUT from 'core/modules/system/templates/time.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'links__node' --> <!-- FILE NAME SUGGESTIONS: * links--node.html.twig x links.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> Fri, 11 Feb 2022 17:19:07 +0000 Sara Carrero 1647 at https://www.morningsidecenter.org Latinx? Hispanic? Exploring Identity through Art https://www.morningsidecenter.org/teachable-moment/lessons/latinx-hispanic-exploring-identity-through-art <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--title--teachable-moment-lesson.html.twig x field--node--title.html.twig * field--node--teachable-moment-lesson.html.twig * field--title.html.twig * field--string.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <span>Latinx? Hispanic? Exploring Identity through Art</span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--body--teachable-moment-lesson.html.twig * field--node--body.html.twig * field--node--teachable-moment-lesson.html.twig * field--body.html.twig * field--text-with-summary.html.twig x field.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <div class="field field--name-body field--type-text-with-summary field--label-hidden field--item"><h3><strong>To the Teacher:</strong></h3> <p><br> In this activity, students will experience how a range of Latinx illustrators touch on language, identity, and self-expression through their comics – including an exploration of the meaning and significance of terms such as Latinx, Hispanic, Latino,&nbsp; and Latina.</p> <p>This exploration isn't simple. We might pose such questions as, Why do we have to label our racial/cultural/ethnic identity to begin with? Who is this labeling done for? Do people see me in the way I choose to identify myself? Identity is complex, and so are labels.</p> <p>Before 1970 in the United States, the government labeled people from Mexico, Cuba, and Puerto Rico (the three largest groups of Latin Americans in the U.S. at the time) as white. Latin Americans (who can be a mix of Indigenous, African, white, or other ancestries) were often clumped together, despite their varying cultures and dialects or languages. This wasn't working for the government or the people, so the term Hispanic was born. The word Hispanic has its critics, as do the words Latino/a and Latinx.&nbsp;</p> <!-- THEME DEBUG --> <!-- THEME HOOK: 'filter_caption' --> <!-- BEGIN OUTPUT from 'core/modules/filter/templates/filter-caption.html.twig' --> <figure role="group"> <img alt="Casanas Mural" data-entity-type="file" data-entity-uuid="e88a3816-a158-4c16-a229-eb37c8a50563" src="/sites/default/files/inline-images/Casanas%20Mural_1.jpg" width="652" height="470" loading="lazy"> <figcaption><em>Mural in Buffalo, NY, by artist/educator Betsy Casañas celebrating the contributions of the region's Latinx communities. Photo: Carol M. Highsmith, <a href="http://www.loc.gov/resource/highsm.52676/">LOC</a></em></figcaption> </figure> <!-- END OUTPUT from 'core/modules/filter/templates/filter-caption.html.twig' --> <hr> <h3><br> <strong>Introduction</strong><br> &nbsp;</h3> <p>Check in with the class. Ask:</p> <ul> <li>Who can share their understanding of the terms: Latino/ Latina, Hispanic, and Latinx?</li> </ul> <p>Share with students this short clip, in which Netflix actor Isabella Gomez and friends break it down:&nbsp;&nbsp;<a href="https://www.instagram.com/netflix/p/Bot2r-ojDzO/">https://www.instagram.com/netflix/p/Bot2r-ojDzO/</a></p> <p>After viewing the clip, ask students:</p> <ul> <li>Do we have a better understanding of the terms: Latino/ Latina, Hispanic, and Latinx?<br> &nbsp;</li> </ul> <hr> <h3><br> <strong>An Illustrator’s View </strong></h3> <p><br> Share with students the illustration below by comic book artist Terry Blas. In it, he shares his understanding of the terms Latino and Hispanic. &nbsp;</p> <p><a href="https://www.vox.com/2015/8/19/9173457/hispanic-latino-comic">https://www.vox.com/2015/8/19/9173457/hispanic-latino-comic</a></p> <p>Ask students:</p> <ul> <li>What are your thoughts or observations about this comic?</li> <li>What questions do you have?</li> </ul> <p>Terry Blas also created a comic about the word Latinx. Share it with students:</p> <p><a href="https://www.vox.com/the-highlight/2019/10/15/20914347/latin-latina-latino-latinx-means">https://www.vox.com/the-highlight/2019/10/15/20914347/latin-latina-latino-latinx-means</a></p> <p>Ask students:</p> <ul> <li>What are your thoughts or observations about this illustration?</li> <li>What questions do you have?<br> &nbsp;</li> </ul> <hr> <h3><br> <strong>Comics: Small &amp; Large Group Discussion</strong></h3> <p><br> <strong>Teacher Preparation</strong></p> <p>Before class, look at the comics below, which are shared by The Latinx Project at New York University. Consider which comic(s) will be appropriate for and resonate with your students and your classroom environment.<br> &nbsp;</p> <ul> <li>Stephanie Rodriguez:<br> <a href="https://www.latinxproject.nyu.edu/igualita-a-tu-mama">https://www.latinxproject.nyu.edu/igualita-a-tu-mama</a></li> </ul> <ul> <li>Breena Nuñez<br> <a href="https://www.latinxproject.nyu.edu/they-call-me-morena">https://www.latinxproject.nyu.edu/they-call-me-morena</a></li> </ul> <ul> <li>Sharon Lee De La Cruz<br> The first 5 images of this: <a href="https://www.latinxproject.nyu.edu/im-a-wild-seed-race">https://www.latinxproject.nyu.edu/im-a-wild-seed-race</a><br> &nbsp;</li> </ul> <p>You will have students work in small groups to consider and discuss one or all of these comics using a set of questions, below. (Please add or adapt questions according to your students and the classroom culture.)</p> <ol> </ol> <p>Small groups might be structured in several ways, depending on your class:<br> &nbsp;</p> <ul> <li>Share the comic(s) you have selected on the whiteboard. Have a few students come up to the board and volunteer to read the text to the class. Then have students discuss in pairs or small groups using the questions above.<br> &nbsp;</li> <li>Print each comic for small groups (3 or 4 students). Have them experience the comics together and transition to discussion in the same groups, using the questions above.<br> &nbsp;</li> <li>Print one of each comic and create four groups. Have each group start with one comic. All comics will get passed around until each group has experienced each comic. Have them stay in their groups for discussion, using the questions above.<br> &nbsp;</li> </ul> <p><strong>Small Group Discussion</strong><br> &nbsp;</p> <p>Share with students that because art can be a vehicle for the expression of all of our identities, we’re going to take a look at other artists who chose comics as a form of self-expression.</p> <p>Tell the class that we will be looking at the works of these artists (or whichever artists you have selected):</p> <ul> <li><strong>Stephanie Rodriguez</strong>&nbsp;is a Bronx-born comic book artist and illustrator</li> <li><strong>Breena Nuñez</strong>&nbsp;is an Afro-Guatemalan-Salvadoran cartoonist living in San Francisco, CA</li> <li><strong>Sharon Lee De La Cruz&nbsp;</strong>is a multi-disciplinary artist and activist from New York City<br> &nbsp;</li> </ul> <p>Explain your process for small group discussion.</p> <p>Tell students that once their group or pair has had a few minutes to read and reflect on their comic, they will discuss the the comic using the following questions.<br> &nbsp;</p> <ol> <li>Can I relate to what the artist is expressing?<br> &nbsp;</li> <li>How does what the artist is expressing translate in my culture or community?<br> &nbsp;</li> <li>What parts of my true identity are visible to others?<br> &nbsp;</li> <li>What is my preferred creative outlet for self-expression?<br> &nbsp;</li> <li>What would I choose to share using my preferred creative outlet for self expression?&nbsp;<br> &nbsp;</li> </ol> <p><strong>Large Group Discussion</strong></p> <p><br> Invite students to share gratitude to the other members of their group for the sharing they have just experienced.</p> <p>Ask the class to come back together into one group.</p> <p>If time permits, have a go-around. Ask each student to share:</p> <ul> <li>What is your biggest takeaway from today's class?<br> &nbsp;</li> </ul> <p>If there isn't enough time for a go-around, invite a few voices into the space to share their takeaways with the entire class. If you (teacher) identify as a Latino/ Latina, Hispanic, or Latinx, please take a moment to share your experience with today's class as well.</p> <hr> <h3><br> <strong>Closing</strong><br> &nbsp;</h3> <p>Let's invite each other to celebrate the self-expression of these Latinx artists and of each other, embracing all of our identities and building connections beyond labels.&nbsp;<br> &nbsp;</p> <hr> <p><br> <strong>Additional Resource:&nbsp;</strong>For students who are interested in exploring the history of terms such as Latinx or Hispanic, or the history of Hispanic Heritage Month, consider sharing this episode of NPR’s Codeswitch podcast: <a href="https://www.npr.org/sections/codeswitch/">https://www.npr.org/sections/codeswitch/</a></p> <p>&nbsp;</p> </div> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--uid--teachable-moment-lesson.html.twig x field--node--uid.html.twig * field--node--teachable-moment-lesson.html.twig * field--uid.html.twig * field--entity-reference.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'username' --> <!-- BEGIN OUTPUT from 'core/modules/user/templates/username.html.twig' --> <span>Laura McClure</span> <!-- END OUTPUT from 'core/modules/user/templates/username.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--created--teachable-moment-lesson.html.twig x field--node--created.html.twig * field--node--teachable-moment-lesson.html.twig * field--created.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'time' --> <!-- BEGIN OUTPUT from 'core/modules/system/templates/time.html.twig' --> <time datetime="2021-10-09T11:29:45-04:00" title="Saturday, October 9, 2021 - 11:29">October 9, 2021</time> <!-- END OUTPUT from 'core/modules/system/templates/time.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'links__node' --> <!-- FILE NAME SUGGESTIONS: * links--node.html.twig x links.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> Sat, 09 Oct 2021 15:29:45 +0000 Laura McClure 1618 at https://www.morningsidecenter.org The Suffragists: Honoring Monumental Women https://www.morningsidecenter.org/teachable-moment/lessons/suffragists-honoring-monumental-women <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--title--teachable-moment-lesson.html.twig x field--node--title.html.twig * field--node--teachable-moment-lesson.html.twig * field--title.html.twig * field--string.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <span>The Suffragists: Honoring Monumental Women</span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--body--teachable-moment-lesson.html.twig * field--node--body.html.twig * field--node--teachable-moment-lesson.html.twig * field--body.html.twig * field--text-with-summary.html.twig x field.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <div class="field field--name-body field--type-text-with-summary field--label-hidden field--item"><p><strong>To the teacher:</strong></p> <p><br> In this activity, students will question and investigate the monument “Women's Rights Pioneers,” which was erected in New York City’s Central Park in 2020. The monument, sculpted by Meridith Bergmann, depicts Sojourner Truth, Susan B. Anthony, and Elizabeth Cady Stanton, leaders of the women’s suffrage movement.&nbsp;</p> <p>Through guiding questions and inquiry, students will collectively gain an understanding of the artwork, the artist’s intentions, and some of the history influencing the work. The activity encourages students to honor the women who came before us and those who continue to take action toward a more equitable and just society.</p> <p>Gaining a deeper understanding of this history and connecting it to their lives today fosters students’ social and emotional growth. In particular, it develops their ability to appreciate others’ perspectives and to act collectively to create positive change. Connecting action to empathy and understanding can further increase students' awareness of global and intercultural issues (their global competency), fostering a more diverse and inclusive perspective. &nbsp;</p> <p>We hope experiencing such activities will encourage students to become, or continue to be, socially active participants inside and outside of the classroom.</p> <p>&nbsp;</p> <hr> <h2>&nbsp;</h2> <h2>Day 1 Activity: &nbsp;An Artistic Investigation</h2> <h3><br> Opening&nbsp;<br> &nbsp;</h3> <h3><em>“The manumission (release) of the slave and the elevation of the woman&nbsp;should be indivisible goals.” &nbsp; </em><br> &nbsp;</h3> <p>This quote is by <strong>Angelina Emily Grimké Weld</strong> - an American abolitionist, political activist, women's rights advocate, and supporter of the women's suffrage movement.&nbsp;</p> <p>Angelina and her sister Sarah, were the only white southern women who became abolitionists in the 1800’s.</p> <p>Ask your students a few questions that will help you gain an understanding of their existing knowledge about women’s suffrage and abolition. Present a few of &nbsp;your own or use these if they feel appropriate for your age group. Then invite a few voices into the space to share.</p> <ul> <li>Can someone describe to us what an abolitionist is?</li> <li>What do we know about the women's suffrage movement?</li> <li>What kinds of women's rights do we advocate for?</li> <li>How does this quote make you feel?</li> <li>Do you agree with what Angelina Grinké is saying?&nbsp;</li> </ul> <p>&nbsp;</p> <hr> <h3><br> Introduction</h3> <p><br> Tell students:&nbsp;</p> <ul> <li>We’re going to watch a video. It's a succinct historical overview of the women's suffrage movement. While watching, please consider how this history has impacted you and your life.</li> </ul> <p>If you have a subscription, watch this 8:38 minute <a href="https://www.brainpop.com/socialstudies/ushistory/womenssuffrage/">BrainPOP video</a> on women’s suffrage.</p> <p>Alternatively, have students watch either of the following:</p> <ul> <li>Women's Suffrage Movement (7:15 minutes, from <a href="https://www.youtube.com/watch?v=5dabwrVi9h8">SC public television’s History in a Nutshell series</a>)&nbsp;</li> <li>History of the Women’s Movement (3:30 minutes, from <a href="https://www.youtube.com/watch?v=qhMatTjdgZE">eGirl Power</a>)</li> </ul> <p>Invite students’ reactions to the video with questions such as:&nbsp;</p> <ul> <li>What stood out for you?<br> &nbsp;</li> <li>Did anything surprise you?&nbsp;<br> &nbsp;</li> </ul> <p><img alt="Monumental Women" data-entity-type="file" data-entity-uuid="b12b1703-98f4-442a-84ed-0a13f5665ca4" src="/sites/default/files/inline-images/Monumental%20Women.jpg" width="946" height="669" loading="lazy"></p> <p><br> <br> <strong>Tell Students:&nbsp;</strong></p> <ul> <li>Now that we have a better understanding of the women’s suffrage movement and the reasons and outcomes of the movement, let's make connections to how this history manifests today.<br> &nbsp;</li> <li>Share the&nbsp;image above of the Women's Rights Pioneers Monument.<br> &nbsp;</li> </ul> <p>Share with students a bit about the history of this monument. (For more information, see the <strong><a href="https://monumentalwomen.org/ ">Monumental Women website</a></strong>.)</p> <p>For example:&nbsp;</p> <ul> <li>A group of people (primarily women) came together to raise awareness of the fact that there were no statues of real women in New York City’s Central Park (though there were statues of fictional characters).&nbsp;<br> &nbsp;</li> <li>They decided to campaign for this to change, proposing a monument dedicated to the women's suffrage movement.&nbsp;<br> &nbsp;</li> <li>In true suffragist style, they worked hard to make this happen.&nbsp;<br> &nbsp;</li> <li>On August 26, 2020 - the 100th anniversary of the ratification of the 19th amendment and women winning the right to vote – a monument named “Women's Rights Pioneers” was erected in Central Park.&nbsp;<br> &nbsp;</li> <li>Sculpted by Meredith Bergmann, the monument depicts Sojourner Truth, Susan B. Anthony, and Elizabeth Cady Stanton, leaders of the women’s suffrage movement.<br> &nbsp;</li> <li>This is an example of how art can be activism.<br> &nbsp;</li> <li>Let's investigate this piece of art and gain inspiration from the women that came before us!</li> </ul> <p>&nbsp;</p> <hr> <h3><br> For Upper Elementary students (grades 4-6)</h3> <p><br> <strong>Framework: &nbsp;See/Think/Wonder</strong></p> <p>In this activity, students will look at the artwork for a moment and consider:</p> <ul> <li>What do you see?</li> <li>What do you think about what you see?</li> <li>What do you wonder about?</li> </ul> <p>This framework of questioning helps students make careful observations and develop their own ideas and interpretations based on what they see. By separating the two questions, What do you see? and What do you think about what you see?, the routine helps students distinguish between observations and interpretations. By encouraging students to wonder and ask questions, the routine stimulates curiosity and helps students reach for new connections. (Note: This framework and the one for older students are referenced in <a href="http://pzartfulthinking.org/?page_id=2">Artful Thinking</a>)&nbsp;</p> <p><br> <strong>Task</strong></p> <p>Begin by sharing the photo of&nbsp;the “Women's Rights Pioneers” monument. &nbsp;(Feel free to use multiple images of the monument, possibly depicting different angles and details.)</p> <p>Tell students they will investigate what they see in this image by asking these three questions:</p> <ul> <li>What do you <strong>see</strong>?</li> <li>What do you<strong> think</strong> about what you see?</li> <li>What do you <strong>wonder</strong> about?</li> </ul> <p>Share the following “investigation norms” with students (adapted from <a href="https://www.learningforjustice.org/">Learning for Justice</a>) and use them as a guide in your conversation:</p> <ul> <li>Take ample time to observe the art&nbsp;</li> <li>Consider how art reflects a process and intention - don't look at artwork as merely as a product</li> <li>Ground your interpretation on visual evidence - don't interpret without evidence</li> <li>Appreciate the complexity of differing perspectives</li> </ul> <p>Use one of the strategies below - whichever one best suits your students – to facilitate the discussion:</p> <ul> <li>Have students answer the questions individually</li> <li>Have students work in small groups to answer the questions (either in online breakout rooms or in person)</li> <li>Have the entire class answer the questions in the chat box or in person</li> <li>Have the entire class work on a padlet or whiteboard, entering their answers while making it visible to the entire class</li> </ul> <p>Once answers for each question are shared, engage in an explorative conversation. Encourage students to share their findings around the questions.</p> <p>&nbsp;</p> <hr> <h3><br> For Middle and High School (grades 6-12)&nbsp;<br> &nbsp;</h3> <p><strong>Framework: &nbsp;Think/Puzzle/Explore</strong></p> <p>In this activity, students will look at the artwork for a moment and consider:</p> <ul> <li>What do you think you<strong> know </strong>about this artwork?</li> <li>What <strong>questions</strong> or puzzles do you have about it?</li> <li>What does the artwork or topic make you want to<strong> explore</strong>?</li> </ul> <p>This framework of questioning helps students connect to prior knowledge, stimulates curiosity, and lays the groundwork for independent student inquiry.&nbsp;</p> <p><br> <strong>Task</strong></p> <p>Begin by sharing the photo of&nbsp;the “Women's Rights Pioneers” monument. &nbsp;(Feel free to use multiple images of the monument, possibly depicting different angles and details.)</p> <p>Tell students they will investigate what they see in this image by asking these three questions:</p> <ul> <li>What do you think you <strong>know</strong> about this artwork or topic?</li> <li>What<strong> questions </strong>or puzzles do you have?</li> <li>What does the artwork or topic make you want to <strong>explore</strong>?</li> </ul> <p>Share the following “investigation norms” with the students (adapted from <a href="https://www.learningforjustice.org/">Learning for Justice</a>) and use them as a guide in your conversation:</p> <ul> <li>Take ample time to observe the art&nbsp;</li> <li>Consider how art reflects a process and intention - don't look at artwork as merely as a product</li> <li>Ground your interpretation on visual evidence - don't interpret without evidence</li> <li>Appreciate the complexity of differing perspectives</li> </ul> <p>Use one of the strategies below - whichever one best suits your students – to facilitate the discussion:</p> <ul> <li>Have students answer the questions individually</li> <li>Have students work in small groups to answer the questions (either in online breakout rooms or in person)</li> <li>Have the entire class answer the questions in the chat box or in person</li> <li>Have the entire class work on a padlet or whiteboard, entering their answers while making it visible to the entire class</li> </ul> <p>Once answers for each question are shared, engage in an explorative conversation. Encourage students to share their findings around the questions.</p> <p>&nbsp;</p> <hr> <h3><br> Closing<br> &nbsp;</h3> <p>Ask students:</p> <ul> <li>If you were commissioned to sculpt a monument about women's rights, what would you create?</li> </ul> <p>&nbsp;</p> <hr> <h2><br> Day 2 Activity: &nbsp;What Would They Say Now?</h2> <h3><br> Introduction</h3> <p>Highlight the investigation you just did around the artwork inspired by the suffragists and women's rights. Ask students if they’ve had any further thoughts or discussions about women’s suffrage or the artwork we explored.&nbsp;</p> <p>Share or have the group read together the statement by Meredith Bergmann, the sculptor who created Women’s Rights Pioneers statue. In her statement, she details her thinking and art-making process for this piece: <a href="https://monumentalwomen.org/sculptors-page/">https://monumentalwomen.org/sculptors-page/</a></p> <p>&nbsp;</p> <hr> <h3>Talking Statues Excerpts<br> &nbsp;</h3> <p>Listen to “<a href="https://youtu.be/B9nL42JUAbY">Talking Statues Excerpts.</a>”</p> <p>Invite students’ thoughts and questions about what they heard. &nbsp;<br> &nbsp;</p> <p><strong>Activity:&nbsp;What Would They Say Now?</strong>&nbsp;</p> <p><a href="https://monumentalwomen.org/put-her-on-a-pedestal/">Choose a suffragist from the list</a>&nbsp;and read about them.</p> <p>Based on what you learned about the suffragist, consider these questions: &nbsp;</p> <ul> <li>How do you think they would feel about seeing the women's rights pioneers statue in Central Park in 2021?</li> <li>What would they say when they learned that this is the first statue of real women in the park, and that it was erected in 2020?&nbsp;</li> <li>What would they say about the status of women today?</li> </ul> <p>Record your answer with <a href="https://info.flipgrid.com/">Flipgrid</a> or whatever platform you are already using.</p> <p>&nbsp;</p> <hr> <h3>Closing</h3> <p><br> Share what each student has captured by facilitating a group go-round.</p> <p>Share your works with <a href="mailto:info@monumentalwomen.org">Monumental Women </a>&nbsp;<br> &nbsp;</p> </div> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--uid--teachable-moment-lesson.html.twig x field--node--uid.html.twig * field--node--teachable-moment-lesson.html.twig * field--uid.html.twig * field--entity-reference.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'username' --> <!-- BEGIN OUTPUT from 'core/modules/user/templates/username.html.twig' --> <span>Sara Carrero</span> <!-- END OUTPUT from 'core/modules/user/templates/username.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--created--teachable-moment-lesson.html.twig x field--node--created.html.twig * field--node--teachable-moment-lesson.html.twig * field--created.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'time' --> <!-- BEGIN OUTPUT from 'core/modules/system/templates/time.html.twig' --> <time datetime="2021-03-08T12:24:07-05:00" title="Monday, March 8, 2021 - 12:24">March 8, 2021</time> <!-- END OUTPUT from 'core/modules/system/templates/time.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'links__node' --> <!-- FILE NAME SUGGESTIONS: * links--node.html.twig x links.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> Mon, 08 Mar 2021 17:24:07 +0000 Sara Carrero 1559 at https://www.morningsidecenter.org Creating Collaborative Art in Response to the Insurrection https://www.morningsidecenter.org/teachable-moment/lessons/creating-collaborative-art-response-insurrection <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--title--teachable-moment-lesson.html.twig x field--node--title.html.twig * field--node--teachable-moment-lesson.html.twig * field--title.html.twig * field--string.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <span>Creating Collaborative Art in Response to the Insurrection</span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--body--teachable-moment-lesson.html.twig * field--node--body.html.twig * field--node--teachable-moment-lesson.html.twig * field--body.html.twig * field--text-with-summary.html.twig x field.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <div class="field field--name-body field--type-text-with-summary field--label-hidden field--item"><p><strong>To the teacher:</strong></p> <p>In this activity, students will create a collaborative piece of art as a response to photographs taken during the insurrection at&nbsp;the U.S. Capitol Building on January 6, 2021.</p> <p>Many students may have already engaged in conversation around the happenings of that day, what led up to these events, and how law enforcement reacted to the insurrectionists. This lesson guides students in creatively expressing their emotions about what happened, encouraging them to take a step back from an academic analysis. In small groups, students will combine their creative forces to decide on their artistic response.</p> <p>We invite you to create a space for students to release their thoughts in ways that are creative and collaborative. The activity calls on us as educators to model more inclusive and participatory practices and to encourage active and empathetic listening, the synthesizing of thoughts and ideas, and creative action. Experiencing such activities can support our students in becoming socially active participants inside and outside of the classroom.</p> <p>This lesson is meant to be broken up over several days of class to allow the small groups time to collaborate. Alternatively, the project can be assigned as homework, if students have the ability to collaborate outside of the virtual classroom.</p> <!-- THEME DEBUG --> <!-- THEME HOOK: 'filter_caption' --> <!-- BEGIN OUTPUT from 'core/modules/filter/templates/filter-caption.html.twig' --> <figure role="group"> <img alt="Capitol" data-entity-type="file" data-entity-uuid="87ee5584-d093-4d79-ba4f-271aa76b8fdd" src="/sites/default/files/inline-images/Capitol%20Post-Insurrection.jpg" width="800" height="579" loading="lazy"> <figcaption><em>U.S. Capitol after the Insurrection, by <a href="https://www.flickr.com/photos/vpickering/50833002558/">Victoria Pickering</a></em></figcaption> </figure> <!-- END OUTPUT from 'core/modules/filter/templates/filter-caption.html.twig' --> <hr> <h3><strong>Opening</strong><br> &nbsp;</h3> <p>Ask students:</p> <ul> <li>If you could take all of your thoughts, feelings, and questions about the invasion of the U.S. Capitol Building on January 6, 2021 and channel them creatively, what would you do? What would you make? How would you express yourself through art?</li> </ul> <p>Let’s watch a (6-minute) video of how Sophia Thakur channeled her thoughts about politics, love, and resilience through her lyrics/poetry, in collaboration with dance and visual art.&nbsp;</p> <ul> <li>Sophia Thakur: “Dance”<a href="https://youtu.be/KvZ2lf47BiQ"> https://youtu.be/KvZ2lf47BiQ</a></li> </ul> <p>Invite students’ reactions.<br> &nbsp;</p> <hr> <h3><strong>Introduction</strong><br> &nbsp;</h3> <p>Tell students:</p> <ul> <li>We will be working in small groups to make our own creative statement about what happened at the Capitol Building on January 6. &nbsp;<br> &nbsp;</li> <li>We do not have access to the kind of technology used to create Sophia Thakur’s video. We’ll need to consider what technology we DO have access to and how it could be used.</li> </ul> <p>Break students into small groups. Group size can be determined by class size, but most importantly by how many students can be safely engaged in breakout rooms or in virtual collaboration spaces. We recommend no more than four students per group.</p> <p>Tell students that they will be creating a collaborative piece of art around images taken during the insurrection. In their small groups, they will decide how to collectively create a piece of artwork that can be shared on this virtual platform.</p> <p>Provide students with these <strong>guidelines</strong>:</p> <ul> <li>The project must include contributions from all group members.</li> <li>Combine your artistic responses in a way that can be presented on screen to the class.</li> <li>It may be helpful to choose a notekeeper and timekeeper for your group.</li> <li>Be active listeners.&nbsp;</li> <li>Be inclusive of your group members’ ideas and needs.</li> </ul> <p>Steps for the project are below. Guide the class in taking the first four steps together, before breaking into small groups.</p> <p>This process will look different for each virtual classroom. Consider how much synchronous time you have with the students and what your classroom tech allows you to do. Plan to do everything in the activity up to the brainstorm in class. The brainstorm can be carried on by the students in their groups via phone, chat, video call, etc. Help them organize what technology will support their collaborations. Determine how much time they will have for this. This can span from one day to one week. You can decide what will work best for your unique group of students. Check in often.<br> &nbsp;</p> <hr> <h3><br> <strong>Project: Make Art Together!</strong></h3> <p><br> <strong>Step 1: Identify</strong></p> <p>Provide students with 3-4 images of those who invaded the Capitol building on January 6, 2021. &nbsp;Select photos that highlight the questions that have arisen from the behavior of both insurrectionists and police – such as the insurrectionists’ disrespect and the often passive or even encouraging responses of law enforcement.</p> <p>Alternatively, have the class look at a range of images and have them choose 3-4 that stand out to them.&nbsp;Some possible images can be found here:</p> <ul> <li><a href="https://www.theatlantic.com/politics/archive/2021/01/photos-trump-supporters-storm-capitol/617577/">https://www.theatlantic.com/politics/archive/2021/01/photos-trump-supporters-storm-capitol/617577/</a></li> <li><a href="https://www.google.com/search?q=insurrection+photos">https://www.google.com/search?q=insurrection+photos</a></li> <li><a href="https://www.nytimes.com/2021/01/06/us/politics/trump-riot-dc-capitol-photos.html">https://www.nytimes.com/2021/01/06/us/politics/trump-riot-dc-capitol-photos.html</a></li> </ul> <p><br> <strong>Step 2: Reflect and Discuss</strong></p> <p>As a group, let's discuss, for each image we have selected:</p> <ul> <li>What do we see in this image?</li> <li>How does it make you feel?<br> &nbsp;</li> </ul> <p><strong>Step 3: &nbsp;Explore</strong></p> <p>Think about how you like to express yourself through art:</p> <ul> <li>What medium / discipline do you use?&nbsp; Is it dance, drawing, music, beat making, poetry, painting, writing, etc.?</li> </ul> <p>Ask a few students to share what medium they like to use.<br> &nbsp;</p> <p><strong>Step 4: Brainstorm</strong></p> <p>Now, have students break into multiple small groups, no more than four students per group.</p> <p>Tell students that each group can work with one image (chosen or assigned), or all groups can start brainstorming around all of the images deciding as a group if they’d like to narrow it down to less.</p> <p>Give students a set amount of time for the brainstorm session (if it is happening during class time). If the groups are meeting in class breakout rooms, float to each room to check in. Or, if this is given as a homework assignment, ask students to share what happened in their small group during the class’s next session.</p> <p>Here are steps for students to follow in their small groups:</p> <ul> <li>Share how the image/s made you feel and the artistic medium you use or would like to use for this project.<br> &nbsp;</li> <li>Take turns listening. Chose a timekeeper who can make sure that everyone shares for about the same amount of time.</li> </ul> <ul> <li>After everyone has shared, open the conversation to what you would like to create together.<br> &nbsp;</li> </ul> <p><strong>Step 5: Create &amp; Collaborate</strong></p> <p>Review the guidelines you discussed earlier – and have fun!</p> <p>Guidelines:</p> <ul> <li>The project must include contributions from all group members.</li> <li>Combine your artistic responses in a way that can be presented on screen to the class.</li> <li>It may be helpful to choose a note keeper and timekeeper for your group.</li> <li>Be active listeners.&nbsp;</li> <li>Be inclusive of your group members’ ideas and needs.<br> &nbsp;</li> </ul> <p><strong>Step 6: Share&nbsp;</strong></p> <p>Schedule a due date for their projects to be presented. Also schedule check in days/times in between. This can look like an entire session devoted to sharing what the groups have come up with so far, or individual check-ins with each group via email. Again, whatever works best for your group.</p> <p>On presentation day, each group shares the artistic response they collaboratively created. As one group presents, the others become the audience. Invite audience members to turn their cameras off so only the group that is presenting is visible. After each share, the audience can put their cameras back on and share praise to the presenting group.<br> &nbsp;</p> <hr> <h3><strong>Closing Reflection</strong><br> &nbsp;</h3> <ul> <li>What was this process like for you? What was it like to collaborate with someone else artistically?<br> &nbsp;</li> <li>How do you see art being used to create social change?<br> &nbsp;</li> <li>Would you like to share your project with a larger community?<br> <br> &nbsp;</li> </ul> </div> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--uid--teachable-moment-lesson.html.twig x field--node--uid.html.twig * field--node--teachable-moment-lesson.html.twig * field--uid.html.twig * field--entity-reference.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'username' --> <!-- BEGIN OUTPUT from 'core/modules/user/templates/username.html.twig' --> <span>Laura McClure</span> <!-- END OUTPUT from 'core/modules/user/templates/username.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--created--teachable-moment-lesson.html.twig x field--node--created.html.twig * field--node--teachable-moment-lesson.html.twig * field--created.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'time' --> <!-- BEGIN OUTPUT from 'core/modules/system/templates/time.html.twig' --> <time datetime="2021-01-27T15:58:35-05:00" title="Wednesday, January 27, 2021 - 15:58">January 27, 2021</time> <!-- END OUTPUT from 'core/modules/system/templates/time.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'links__node' --> <!-- FILE NAME SUGGESTIONS: * links--node.html.twig x links.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> Wed, 27 Jan 2021 20:58:35 +0000 Laura McClure 1544 at https://www.morningsidecenter.org Writing & Art on Covid and Black Lives Matter  https://www.morningsidecenter.org/teachable-moment/lessons/writing-art-covid-and-black-lives-matter <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--title--teachable-moment-lesson.html.twig x field--node--title.html.twig * field--node--teachable-moment-lesson.html.twig * field--title.html.twig * field--string.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <span>Writing &amp; Art on Covid and Black Lives Matter </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--body--teachable-moment-lesson.html.twig * field--node--body.html.twig * field--node--teachable-moment-lesson.html.twig * field--body.html.twig * field--text-with-summary.html.twig x field.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <div class="field field--name-body field--type-text-with-summary field--label-hidden field--item"><h3>Gathering&nbsp;</h3> <p><br> Ask the students to spend a moment reflecting on how they are feeling in about the Covid pandemic and the Black Lives Matter protests.&nbsp;</p> <p>Ask the students to draw or write something that represents that feeling (give them 5 minutes).&nbsp;</p> <p>Ask a couple of students to share their artwork or writing.&nbsp;</p> <p>Reflection questions &nbsp;</p> <ul> <li>What did it feel like to draw or write about your feelings?&nbsp;</li> <li>How does art or writing allow you to express your feelings or thoughts?</li> </ul> <p>This lesson will explore the reality that we are living through a historical moment and the crisis has only begun.&nbsp;</p> <p>Art is important because it contributes significantly to visual literacy. In a world where we're encountering and consuming images at a rapidly increasing rate, we must be able to “read” what we see and be able to decode it. In this lesson we will examine and compare students’ artwork and writing, which provides different perspectives, and gives us a well-rounded way of looking at the global pandemic and Black Lives Matter Movement.&nbsp;</p> <p>The artwork and writing in this lesson are from 9th grade students who attend high school at the Business of Sports School (used with permission).</p> <p>Ask students to reflect on some of following questions&nbsp;</p> <ul> <li>What has life been like during quarantine? &nbsp;</li> <li>Who or what have you missed during the pandemic?&nbsp;</li> <li>What are your thoughts about the protests against the killing of George Floyd and for racial justice?&nbsp;</li> </ul> <p>&nbsp;</p> <hr> <h3>Artwork about Pandemic, Quarantine and Covid 19&nbsp;</h3> <p><br> Have students review the art pieces and the accompanying write ups, and then use the reflection questions below to examine and process each&nbsp;piece. This section of artwork focuses on Covid-19 and the quarantine. &nbsp;</p> <p>&nbsp;</p> <p><strong>Reflection questions</strong></p> <ul> <li>What is your initial reaction to the artwork or writing?&nbsp;</li> <li>What stood out to you and, why?&nbsp;</li> <li>How did the images depicted reflect, or not reflect, your feelings on the pandemic? &nbsp;</li> <li>If you were to create a piece of art about the pandemic, what image would you create, and what would you say about that image?&nbsp;<br> &nbsp;</li> </ul> <p><img alt="Art Image 1" data-entity-type="file" data-entity-uuid="f779daa6-1e58-47cd-8bfb-a8d3d2255de5" height="398" src="/sites/default/files/inline-images/Pic1_0.png" width="504" loading="lazy"></p> <p><span style="font-size:11pt"><span style="font-family:Calibri,sans-serif"><strong>The Lazy Cat:&nbsp;</strong>&nbsp;</span></span><span style="font-size:11.0pt"><span style="font-family:&quot;Calibri&quot;,sans-serif">My artwork shows that I have been lazy and not really doing much these past two weeks.&nbsp; I mostly watch TV and wait for the day to end.&nbsp; I clean and stuff, watch TV, and sleep.&nbsp; I call my painting The Lazy Cat because Garfield from the cartoon is lazy just like me.&nbsp; I don’t like being in quarantine but if social distancing means people not getting sick then I don’t care how long I will be stuck inside.&nbsp; I just need to think of stuff to do besides binge watch shows</span></span></p> <hr> <p><br> &nbsp;<br> &nbsp;<img alt="Art Image" data-entity-type="file" data-entity-uuid="a4588c76-14b1-4fb1-a460-aa4043d1da2f" height="509" src="/sites/default/files/inline-images/pic2_1.png" width="511" loading="lazy"></p> <hr> <p><img alt="Art image 4" data-entity-type="file" data-entity-uuid="f90077f5-5536-46c4-b61f-df0cffca3b30" height="481" src="/sites/default/files/inline-images/pic3.png" width="527" loading="lazy"><br> &nbsp;<br> &nbsp;</p> <ul> </ul> <p>&nbsp;</p> <hr> <h3>Artwork about the Black Lives Matters Movement&nbsp;</h3> <p><br> Have students review the art pieces and the accompanying write ups and use the reflection questions below to examine and process the pieces. This section focuses on artwork in response to the Black Lives Matter Movement.</p> <p>&nbsp;<br> <strong>Reflection questions</strong></p> <ul> <li>What is your initial reaction to the artwork or writing?&nbsp;</li> <li>What stood out to you and, why?&nbsp;</li> <li>How did the images depicted reflect, or not reflect, your feelings on the Black Live Matter Movement? &nbsp;</li> <li>If you were to create a piece of art about the Black Lives Matter, what image would you create, and what would you say about that image?&nbsp;</li> </ul> <p>&nbsp;</p> <p><br> &nbsp;<img alt="Art Image 5" data-entity-type="file" data-entity-uuid="820c6d51-96b6-4bfd-a7d0-28e2bdf0f94e" height="487" src="/sites/default/files/inline-images/pic4.png" width="332" loading="lazy"></p> <p><span style="font-size:11pt"><span style="font-family:Calibri,sans-serif"><strong>WE are BLACK MEN!!</strong> &nbsp;… WE build… We don’t tear down other BLACK MEN… We have felt the pain of being torn down and we have decided we will be deliberate about building others! All too often, we men find it easier to criticize each other instead of building each other up. With all the negativity going around let’s do somehting positive!!&nbsp; BLACKLIVESMATTER……….</span></span></p> <p>&nbsp;</p> <hr> <p><img alt="Art image 7" data-entity-type="file" data-entity-uuid="5b048176-d0bf-498c-af3a-3a8b0984082f" height="418" src="/sites/default/files/inline-images/pic6_0.png" width="668" loading="lazy"></p> <p><span style="font-size:11pt"><span style="font-family:Calibri,sans-serif"><strong>The World We Live In:&nbsp; </strong>My collage represents all of the choices we are facing in our world today and how the government is so clueless about everything going on in the world.&nbsp; It is ridiculous that the people who are supposed to be in control have no idea what to do. 2020 started with the arrest of three of&nbsp; my friends, then the death of Kobe Bryant, then the death of Pop Smoke. There was almost a WW3 after we had the Coronavirus outbreak, and now that the virus is slowing down, the world has been shaken by the murder of George Floyd. And let’s not forget about global warming, which is slowly killing us all.&nbsp; I am not proud to be a human right now at all. I should have been born a rug or something.</span></span></p> <p>&nbsp;</p> <hr> <p><img alt="Art Image 8" data-entity-type="file" data-entity-uuid="128bd940-851d-4201-a47c-accc25f9d2d9" height="566" src="/sites/default/files/inline-images/pic7_0.png" width="597" loading="lazy"></p> <p><span style="font-size:11pt"><span style="font-family:Calibri,sans-serif"><strong>Every Red Stripe:&nbsp;</strong>&nbsp;</span></span><span style="font-size:11pt"><span style="font-family:Calibri,sans-serif">My artwork is explaining how hard it is to be an African American man in this world. It is hard because you will face a lot of criticism because of the color of your skin. The police officers always expect a group of Black young men to be doing the wrong things when they are with each other. We are being labeled as a gang. That makes it hard for Black young men to accomplish their goals in life because they are criticized by their own government and the people.&nbsp; I feel like the laws aren’t fair towards African-Americans. We feel like Caucasian people get away with more things that Blacks. If a Black boy was to bring an illegal weapon to school he would’ve been shot and killed. If a white young man was to bring an illegal weapon to schol, he would’ve just been taken into custody because of the color of his skin.</span></span></p> <p>&nbsp;</p> <hr> <p><img alt="Art Image" data-entity-type="file" data-entity-uuid="9d70d885-1fee-4d4b-b8b8-40d35aff6f95" height="470" src="/sites/default/files/inline-images/pic8_0.png" width="674" loading="lazy"></p> <p><span style="font-size:11pt"><span style="font-family:Calibri,sans-serif"><strong>Protest or Riot:</strong> What type of problem can looting solve? Of course as Black people we are angry about how the cops are handling situations with our race, and yes we do have a right to protests, but should innocent businesses suffer that had been closed for months due to Covid-19? Are we showing that we are fed up by looting or are we being as careless as the people we are angered by when we break into people’s establishments and violate their properties? Something that some people have worked a lifetime to build. I have seen Black-owned businesses broken into as well, so not only are people not helping, they are hurting their own kind. There has to be a better way.</span></span></p> <hr> <p><img alt="Art Image " data-entity-type="file" data-entity-uuid="7ee8875b-9168-446d-a00b-41e2064a7384" height="500" src="/sites/default/files/inline-images/pic9.png" width="697" loading="lazy"></p> <p><strong><span style="font-size:11pt"><span style="font-family:Calibri,sans-serif">The Current State of Affairs:&nbsp;&nbsp;</span></span></strong><span style="font-size:11pt"><span style="font-family:Calibri,sans-serif">When this project came up, I automatically knew which topic I was picking. As someone being a part of a generation that will be running the future, I wanted to use what I could to help people be aware of the current state of affairs in the world. I can’t donate, but I can sign peititons and I can use my creativity and knowledge to help.</span></span></p> <p><span style="font-size:11pt"><span style="font-family:Calibri,sans-serif">The artwork I created was to show how many people are being affected by discrimination of race that should’ve been solved years go. While the background is self-explanatory, on my paper mache hand there are African-American names who have had their lives taken by police. Most of which have not been put to justice. Halfway through writing their names, I felt guilty because I couldn’t fit at least half the names I found of victims. I am angry that this many people had to have their lives taken away for something to happen. People are angry about this and rightfully so.</span></span></p> <p>&nbsp;</p> <hr> <h3><br> <strong>Closing and Evaluation&nbsp;</strong></h3> <p><br> Invite&nbsp;students to share:&nbsp;</p> <ul> <li>How did it feel to see the various pieces of art and writing that depict the moment that we are in?&nbsp;<br> &nbsp;</li> <li>How can artwork or writing provide students with a voice to express their feelings and thoughts about the quarantine during the pandemic and Black Lives Matter protests?&nbsp;<br> &nbsp;</li> <li>When specifically can you use art or writing to express your feelings or thoughts? Ask students for examples.&nbsp;</li> </ul> <p>&nbsp;</p> <hr> <h3><br> <strong>Additional Activity</strong></h3> <p><br> Have students create an art piece or a piece of writing to illustrate their hope for the future in the aftermath of the pandemic and Black Lives Matter protests.&nbsp;</p> <p><br> &nbsp;</p> </div> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--uid--teachable-moment-lesson.html.twig x field--node--uid.html.twig * field--node--teachable-moment-lesson.html.twig * field--uid.html.twig * field--entity-reference.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'username' --> <!-- BEGIN OUTPUT from 'core/modules/user/templates/username.html.twig' --> <span>Sara Carrero</span> <!-- END OUTPUT from 'core/modules/user/templates/username.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--created--teachable-moment-lesson.html.twig x field--node--created.html.twig * field--node--teachable-moment-lesson.html.twig * field--created.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'time' --> <!-- BEGIN OUTPUT from 'core/modules/system/templates/time.html.twig' --> <time datetime="2020-07-20T09:25:14-04:00" title="Monday, July 20, 2020 - 09:25">July 20, 2020</time> <!-- END OUTPUT from 'core/modules/system/templates/time.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'links__node' --> <!-- FILE NAME SUGGESTIONS: * links--node.html.twig x links.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> Mon, 20 Jul 2020 13:25:14 +0000 Sara Carrero 1463 at https://www.morningsidecenter.org Pair-Share Gift Drawings https://www.morningsidecenter.org/teachable-moment/lessons/pair-share-gift-drawings <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--title--teachable-moment-lesson.html.twig x field--node--title.html.twig * field--node--teachable-moment-lesson.html.twig * field--title.html.twig * field--string.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <span>Pair-Share Gift Drawings</span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--body--teachable-moment-lesson.html.twig * field--node--body.html.twig * field--node--teachable-moment-lesson.html.twig * field--body.html.twig * field--text-with-summary.html.twig x field.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <div class="field field--name-body field--type-text-with-summary field--label-hidden field--item"><p>&nbsp;</p> <p><strong>To the Teacher:</strong></p> <p>This activity helps students get to know each other through art: They pair up, interview each other, and then create a drawing or collage based on what they heard that they can share with the class. It’s a great activity for the beginning of a school session.</p> <p><em>Note:</em> This activity can be done through online platforms such as Zoom.<br> <br> <br> <img alt="Art" data-entity-type="file" data-entity-uuid="165b2e7d-4d8c-4be7-85b7-35b1f3757416" src="/sites/default/files/inline-images/person-writing.jpg" width="800" height="533" loading="lazy"></p> <p>&nbsp;</p> <hr> <h3><br> Preparation</h3> <p>Before beginning the activity, ask students to assemble from around the house any materials that they can use to make a drawing or collage. This might include any kind of paper;&nbsp;pencils; colored pencils;&nbsp;markers;&nbsp;scissors;&nbsp;fabric;&nbsp;pictures or text from magazines, books or newspapers; string;&nbsp;glue sticks – or any other items that can be made into art.</p> <p>You might also consider setting up yourself and your students to use free online applications for drawing or creating a collage, such as:<br> &nbsp;</p> <ul> <li>ABCya, a paint program:&nbsp;<a href="https://www.abcya.com/games/abcya_paint">https://www.abcya.com/games/abcya_paint</a><br> &nbsp;</li> <li>Padlet, a program that allows users to post photos and add comments to a virtual bulletin board: <a href="https://padlet.com/">https://padlet.com/</a><br> &nbsp;</li> </ul> <hr> <p>&nbsp;</p> <h3>Make a Gift Drawing</h3> <ol> <li>Review guidelines for active listening</li> </ol> <blockquote> <ul> <li>One mic</li> <li>Give the person who is speaking your full attention</li> <li>Be aware of your body language and expression</li> <li>Encourage the other person to speak</li> <li>Respect confidentiality<br> &nbsp;</li> </ul> </blockquote> <ol start="2"> <li>Explain that students will pair up with someone and after talking with them, make a drawing, collage, or artwork based on what they heard and understood.<br> &nbsp;</li> </ol> <ol start="3"> <li>Post the questions below for students to read. Feel free to add questions appropriate for your group.<br> &nbsp;</li> </ol> <ol start="4"> <li>Ask students to decide in advance which five to seven questions they are going to ask their partner. Tell them that if their partner doesn’t want to answer a particular question, they should move on to the next question.</li> </ol> <blockquote> <ul> <li>What is something you are proud of?<br> &nbsp;</li> <li>Who is someone you care about?<br> &nbsp;</li> <li>Who is someone who made a difference to you and how?<br> &nbsp;</li> <li>Do you have any hobbies or things you love to do these days at home?<br> &nbsp;</li> <li>What’s been challenging during these times?<br> &nbsp;</li> <li>What would you like to change in the next few months to a year in the world?<br> &nbsp;</li> <li>What’s one thing you will do to help make that happen?<br> &nbsp;</li> <li>What’s another goal you have in the next 5-10 years?<br> &nbsp;</li> <li>What help do you need?</li> </ul> </blockquote> <p>&nbsp;</p> <ol start="5"> <li>Pair students up in breakout rooms and ask them to take turns asking one another the questions they have decided to ask. Remind them that if the other person doesn’t want to answer a question, they should move on to the next one.<br> &nbsp;</li> </ol> <ol start="6"> <li>When each pair has finished answering the questions, bring them back to the main room and have them make a drawing or collage based on what they heard. Encourage them to include something that may help or make a difference to their partner.<br> <br> &nbsp;</li> <li>When students have completed their artwork, have each student share what they made for their partner:<br> &nbsp;</li> </ol> <blockquote> <ul> <li>If possible, ask students to show the drawing or collage on camera. If that is not possible, ask students to describe their artwork to the class.<br> &nbsp;</li> <li>Ask them to appreciate their partner and their drawing gifts.&nbsp;<br> &nbsp;</li> <li>If possible, students can take a picture of their drawing and email it to their partner or send it via snail mail.<br> &nbsp;</li> </ul> </blockquote> <hr> <h3><br> Large Group Processing<br> &nbsp;</h3> <p>Invite students to share:<br> &nbsp;</p> <ol> <li>What did you think about this activity?&nbsp;<br> &nbsp;</li> <li>What did you like about it?&nbsp; What, if anything, was challenging about it?<br> &nbsp;</li> <li>What was it like sharing with your partner?<br> &nbsp;</li> <li>If you were going to do this again, what would you do differently? What questions might you ask?</li> </ol> <p>&nbsp;</p> <p>&nbsp;</p> <p>&nbsp;</p> <p>&nbsp;</p> <p>&nbsp;</p> </div> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--uid--teachable-moment-lesson.html.twig x field--node--uid.html.twig * field--node--teachable-moment-lesson.html.twig * field--uid.html.twig * field--entity-reference.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'username' --> <!-- BEGIN OUTPUT from 'core/modules/user/templates/username.html.twig' --> <span>Laura McClure</span> <!-- END OUTPUT from 'core/modules/user/templates/username.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--created--teachable-moment-lesson.html.twig x field--node--created.html.twig * field--node--teachable-moment-lesson.html.twig * field--created.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'time' --> <!-- BEGIN OUTPUT from 'core/modules/system/templates/time.html.twig' --> <time datetime="2020-07-10T10:43:40-04:00" title="Friday, July 10, 2020 - 10:43">July 10, 2020</time> <!-- END OUTPUT from 'core/modules/system/templates/time.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'links__node' --> <!-- FILE NAME SUGGESTIONS: * links--node.html.twig x links.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> Fri, 10 Jul 2020 14:43:40 +0000 Laura McClure 1448 at https://www.morningsidecenter.org Should the Public Fund Media & the Arts? https://www.morningsidecenter.org/teachable-moment/lessons/should-public-fund-media-arts <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--title--teachable-moment-lesson.html.twig x field--node--title.html.twig * field--node--teachable-moment-lesson.html.twig * field--title.html.twig * field--string.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <span>Should the Public Fund Media &amp; the Arts?</span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--body--teachable-moment-lesson.html.twig * field--node--body.html.twig * field--node--teachable-moment-lesson.html.twig * field--body.html.twig * field--text-with-summary.html.twig x field.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <div class="field field--name-body field--type-text-with-summary field--label-hidden field--item"><h4><br> <br> To the Teacher:</h4> <p><br> President Donald Trump has announced plans to eliminate government funding for the arts and public broadcasting. The cuts are part of Trump’s stated goal of reducing government spending overall while greatly increasing the military budget. Proponents of publicly funded art and media are worried that cutting these programs will rob millions of Americans of high-quality educational and cultural programming.</p> <p>This lesson is divided into two readings designed to have students explore the issue of public funding for arts and media. The first reading looks at public broadcasting, reviewing the arguments of those who believe that public television and National Public Radio should receive state funding and those who do not. The second reading similarly considers the issue of federal funding for agencies such as the National Endowment for the Arts. Questions for discussion follow each reading. An extension activity has students research and discuss programs they are for or against funding.</p> <p>&nbsp;</p> <hr> <p>&nbsp;</p> <h4>Introduction</h4> <p><br> Ask students if they’ve ever watched programs on PBS (Public Broadcasting Service). If so, what was the program? (Possibilities include everything from Sesame Street to Nova, Nature, Great Performances and Frontline).&nbsp;</p> <p>Tell students that PBS is partly funded by the federal government as a way to enable the public to enjoy free educational and cultural programs. The U.S. government has also provided funding for arts programming through agencies including the Endowment for the Arts, with the idea that people should have free access to arts programs.</p> <p>President Trump has promised to eliminate funding for public broadcasting and the arts, which has touched off a firestorm of debate. We’ll find out more and discuss the issue today.</p> <p>&nbsp;</p> <hr> <h4><br> Reading 1:<br> Government Funding for Public Broadcasting</h4> <p><br> President Donald Trump plans to eliminate government funding for the arts and public broadcasting. These cuts are part of Trump’s push to reduce government spending overall while greatly increasing the military budget.&nbsp;</p> <p>White House Budget Director Mick Mulvaney defended what he called Trump’s "hard-power budget": "Can we really continue to ask a coal miner in West Virginia or a single mom in Detroit to pay for these programs?" he asked during an interview on MSNBC. "The answer is no. We can ask them to pay for defense and we will, but we can't ask them to continue to pay for the Corporation for Public Broadcasting."</p> <p>But proponents of this funding note that the amount the U.S. government spends on public radio and television (including National Public Radio and the Corporation for Public Broadcasting) comes to less than .1 percent of the federal budget. &nbsp;Yet these entities provide free educational and cultural programming for millions of Americans. Cutting funding for them would be especially harmful to people who might not otherwise have access to such &nbsp;programming - including people in rural areas and people with limited incomes.</p> <p>Opposing this view is Trevor Burrus, research fellow at the libertarian Cato Institute. Burrus <a href="https://www.usnews.com/debate-club/should-government-spending-for-pbs-be-cut/if-you-love-public-broadcasting-set-it-free">argued</a> in an October 11, 2012 opinion article for <em>U.S. News &amp; World Report</em> that public broadcasting does not require federal funding to continue. Moreover, he contended, public broadcasting is no longer the only programming that can provide quality educational content to the American people. He wrote:</p> <p style="margin-left:.5in;">The case for defunding public broadcasting is very simple. First, public broadcasting does not need federal money. Before the Public Broadcasting Act of 1967, noncommercial broadcasting thrived. National Educational Television, which eventually merged with PBS, was largely funded through grants from foundations such as the Ford Foundation. Currently, public broadcasting only receives about 15 percent of its budget from federal funding. The rest comes from corporations, foundations, and viewers like us.</p> <p style="margin-left:.5in;">Second, our media-rich environment has obviated the need for public broadcasting. Even before the Internet, which provides seemingly unlimited educational and cultural content, cable channels such as Discovery and Bravo had already pushed aside public broadcasting as the premier provider of educational programming. The government should only use the hard-earned money of taxpayers to fund things that would not exist otherwise. In 1967, it was argued that, with only three channels available to most people, there was nowhere to see educational programming. Now, no one can reasonably claim this.</p> <p>The Corporation for Public Broadcasting (CPB) counters that federal funding for public broadcasting is vital to its mission of continued, quality programming for all. On March 16, 2017, Patricia Harrison, President and CEO of the CPB, <a href="http://www.cpb.org/pressroom/statement-cpb-president%E2%80%99s-budget-proposal-eliminating-funding-public-media">issued</a> a statement about President Trump’s proposed elimination of federal funding for public broadcasting. She wrote:</p> <p style="margin-left:.5in;">There is no viable substitute for federal funding that ensures Americans have universal access to public media’s educational and informational programming and services. The elimination of federal funding to CPB would initially devastate and ultimately destroy public media’s role in early childhood education, public safety, connecting citizens to our history, and promoting civil discussions - for Americans in both rural and urban communities.</p> <p style="margin-left:.5in;">Public media is one of America’s best investments. At approximately $1.35 per citizen per year, it pays huge dividends to every American. From expanding opportunity, beginning with proven children’s educational content to providing essential news and information as well as ensuring public safety and homeland security through emergency alerts, this vital investment strengthens our communities. It is especially critical for those living in small towns and in rural and underserved areas.</p> <p style="margin-left:.5in;">Viewers and listeners appreciate that public media is non-commercial and available for free to all Americans. We will work with the new Administration and Congress in raising awareness that elimination of federal funding to CPB begins the collapse of the public media system itself and the end of this essential national service.</p> <p>As discussions about the federal budget heat up, so will public debate on the issue - and protests by people who appreciate programming on PBS and NPR.</p> <p>&nbsp;</p> <h4>For Discussion<br> &nbsp;</h4> <ol> <li>How much of the material in this reading was new to you, and how much was already familiar? Do you have any questions about what you read?<br> &nbsp;</li> <li>What are some arguments against federal funding for public media? Do you find these convincing? Why or why not?<br> &nbsp;</li> <li>How does the Corporation for Public Broadcasting respond to its critics? What are its strongest and weakest points?<br> &nbsp;</li> <li>What do you think? Is programming on public television and public radio stations something that is worth preserving?<br> &nbsp;</li> <li>Does public media benefit you? Does it benefit other Americans? How? Explain your position.</li> </ol> <p>&nbsp;</p> <hr> <p>&nbsp;</p> <h4>Reading 2:<br> Government Funding for the Arts</h4> <p><br> The federal government has been funding the arts for some five decades. This includes funding for the National Endowment for the Arts, which supports arts programs around the country and helps bring art to low-income communities.</p> <p>President Trump’s proposal to cut such funding is the latest action in a long history of ideological disagreements over the role of the federal government in supporting the arts.</p> <p>Critics of public funding for the arts argue that taxpayers should not have to support artwork that they may not like or agree with. But defenders of public art funding contend it provides many benefits for students and Americans at large, and represents a modest investment in the future of the country.</p> <p>In a March 8, 2017, opinion article for Fox News, reporter and news commentator John Stossel <a href="http://www.foxnews.com/opinion/2017/03/08/john-stossel-its-time-for-trump-to-kill-government-funding-for-arts.html">made</a> the case against public funding for art, arguing that such funding fails to produce art that presents diverse points of view. Stossel wrote:</p> <p style="margin-left:.5in;">Government has no business funding art. When politicians decide which ideas deserve a boost, art is debased. When they use your money to shape the culture, they shape it in ways that make culture friendlier to government.</p> <p style="margin-left:.5in;">As The Federalist's Elizabeth Harrington points out, the National Endowment for the Arts doesn't give grants to sculpture honoring the Second Amendment or exhibitions on the benefits of traditional marriage. They fund a play about "lesbian activists who oppose gun ownership" and "art installations about climate change."</p> <p style="margin-left:.5in;">The grant-making establishment is proudly leftist. A Trump administration won't change that...</p> <p style="margin-left:.5in;">It's not just the politics that are wrong. Government arts funding doesn't even go to the needy. Arts grants tend to go to people who got prior arts grants.</p> <p style="margin-left:.5in;">Some have friends on grant-making committees. Some went to the same schools as the people who pick what to subsidize. They know the right things to say on applications so they look "serious" enough to underwrite. They're good at writing applications. They're not necessarily good at art.</p> <p>Many artists, curators, performers, and museum professionals have argued against such assertions, however. They believe that providing Americans with access to the arts is an important public benefit that costs the government very little. Funding for the National Endowment for the Arts amounts to about .01% of the federal budget.</p> <p>In a March 16, 2017, opinion article for CNN, actresses Julie Andrews and Emma Walton Hamilton <a href="http://www.cnn.com/2017/03/16/opinions/rescue-arts-from-budget-chopping-block-emma-walton-julie-andrews/index.html">contended</a> that public funding for the arts benefits the country enormously, particularly its students. Andrews and Hamilton wrote:</p> <p style="margin-left:.5in;">Decades worth of research attests to the fact that the arts are among the most profoundly important and valuable ways to improve learning and promote success, from early childhood through adulthood.</p> <p style="margin-left:.5in;">Indeed, according to four longitudinal studies compiled and published by the National Endowment for the Arts, young people who engage regularly with the arts are twice as likely to read for pleasure, three times more likely to win an award for attendance or be elected to class office, and four times more likely to be recognized for academic achievement or perform community service.</p> <p style="margin-left:.5in;">These students have higher grade-point averages and standardized test scores, and lower dropout rates, and they reap these benefits regardless of socioeconomic status.</p> <p style="margin-left:.5in;">And yet, the arts are the first to go when the budget ax falls. Now, with the shifting priorities of our new presidential administration, artists and arts organizations are at serious risk of losing the support they need to do their invaluable work. Funding resources, such as the National Endowment for the Arts, are in danger of being eliminated altogether. And poor, inner-city and rural communities, whose access to such resources are scarce to begin with, will shoulder a disproportionate share of those losses.</p> <p style="margin-left:.5in;">This is mind-boggling to us, considering how much the arts benefit our lives and our world. They foster collaboration and creativity, essential skills for navigating in the workplace and surviving in a challenging world. They cultivate empathy and tolerance, by bridging cultural and socioeconomic divides. They're also good for business: They spur urban renewal, promote tourism and generate hundreds of billions of dollars in economic activity annually.</p> <p>As the Trump administration puts forward budgets that endanger public arts funding, this debate is likely to intensify.</p> <p>&nbsp;</p> <hr> <p>&nbsp;</p> <h4>For Discussion</h4> <ol> <li>How much of the material in this reading was new to you, and how much was already familiar? Do you have any questions about what you read?<br> &nbsp;</li> <li>Why does John Stossel believe that public funding does not produce good art? Do you find his argument convincing?<br> &nbsp;</li> <li>Julie Andrews and Emma Walton Hamilton cite research indicating that public arts funding helps students. Do you think that this is a compelling reason to continue such funding?<br> &nbsp;</li> <li>What do you think? Should public funding for the arts be maintained, cut, or increased? Explain your position.</li> </ol> <p>&nbsp;</p> <hr> <h4><br> Extension Activity</h4> <p>Ask students to pick a particular federally funded television or radio program or arts program that they either think should be funded, or should not be funded. If they don’t know of a program, ask them to research the possibilities and choose one.</p> <p>Then ask students to research the program, and to complete <a href="/sites/default/files/files/Public%20Media-Public%20Art%20Device(1).pdf"><strong>this chart.</strong></a><br> <br> In class, have students share information from their chart. Ask:</p> <ul> <li>What program did you pick?&nbsp;</li> <li>Do you think it should be funded? Why or why not?</li> <li>Do you think that art or media programs that some of us disagree with or don't like should be funded anyway? Why or why not? What value might there be in making available art or educational programming that we don't understand or agree with?</li> </ul> <p>If students have strong feelings about the public funding of &nbsp;art and media in general), work with them to decide on an action step they can take to advocate for their view, either as a group or individually.</p> <p>&nbsp;</p> <p><em>-- Research assistance provided by Ryan Leitner</em></p> <p>&nbsp;</p> </div> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--uid--teachable-moment-lesson.html.twig x field--node--uid.html.twig * field--node--teachable-moment-lesson.html.twig * field--uid.html.twig * field--entity-reference.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'username' --> <!-- BEGIN OUTPUT from 'core/modules/user/templates/username.html.twig' --> <span>fionta</span> <!-- END OUTPUT from 'core/modules/user/templates/username.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--created--teachable-moment-lesson.html.twig x field--node--created.html.twig * field--node--teachable-moment-lesson.html.twig * field--created.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'time' --> <!-- BEGIN OUTPUT from 'core/modules/system/templates/time.html.twig' --> <time datetime="2017-04-28T09:01:57-04:00" title="Friday, April 28, 2017 - 09:01">April 28, 2017</time> <!-- END OUTPUT from 'core/modules/system/templates/time.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'links__node' --> <!-- FILE NAME SUGGESTIONS: * links--node.html.twig x links.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> Fri, 28 Apr 2017 13:01:57 +0000 fionta 332 at https://www.morningsidecenter.org Racial Inequality and the Oscars https://www.morningsidecenter.org/teachable-moment/lessons/racial-inequality-and-oscars <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--title--teachable-moment-lesson.html.twig x field--node--title.html.twig * field--node--teachable-moment-lesson.html.twig * field--title.html.twig * field--string.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <span>Racial Inequality and the Oscars</span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--body--teachable-moment-lesson.html.twig * field--node--body.html.twig * field--node--teachable-moment-lesson.html.twig * field--body.html.twig * field--text-with-summary.html.twig x field.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <div class="field field--name-body field--type-text-with-summary field--label-hidden field--item"><div> <h4>Learning Objectives</h4> <p><br> Students will:</p> <ul> <li>think about what movie characters mean to them</li> <li>read about the controversy over racial inequality in the Academy Awards</li> <li>analyze what different people have said about the controversy</li> <li>identify where they stand on the issue<br> &nbsp;</li> </ul> <hr> <p>&nbsp;</p> <h4>Introduction</h4> <p><br> Tell students that you are going to read aloud a series of statements. Ask students to stand up after each statement that they agree with. Then read aloud each of the following statements, pausing after each to allow students time to stand up.</p> <ul> <li>I like going to the movies.</li> <li>I admire some of the characters that I see in the movies.</li> <li>I identify with some of the characters in the movies.</li> <li>I look for people in the movies who look like me.</li> <li>I often see people in the movies that I can relate to.</li> <li>I often see movie characters dealing with situations that remind me of real life.</li> </ul> <p><br> Next, ask students if they noticed any patterns in the responses. Share with students this quote from Professor Roxane Gay's article in the New York Times, "<a href="http://www.nytimes.com/2016/01/24/opinion/the-oscars-and-hollywoods-race-problem.html?rref=collection%2Fnewseventcollection%2FOscars%202016&amp;_r=1">The Oscars and Hollywood’s Race Problem</a>" from January 22, 2016.</p> <p class="rteindent1">"...[P]eople of color want to see their lives reflected in the movies they watch." &nbsp;</p> <p><br> Explain that Roxane Gay made this comment in discussing a recent controversy over the movie industry’s failure to acknowledge and honor people of color in the industry. In this lesson, we’ll explore this controversy.</p> </div> <p>Next, have students read—or read aloud to students—the following Background Reading so they can learn more about the controversy.</p> <p>&nbsp;</p> <hr> <h4><br> #OscarsSoWhite: Background Reading<br> &nbsp;</h4> <p>Every year the Academy of Motion Picture Arts &amp; Sciences holds a competition. People in the movie industry nominate and later vote for films and people who do various filmmaking jobs (actor, director, costume designer, etc.) for awards. The winners receive statues, called Oscars, and their films get a big boost because they have been identified as excellent in some way.</p> <p>What difference do Academy Awards (also known as Oscars) make? More than you might think. On one level, they make the award nominees and recipients feel good.&nbsp; An Oscar nomination or award is a way of telling peers, fans, and audience members that this person is very good at what they do. An Oscar also serves as a kind of movie recommendation: When a movie - or its actors, director, etc. - get an Oscar, it’s a way of saying, "This is a good movie. You should think about seeing it."</p> <p>Since the Academy Awards can make a big difference in which movies people see, who gets nominated for them can be quite important. Recognition can go a long way in helping someone’s career, in increasing profits for the movie-makers, and ultimately on deciding what kind of movies will be made in the future.</p> <p>An Academy Award can also affect how audience members think about those who make movies, particularly the actors, since they are the most visible people in the movie world. That’s why so many people are upset that in 2016, as in 2015, every actor who was nominated for an Oscar was white. #OscarsSoWhite has become, for the second year running, a protest against the omission of people of color from the prestigious award nominations.</p> <p>Some prominent African Americans—including director Spike Lee and actor Jada Pinkett-Smith—announced that they would not attend the awards ceremony this year because once again, no people of color were nominated for awards. Following their announcements, a lot of other film people weighed in on the topic. &nbsp;</p> <p>Some noted that not only are people of color often excluded from film awards, they’re greatly underrepresented in top film roles. The Ralph J. Bunche Center for African American Studies at UCLA examined 174 films produced in 2013. Of these films, less than 17% of the lead roles were held by people of color, although people of color made up over 34% of the population that year.&nbsp; Film studio heads were 94% white and 100% male.&nbsp; Yet people of color make up over half of frequent movie-goers.</p> <p>The controversy over #OscarsSoWhite prompted the Academy of Motion Picture Arts and Sciences (which runs the Academy Awards) to change the criteria they use to decide who gets to be a member of their organization. Their goal is to get a more racially balanced group of people involved in the process of nominating and voting on awards for films.</p> <p>Chris Rock, who will host the awards ceremony on February 28, 2016, has announced that he plans to use the controversy in his jokes, to tweak the Academy on the subject of #OscarsSoWhite. &nbsp;As far as long-term impact of this controversy, no one knows yet.<br> &nbsp;</p> <hr> <h4><br> Considering a Variety of Views</h4> <p><br> Below are eight quotes. Print out each on a separate sheet of paper and post the papers in different places in the classroom. Divide the class into groups and assign each group to a quote. Give the groups time to read and discuss the quote, guiding them with questions including:</p> <ul> <li>What point is the speaker making?</li> <li>What does the speaker think about the issue of diversity in movies?</li> <li>Do you agree with the speaker? If so, why? If not, why not?</li> </ul> <p>Have the groups move from quote to quote until all the groups have read and discussed all the quotes.<br> <br> &nbsp;</p> <p><strong>The Quotes</strong></p> <p>&nbsp;</p> <p><strong>A.</strong></p> <p>"I think it’s ludicrous. We have to make up our minds; either we want to have segregation or integration. If we don’t want segregation, then we need to get rid of channels like BET [Black Entertainment Television] and the BET Awards, and the [NAACP] Image Awards, where you’re only awarded if you’re black. If it were the other way around, we would be up in arms. It’s a double standard [...] Just like there shouldn’t be a Black History Month. We’re American, that’s it."</p> <p>-&nbsp;Stacey Dash, actor</p> <p>&nbsp;</p> <p><strong>B.</strong></p> <p>"It's no coincidence I'm writing this as we celebrate the 30th anniversary of Dr. Martin Luther King Jr's birthday. ...For too many years when the Oscars nominations are revealed, my office phone rings off the hook with the media asking me my opinion about the lack of African-Americans and this year was no different. For once (maybe), I would like the media to ask all the white nominees and studio heads how they feel about another all-white ballot. If someone has addressed this and I missed it then I stand mistaken."</p> <p>-&nbsp;Spike Lee, director and screenwriter</p> <p>&nbsp;</p> <p><strong>C.</strong></p> <p>"At the Oscars ... people of color are always welcomed to give out awards ... even entertain. But we are rarely recognized for our artistic accomplishments. Should people of color refrain from participating altogether?"</p> <p>-&nbsp;Jada Pinkett-Smith, actor</p> <p>&nbsp;</p> <p><strong>D.</strong></p> <p>"The #Oscars. The White BET Awards."</p> <p>-&nbsp;Chris Rock, comedian</p> <p>&nbsp;</p> <p><strong>E.</strong></p> <p>"[A boycott of the Oscars] is racist against whites."</p> <p>-&nbsp;Charlotte Rampling, actor</p> <p>&nbsp;</p> <p><strong>F.</strong></p> <p>"We should have a sit-down with the Academy, but we should also have a sit-down with the film studios because we’re not getting the budgets that we need to get that kind of consideration."</p> <p>-&nbsp;Marlon Wayans, comedian</p> <p>&nbsp;</p> <p><strong>G.</strong></p> <p>"In the end you can’t vote for an actor because he’s Black. You can’t say, ‘I’m going to vote for him, he’s not very good, but he’s black. I’ll vote for him.’"</p> <p>-&nbsp;Michael Caine, actor</p> <p>&nbsp;</p> <p><strong>H.</strong></p> <p>"If we’re going to boycott the Oscars, we also need to boycott the movie studios determined to ignore the box office success of movies featuring people of color. We need to boycott the people who are so reluctant to produce movies made by people of color. We need to boycott this system that refuses to acknowledge life beyond the white experience as rule and not exception..."</p> <p>-&nbsp;Roxane Gay, in the New York Times</p> <p>&nbsp;</p> <hr> <h4><br> Discussion</h4> <p>After students have discussed all&nbsp; the quotes, reconvene the class and ask:&nbsp; What were the main points made in the quotations?</p> <p>List students’ responses on chart paper or the board. Encourage students to share some of their groups’ insights with the class.</p> <p>What conclusions, if any, can you and your students draw about the quotations?<br> &nbsp;</p> <hr> <h4><br> Assignment</h4> <p>Ask students where they stand in the controversy about the Academy Awards.</p> <p>Have them write their responses in a five-paragraph essay, using information and analysis from this lesson to support their point of view.</p> <p>&nbsp;</p> <div>&nbsp; <div id="edn1"> <p>&nbsp;</p> </div> </div> <p>&nbsp;</p> </div> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--uid--teachable-moment-lesson.html.twig x field--node--uid.html.twig * field--node--teachable-moment-lesson.html.twig * field--uid.html.twig * field--entity-reference.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'username' --> <!-- BEGIN OUTPUT from 'core/modules/user/templates/username.html.twig' --> <span>fionta</span> <!-- END OUTPUT from 'core/modules/user/templates/username.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--created--teachable-moment-lesson.html.twig x field--node--created.html.twig * field--node--teachable-moment-lesson.html.twig * field--created.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'time' --> <!-- BEGIN OUTPUT from 'core/modules/system/templates/time.html.twig' --> <time datetime="2016-01-31T08:16:21-05:00" title="Sunday, January 31, 2016 - 08:16">January 31, 2016</time> <!-- END OUTPUT from 'core/modules/system/templates/time.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'links__node' --> <!-- FILE NAME SUGGESTIONS: * links--node.html.twig x links.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> Sun, 31 Jan 2016 13:16:21 +0000 fionta 413 at https://www.morningsidecenter.org Turn, Turn, Turn: Pete Seeger's Life & Songs https://www.morningsidecenter.org/teachable-moment/lessons/turn-turn-turn-pete-seegers-life-songs <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--title--teachable-moment-lesson.html.twig x field--node--title.html.twig * field--node--teachable-moment-lesson.html.twig * field--title.html.twig * field--string.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <span>Turn, Turn, Turn: Pete Seeger&#039;s Life &amp; Songs</span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--body--teachable-moment-lesson.html.twig * field--node--body.html.twig * field--node--teachable-moment-lesson.html.twig * field--body.html.twig * field--text-with-summary.html.twig x field.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <div class="field field--name-body field--type-text-with-summary field--label-hidden field--item"><h4>To the teacher:</h4> <p>The life and music of Pete Seeger, who died on January 27, 2014, at the age of 94, provides a teachable moment on activism, music, and on nearly every major social movement over the past century. &nbsp;Seeger was active in and sang for the labor movement, civil rights movement, anti-war movement (from Vietnam to Iraq) and the environmental movement - among others.&nbsp;Seeger believed that that the activism of everyday people, together with music, could help bring about a better world, and he lived out that idea continually over seven decades.<br> &nbsp;</p> <h4>Objectives</h4> <ul> <li>Students will learn about the life of folksinger Pete Seeger</li> <li>Students will read/hear lyrics of songs from three social movements Seeger was a part of, and analyze what those songs mean: (labor, civil rights, ant-war and movements)</li> <li>Students will share their thoughts about the songs with the class</li> <li>Students will reflect on the power of music and everyday people to effect change</li> </ul> <h4>&nbsp;<br> Materials</h4> <ul> <li>If possible, access to videos on the web and/or ability to play music from the web. Many of the songs, and additional songs sung by Seeger, can be heard <a href="http://myspace.com/peteseeger/music/songs">here</a>.&nbsp;</li> <li>3 handouts <a href="#Handouts">below</a></li> </ul> <p>&nbsp;</p> <hr> <h4>&nbsp;<br> Introduction</h4> <p>Ask students if they can think of a song that makes them feel inspired, or makes them feel connected to other people. &nbsp;What is the song, and how does it make you feel? &nbsp;</p> <p>Next read students this list of songs, and ask them to raise their hands if they have heard of them. If students do know a song, ask them if they can remember any lyrics or sing any part of it.&nbsp;</p> <ul> <li>&nbsp;If I Had a Hammer</li> <li>Where have all the Flowers Gone</li> <li>Guantanamera</li> <li>Wimoweh (the Lion Sleeps Tonight...)</li> <li>This Land is Your Land</li> <li>We Shall Overcome</li> <li>Turn, Turn, Turn (To Everything There is a Season)</li> </ul> <p>Does anyone know who these songs are associated with?<br> &nbsp;<br> If they don't know, tell students that these songs were written, adapted and/or made famous by the folksinger and activist Pete Seeger, who died on January 27, 2014, in New York City. He was 94.&nbsp;<br> &nbsp;<br> Ask if anyone knows anything about Seeger, and if they do, write their responses on the board.</p> <p>&nbsp;</p> <hr> <h4>Pete Seeger: Love &amp; Defiance</h4> <p>Tell students that today you'll be sharing some of Pete Seeger's life and songs.&nbsp; Share the information below with students.&nbsp;<br> &nbsp;<br> In addition, you may want to show students this <a href="http://www.theguardian.com/music/gallery/2014/jan/28/pete-seeger-life-in-pictures#/?picture=428222942&amp;index=12">slideshow</a> from the Guardian, which includes 14 photos from Seeger's life.<br> &nbsp;<br> <strong>&nbsp;<br> 1. &nbsp;</strong>Pete Seeger was born in 1919. He came from a family of musicians and was always very interested in learning about and spreading <strong>music from different cultures </strong>and from around the world.&nbsp;<br> &nbsp;<br> <strong>2.&nbsp;</strong> Seeger believed that the <strong>activism of everyday people</strong> could help bring about a better world, and he lived out that idea. He was part of and sang for social movements for over 70 years, from the 1940s until his death in 2014.&nbsp; These included the labor, civil rights, anti-war and environmental movements.&nbsp; He was famous for getting huge crowds of people to sing along with him.<br> &nbsp;<br> <strong>3.&nbsp;</strong> In the 1940s, Pete Seeger met up with the folksinger Woody Guthrie, whose best-known song is "This Land is Your Land."&nbsp; On his guitar, Guthrie had a slogan that said "This Machine Kills Fascists."&nbsp; Seeger's favorite instrument was a banjo. He put a gentler slogan on his banjo. It said: <strong>"This machine surrounds hate and forces it to surrender."</strong>&nbsp;<br> &nbsp;<br> <strong>4.</strong>&nbsp; Seeger thought <strong>music could change the world</strong>. He said: "My job is to show folks that there's a lot of good music in the world and if used right it will help to save the planet."&nbsp;</p> <ul> <li>Ask students:&nbsp; Can music change the world?&nbsp; Why or why not?</li> </ul> <p><strong>5.</strong>&nbsp; Seeger and his wife Toshi Seeger (who died in July 2013) were married for almost 70 years. They raised their family in a log cabin in Beacon, NY, that they built themselves. Beacon is on the Hudson River, which runs from upstate New York to the harbor in New York City.&nbsp; During the late 1960s Seeger started a crusade to <strong>clean up the heavily polluted Hudson</strong>, eventually raising the money to build a 106-foot sloop called the Clearwater. For decades and continuing today, this ship has sailed the Hudson, educating people about the river with events and music.&nbsp; A river cleanup began. In 2009, after decades of pressure from Seeger and his allies, General Electric began removing the toxins it had dumped into the Hudson, and cities stopped dumping untreated sewage into it. Today the Hudson has made a huge recovery.<br> <strong>&nbsp;<br> 6.&nbsp;</strong> Seeger had a gentle manner - he was soft-spoken and cheerful. But he was also defiant. In the 1930s and 40s he was a member of the Communist Party.&nbsp; In 1955, during the red scare, he was called before the <strong>House Un-American Activities Committee</strong>. At that point Seeger's folk group, the Weavers, had become very popular, with several hits, including the song "Good Night, Irene."<br> &nbsp;<br> Most people who were called before the committee invoked the Fifth Amendment, claiming the right to remain silent, which generally kept them from being thrown in jail. &nbsp;&nbsp;Instead, Seeger knowingly risked a prison sentence by citing the First Amendment, arguing that he and all others should be protected from HUAC under the Constitution. &nbsp;He told the committee, "We're all Americans. We can associate with whoever we want to, and it doesn't matter who we associate with."&nbsp;When the committee asked Seeger to name names&nbsp; of those he had associated with, he refused—but said he could sing songs instead. &nbsp;He irritated the committee chair, Francis Walters by offering, "I know many beautiful songs from your home county, Carbon, and Monroe, and I hitchhiked through there and stayed in the homes of miners."</p> <p>Seeger was cited for contempt of Congress, indicted, convicted, and sentenced to a year in prison. Eventually the sentence was overturned. &nbsp;This article in Slate includes the full transcript of <a href="http://www.slate.com/blogs/browbeat/2014/01/28/pete_seeger_huac_transcript_full_text_of_anti_communist_hearing_courtesy.html">Seeger's HUAC testimony</a><strong>.</strong><br> &nbsp;<br> <strong>7. &nbsp;</strong>Although Seeger escaped his jail sentence on a technicality, he was <strong>blacklisted</strong> by the media for many years, so he could not appear or TV or radio. His group, the Weavers, were forced to disband.&nbsp; Seeger continued to sing around the country, in schools, colleges, and coffeehouses, until his visibility rose again in the 1960s.<br> &nbsp;<br> <strong>8.&nbsp; </strong>Seeger carried music from <strong>movement to movement</strong>.&nbsp; The Weavers' song If I Had a Hammer became part of the civil rights movement, the anti-war movement, and movements around the world.&nbsp; (Hear him perform it with a crowd <a href="https://myspace.com/peteseeger/music/song/if-i-had-a-hammer-the-hammer-song-28218354-28013636">here.</a>)<br> &nbsp;<br> <strong>9.&nbsp;</strong> At the age of 92, Seeger, leaning on two canes, led a 2-mile march through New York City in support of the Occupy Wall Street movement.&nbsp; &nbsp;After the march, Seeger advised people to <strong>"be wary of great leaders" </strong>and instead "hope that there are many, many small leaders."&nbsp;&nbsp;&nbsp;</p> <ul> <li>Ask:&nbsp; What do you think Seeger meant by this?&nbsp;</li> </ul> <p><strong>10.&nbsp; </strong>When the rocker Bruce Springsteen was invited to perform at President Obama's first inauguration in January 2009, he invited Seeger to come with him to sing "This Land is Your Land." &nbsp;If possible, watch Springsteen telling the story of this performance and honoring Seeger in this <a href="http://www.youtube.com/watch?v=ISlP9k2R3SM">4-minute clip</a>.<br> &nbsp;<br> As Springsteen recalls, Seeger insisted that they <strong>sing every verse,</strong> including several controversial ones that are often omitted.&nbsp; Below are all the verses of this song, as written by Woody Guthrie.&nbsp; Give students the lyrics below and/or play this video of their performance <a href="http://www.youtube.com/watch?v=HE4H0k8TDgw">here</a>. &nbsp;&nbsp;(Springsteen and Seeger are joined on stage by Seeger's grandson Tao Rodriguez-Seeger, who often accompanied Seeger in later years, after he lost much of his singing voice.)&nbsp;</p> <ul> <li>Ask students: Which verses were the ones that Seeger insisted on singing? What is controversial about those verses? &nbsp;(It's the 5<sup>th</sup> and 6<sup>th</sup> verses.)</li> </ul> <p>&nbsp;<br> <strong>This Land Is Your Land </strong><br> Words and music by Woody Guthrie</p> <p>This land is your land, this land is my land<br> From California to the New York island;&nbsp;<br> From the red wood forest to the Gulf Stream waters&nbsp;<br> This land was made for you and Me.</p> <p>As I was walking that ribbon of highway,&nbsp;<br> I saw above me that endless skyway.<br> I saw below me that golden valley.<br> This land was made for you and me.</p> <p>I've roamed and rambled and I followed my footsteps&nbsp;<br> To the sparkling sands of her diamond deserts;&nbsp;<br> And all around me a voice was sounding:&nbsp;<br> This land was made for you and me.</p> <p>When the sun came shining, and I was strolling,&nbsp;<br> And the wheat fields waving and the dust clouds rolling,&nbsp;<br> As the fog was lifting a voice was chanting:&nbsp;<br> This land was made for you and me.</p> <p>As I went walking I saw a sign there&nbsp;<br> And on the sign it said "No Trespassing."&nbsp;<br> But on the other side it didn't say nothing,&nbsp;<br> That side was made for you and me.</p> <p>In the shadow of the steeple I saw my people,&nbsp;<br> By the relief office I seen my people;&nbsp;<br> As they stood there hungry, I stood there asking&nbsp;<br> Is this land made for you and me?</p> <p>Nobody living can ever stop me,<br> As I go walking that freedom highway;<br> Nobody living can ever make me turn back<br> This land was made for you and me</p> <hr> <h4><br> Research and small group discussion</h4> <p>Now divide the class into three groups.&nbsp; For homework (or in class if you prefer), each group will consider two songs Seeger sang that are part of either the labor movement, the civil rights movement, or the anti-war movement.<br> &nbsp;<br> Give members of each group one of the handouts below.&nbsp;<br> &nbsp;<br> Either in class or at home, ask students to:<br> &nbsp;<br> 1. Study the song lyrics, and if possible watch or listen to their two songs<br> &nbsp;<br> 2. For each of the two songs, reflect on these questions:&nbsp;</p> <ul> <li>What do you think this song means?</li> <li>What point of view does it take?</li> <li>Do you agree or disagree with this point of view? Why?</li> <li>What effect do you think this song had on people who were involved in the movement the song is about?</li> <li>Do you like the song? Why or why not?</li> </ul> <p>When students have completed these tasks, have the three groups assemble in different parts of the classroom. &nbsp;Ask students to:</p> <ul> <li>discuss both songs by sharing their responses to each of the five bulleted questions above</li> <li>decide on three things the group wants to tell the class about each of their songs</li> </ul> <p>Next, reconvene the class and ask each group to share their thoughts about the two songs they discussed. &nbsp;<br> &nbsp;</p> <hr> <h4>CLOSING: Turn, turn turn</h4> <p>Seeger used words from the Bible's book of Ecclesiastes as the basis for the song Turn, Turn, Turn, adding a few verses of his own.<em>&nbsp; </em><br> &nbsp;<br> Share the lyrics and if possible play <a href="http://entertainment.time.com/2014/01/28/pete-seeger-best-songs/">this audio</a> of Seeger performing the song Turn, Turn, Turn. (Scroll down to find the song.) &nbsp;<br> &nbsp;<br> &nbsp;<br> <strong>Turn, turn, turn</strong><br> &nbsp;<br> Chorus:<br> <em>To everything (turn, turn, turn)<br> There is a season (turn, turn, turn)<br> And a time for every purpose under heaven</em>.<br> &nbsp;<br> A time to be born, a time to die<br> A time to plant, a time to reap<br> A time to kill, a time to heal<br> A time to laugh, a time to weep.<br> &nbsp;<br> (Chorus)<br> &nbsp;<br> A time to build up, a time to break down<br> A time to dance, a time to mourn<br> A time to cast away stones<br> A time to gather stones together.<br> &nbsp;<br> (Chorus)<br> &nbsp;<br> A time of war, a time of peace<br> A time of love, a time of hate<br> A time you may embrace<br> A time to refrain from embracing.<br> &nbsp;<br> (Chorus)<br> &nbsp;<br> A time to gain, a time to lose<br> A time to rend, a time to sew<br> A time of love, a time of hate<br> A time of peace... I swear it's not too late.<br> &nbsp;<br> (Chorus)</p> <p>Seeger once said, "Can't prove a damn thing, but I look upon myself as old grandpa. There's not dozens of people now doing what I try to do, not hundreds, but literally thousands. ... The idea of using music to try to get the world together is now all over the place."</p> <p>Ask students:</p> <ul> <li>What music needs to be written today to get the world together?</li> <li>What kind of music would that be and what would it say?</li> </ul> <p><a id="Handouts" name="Handouts"></a></p> <hr> <p>&nbsp;<br> <strong><u>Handout 1</u></strong></p> <h4>&nbsp;<br> <strong>LABOR MOVEMENT</strong></h4> <p>Pete Seeger supported working people in organizing themselves to improve their wages, working conditions, and lives. &nbsp;He wanted there to be more equality between the rich and poor, and between big corporations and workers.&nbsp; He often showed up to sing at labor rallies and picketlines.</p> <hr> <h4><strong>Song One:&nbsp; Which Side are You On? </strong></h4> <p>This song was written in 1931 by Florence Reece, the wife of Sam Reece, an organizer for the United Mine Workers Union in&nbsp;Harlan County, Kentucky. &nbsp;It was written in the middle of a bitter fight between the union and the mine owners.&nbsp; Seeger sang the song often, and helped to popularize it.<br> &nbsp;<br> Hear the song <a href="http://www.youtube.com/watch?v=msEYGql0drc">here</a><u>:</u><br> <a href="http://www.youtube.com/watch?v=msEYGql0drc">www.youtube.com/watch?v=msEYGql0drc</a><br> &nbsp;<br> <strong>Lyrics</strong></p> <p><em>Which side are you on?<br> Which side are you on?<br> Which side are you on?<br> Which side are you on?</em></p> <p>They say in Harlan County<br> There are no neutrals there;<br> You'll either be a union man,<br> Or a thug for J. H. Blair.</p> <p>(Chorus)<br> &nbsp;<br> My daddy was a miner<br> And I'm a miner's son,<br> And I'll stick with the union<br> ‘Til every battle's won<br> &nbsp;<br> [Chorus)</p> <p>Oh workers can you stand it?<br> Oh tell me how you can.<br> Will you be a lousy scab<br> Or will you be a man?</p> <p>(Chorus)</p> <p>Come all of you good workers,<br> Good news to you I'll tell<br> Of how the good old union<br> Has come in here to dwell.<br> &nbsp;<br> (Chorus)<br> &nbsp;<br> Don't scab for the bosses,<br> Don't listen to their lies.<br> Us poor folks haven't got a chance<br> Unless we organize.</p> <p>(Chorus)<br> &nbsp;</p> <hr> <h4>Song 2: &nbsp;Talking Union Blues</h4> <p>In the 1940s, Seeger and folksinger Woody Guthrie joined others to form The Almanac Singers. The group traveled around the country, singing at strikes and union meetings.&nbsp;<br> &nbsp;<br> The Almanac Singers' song, Talking Union Blues offers a virtual guide to union building.&nbsp; It was written in 1941 by Seeger, Millard Lampell and Lee Hays, all members of The Almanac Singers.</p> <p>Hear the song<strong> </strong><a href="https://time.com/2315/pete-seeger-best-songs/">here</a><strong>:&nbsp;</strong><a href="https://time.com/2315/pete-seeger-best-songs/">https://time.com/2315/pete-seeger-best-songs/</a></p> <p><strong>Lyrics </strong><br> &nbsp;<br> If you want higher wages, let me tell you what to do;<br> You got to talk to the workers in the shop with you;<br> You got to build you a union, got to make it strong,<br> But if you all stick together, now, ‘twont be long.<br> You'll get shorter hours,<br> Better working conditions.<br> Vacations with pay,<br> Take your kids to the seashore.<br> &nbsp;<br> It ain't quite this simple, so I better explain<br> Just why you got to ride on the union train;<br> ‘Cause if you wait for the boss to raise your pay,<br> We'll all be waiting till Judgment Day;<br> We'll all be buried - gone to Heaven -<br> Saint Peter'll be the straw boss then.<br> &nbsp;<br> Now, you know you're underpaid, but the boss says you ain't;<br> He speeds up the work till you're ‘bout to faint,<br> You may be down and out, but you ain't beaten,<br> Pass out a leaflet and call a meetin'<br> Talk it over - speak your mind -<br> Decide to do something about it.<br> &nbsp;<br> ‘Course, the boss may persuade some poor damn fool<br> To go to your meeting and act like a stool;<br> But you can always tell a stool, though - that's a fact;<br> He's got a yellow streak running down his back;<br> He doesn't have to stool - he'll always make a good living<br> On what he takes out of blind men's cups.<br> &nbsp;<br> You got a union now; you're sitting pretty;<br> Put some of the boys on the steering committee.<br> The boss won't listen when one man squawks.<br> But he's got to listen when the union talks.<br> He better -<br> He'll be mighty lonely one of these days.<br> &nbsp;<br> Suppose they're working you so hard it's just outrageous,<br> They're paying you all starvation wages;<br> You go to the boss, and the boss would yell,<br> "Before I'd raise your pay I'd see you all in Hell."</p> <p>Well, he's puffing a big see-gar and feeling mighty slick,<br> He thinks he's got your union licked.<br> He looks out the window, and what does he see<br> But a thousand pickets, and they all agree<br> He's a bastard - unfair - slave driver -<br> Bet he beats his own wife.<br> &nbsp;<br> Now, boy, you've come to the hardest time;<br> The boss will try to bust your picket line.<br> He'll call out the police, the National Guard;<br> They'll tell you it's a crime to have a union card.<br> They'll raid your meeting, hit you on the head.<br> Call every one of you a goddamn Red -<br> Unpatriotic - Moscow agents -<br> Bomb throwers, even the kids.<br> &nbsp;<br> But out in Detroit here's what they found,<br> And out in Frisco here's what they found,<br> And out in Pittsburgh here's what they found,<br> And down in Bethlehem here's what they found,<br> That if you don't let Red-baiting break you up,<br> If you don't let stool pigeons break you up,<br> If you don't let vigilantes break you up,<br> And if you don't let race hatred break you up -<br> You'll win. What I mean,<br> Take it easy - but take it!<br> &nbsp;</p> <hr> <p>&nbsp;<br> <u><strong>Handout 2</strong></u></p> <hr> <h4>CIVIL RIGHTS <strong>MOVEMENT</strong></h4> <p>Pete Seeger was active in the civil rights movement from the beginning, and often sang at civil rights marches and protests.&nbsp; He was inspired by Martin Luther King's fierce nonviolent approach to ending racism and achieving justice.</p> <hr> <h4><strong>Song 1:&nbsp; </strong><strong>We Shall Overcome</strong></h4> <p>This song is based on "I'll Overcome," a hymn that striking tobacco workers had sung on a picketline in South Carolina. A worker at the Highlander Folk School, which trained union organizers, taught it to Seeger, and he sang it with his group the Weavers, adding some verses and words. The Weavers introduced it to the Student Nonviolent Coordinating Committee, including Dr. Martin Luther King. &nbsp;&nbsp;It became an anthem of the Civil Rights movement.&nbsp; All of the song's royalties go to the "We Shall Overcome" Fund, administered by what is now the Highlander Research and Education Center, which provides grants to African-Americans organizing in the South.<br> &nbsp;<br> Hear the song <a href="https://time.com/2315/pete-seeger-best-songs/">here</a><strong>:</strong><br> <a href="https://time.com/2315/pete-seeger-best-songs/">https://time.com/2315/pete-seeger-best-songs/</a><br> &nbsp;<br> <strong>Lyrics</strong><br> &nbsp;<br> We shall overcome,<br> We shall overcome,<br> We shall overcome, some day.<br> &nbsp;<br> Oh, deep in my heart,<br> I do believe<br> We shall overcome, some day.<br> &nbsp;<br> We'll walk hand in hand,<br> We'll walk hand in hand,<br> We'll walk hand in hand, some day.<br> Oh, deep in my heart,<br> I do believe<br> We shall overcome, some day.<br> &nbsp;<br> We shall live in peace,<br> We shall live in peace,<br> We shall live in peace, some day.<br> Oh, deep in my heart,<br> I do believe<br> We shall overcome, some day.<br> &nbsp;<br> We are not afraid,<br> We are not afraid,<br> We are not afraid, TODAY<br> Oh, deep in my heart,<br> I do believe<br> We shall overcome, some day.<br> &nbsp;<br> The whole wide world around<br> The whole wide world around<br> The whole wide world around some day<br> Oh, deep in my heart,<br> I do believe<br> We shall overcome, some day</p> <hr> <p>&nbsp;</p> <h4>Song 2:&nbsp; Ain't Scared of Your Jail</h4> <p>This song, sung by defiant Civil Rights protesters in Montgomery, Alabama and written by Lester Cobb, was shared by Pete Seeger at a concert at Carnegie Hall in 1963.&nbsp;<br> The recording is<a href="https://myspace.com/peteseeger/music/song/i-ain-t-scared-of-your-jail-28600761-28453733"> here</a>:<br> <a href="http://myspace.com/peteseeger/music/song/i-ain-t-scared-of-your-jail-28600761-28453733">myspace.com/peteseeger/music/song/i-ain-t-scared-of-your-jail-28600761-28453733</a><br> &nbsp;<br> &nbsp;<br> <strong>Lyrics:</strong><br> &nbsp;<br> I ain't a-scared of your jails<br> 'coz I want my freedom<br> I want my freedom<br> I want my freedom<br> ain't a-scared of your jail<br> And I want my freedom now!<br> &nbsp;</p> <hr> <p><br> <u><strong>Handout 3</strong></u><br> &nbsp;</p> <h4>ANTI-WAR MOVEMENT</h4> <p>Seeger was an early opponent of the Vietnam War and sang at many anti-war protests, including at the 1969&nbsp;Vietnam Moratorium March&nbsp;on Washington, DC, when he led &nbsp;500,000 protesters in singing&nbsp;John Lennon's song "Give Peace a Chance. " Seeger's voice carried over the crowd, interspersing phrases like, "Are you listening,&nbsp;Nixon?" between the&nbsp;choruses&nbsp;of protesters singing, "All we are saying ... is give peace a chance." &nbsp;Seeger went on to oppose many other U.S. wars, including in Iraq.</p> <hr> <h4>Song 1: &nbsp;Where have All the Flowers Gone?</h4> <p>&nbsp;Seeger composed this song in 1955. It became one of the most familiar songs of the anti-Vietnam War movement.<br> See him performing the song <strong><a href="http://www.youtube.com/watch?v=7pZa3KtkVpQ">here</a>:</strong><br> <a href="http://www.youtube.com/watch?v=7pZa3KtkVpQ">http://www.youtube.com/watch?v=7pZa3KtkVpQ</a><br> &nbsp;<br> <strong>Lyrics</strong><br> &nbsp;<br> Where have all the flowers gone, long time passing?<br> Where have all the flowers gone, long time ago?<br> Where have all the flowers gone?<br> Young girls have picked them everyone.<br> Oh, when will they ever learn?<br> Oh, when will they ever learn?<br> &nbsp;<br> Where have all the young girls gone, long time passing?<br> Where have all the young girls gone, long time ago?<br> Where have all the young girls gone?<br> Gone for husbands everyone.<br> Oh, when will they ever learn?<br> Oh, when will they ever learn?<br> &nbsp;<br> Where have all the husbands gone, long time passing?<br> Where have all the husbands gone, long time ago?<br> Where have all the husbands gone?<br> Gone for soldiers everyone<br> Oh, when will they ever learn?<br> Oh, when will they ever learn?<br> &nbsp;<br> Where have all the soldiers gone, long time passing?<br> Where have all the soldiers gone, long time ago?<br> Where have all the soldiers gone?<br> Gone to graveyards, everyone.<br> Oh, when will they ever learn?<br> Oh, when will they ever learn?<br> &nbsp;<br> Where have all the graveyards gone, long time passing?<br> Where have all the graveyards gone, long time ago?<br> Where have all the graveyards gone?<br> Gone to flowers, everyone.<br> Oh, when will they ever learn?<br> Oh, when will they ever learn?<br> &nbsp;<br> Where have all the flowers gone, long time passing?<br> Where have all the flowers gone, long time ago?<br> Where have all the flowers gone?<br> Young girls have picked them everyone.<br> Oh, when will they ever learn?<br> Oh, when will they ever learn?</p> <p>&nbsp;</p> <hr> <h4>Song 2: &nbsp;Waist Deep in the Big Muddy</h4> <p>Seeger wrote this song in 1967.&nbsp; It's about a&nbsp;captain ( "the big fool") who drowned while leading a platoon on maneuvers in&nbsp;Louisiana&nbsp;during World War II. The song's&nbsp; lines, "We are waist deep in the Big Muddy and the big fool says to push on" &nbsp;could be interpreted as an allegory of President Johnson as the "big fool" and the&nbsp;Vietnam War&nbsp;as the danger he refused to avoid. Seeger performed the song during a taping of&nbsp;a popular television program, <em>The Smothers Brothers Comedy Hour</em>&nbsp;in September 1967, but it was cut before the show was broadcast. After the Smothers Brothers publicized the censorship, Seeger returned to perform the song for broadcast in February 1968.&nbsp; The blacklist was over.</p> <p>See his performance <strong><a href="http://entertainment.time.com/2014/01/28/pete-seeger-best-songs/ INTERNATIONALISM?">here</a>:</strong><br> <a href="http://entertainment.time.com/2014/01/28/pete-seeger-best-songs/ INTERNATIONALISM?">entertainment.time.com/2014/01/28/pete-seeger-best-songs/ INTERNATIONALISM?</a></p> <p><strong>Lyrics</strong></p> <p>It was back in nineteen forty-two,<br> I was a member of a good platoon.<br> We were on maneuvers in-a Loozianna,<br> One night by the light of the moon.<br> The captain told us to ford a river,<br> That's how it all begun.<br> We were — knee deep in the Big Muddy,<br> But the big fool said to push on.</p> <p>The Sergeant said, "Sir, are you sure,<br> This is the best way back to the base?"<br> "Sergeant, go on! I forded this river<br> ‘Bout a mile above this place.<br> It'll be a little soggy but just keep slogging.<br> We'll soon be on dry ground."<br> We were — waist deep in the Big Muddy<br> And the big fool said to push on.</p> <p>The Sergeant said, "Sir, with all this equipment<br> No man will be able to swim."<br> "Sergeant, don't be a Nervous Nellie,"<br> The Captain said to him.<br> "All we need is a little determination;<br> Men, follow me, I'll lead on."<br> We were — neck deep in the Big Muddy<br> And the big fool said to push on.</p> <p>All at once, the moon clouded over,<br> We heard a gurgling cry.<br> A few seconds later, the captain's helmet<br> Was all that floated by.<br> The Sergeant said, "Turn around men!<br> I'm in charge from now on."<br> And we just made it out of the Big Muddy<br> With the captain dead and gone.</p> <p>We stripped and dived and found his body<br> Stuck in the old quicksand.<br> I guess he didn't know that the water was deeper<br> Than the place he'd once before been.<br> Another stream had joined the Big Muddy<br> ‘Bout a half mile from where we'd gone.<br> We were lucky to escape from the Big Muddy<br> When the big fool said to push on.</p> <p>Well, I'm not going to point any moral;<br> I'll leave that for yourself<br> Maybe you're still walking, you're still talking<br> You'd like to keep your health.<br> But every time I read the papers<br> That old feeling comes on;<br> We're — waist deep in the Big Muddy<br> And the big fool says to push on.</p> <p>Waist deep in the Big Muddy<br> And the big fool says to push on.<br> Waist deep in the Big Muddy<br> And the big fool says to push on.<br> Waist deep! Neck deep! Soon even a<br> Tall man'll be over his head, we're<br> Waist deep in the Big Muddy!<br> And the big fool says to push on!</p> </div> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--uid--teachable-moment-lesson.html.twig x field--node--uid.html.twig * field--node--teachable-moment-lesson.html.twig * field--uid.html.twig * field--entity-reference.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'username' --> <!-- BEGIN OUTPUT from 'core/modules/user/templates/username.html.twig' --> <span>fionta</span> <!-- END OUTPUT from 'core/modules/user/templates/username.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--created--teachable-moment-lesson.html.twig x field--node--created.html.twig * field--node--teachable-moment-lesson.html.twig * field--created.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'time' --> <!-- BEGIN OUTPUT from 'core/modules/system/templates/time.html.twig' --> <time datetime="2014-02-02T14:23:44-05:00" title="Sunday, February 2, 2014 - 14:23">February 2, 2014</time> <!-- END OUTPUT from 'core/modules/system/templates/time.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'links__node' --> <!-- FILE NAME SUGGESTIONS: * links--node.html.twig x links.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> Sun, 02 Feb 2014 19:23:44 +0000 fionta 550 at https://www.morningsidecenter.org Remembering Pete Seeger https://www.morningsidecenter.org/teachable-moment/lessons/remembering-pete-seeger <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--title--teachable-moment-lesson.html.twig x field--node--title.html.twig * field--node--teachable-moment-lesson.html.twig * field--title.html.twig * field--string.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <span>Remembering Pete Seeger</span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--body--teachable-moment-lesson.html.twig * field--node--body.html.twig * field--node--teachable-moment-lesson.html.twig * field--body.html.twig * field--text-with-summary.html.twig x field.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <div class="field field--name-body field--type-text-with-summary field--label-hidden field--item"><div>Here are some preliminary ideas on ways to educate young people about the life of folk singer and activist Pete Seeger, who died on January 27 at the age of 94.&nbsp;<br> &nbsp;</div> <div>&nbsp;</div> <div>1. &nbsp;WORDS: Listen to songs, read song lyrics, read speeches and interviews. &nbsp;</div> <ul> <li>Many materials, including many songs, are collected <a href="http://peteseeger.net/wp/">here</a>. &nbsp;</li> <li><a href="http://entertainment.time.com/2014/01/28/pete-seeger-best-songs/">Video cuts</a> of 6 Seeger songs from Time magazine</li> <li>Read <a href="http://www.slate.com/blogs/browbeat/2014/01/28/pete_seeger_huac_transcript_full_text_of_anti_communist_hearing_courtesy.html">Seeger's testimony</a> before the House Un-American Activities Committee in 1955</li> <li>A 2012 <a href="https://www.wnyc.org/story/223527-seeger-his-own-words/">NPR interview</a> with Seeger</li> <li>See Seeger quotes&nbsp;<a href="https://www.goodreads.com/author/quotes/30113.Pete_Seeger">here</a>.</li> </ul> <div>&nbsp;</div> <div>2. &nbsp;ACTIVISM: Learn more about his activism over the years, from fighting Hitler to Occupy Wall Street. Create a timeline of how Seeger intersected with world events.</div> <ul> <li>&nbsp;This <a href="https://www.nytimes.com/topic/person/pete-seeger">NY Times feature</a> might be helpful.</li> <li>See this <a href="http://www.rollingstone.com/music/pictures/pete-seegers-life-in-photos-20140128">Rolling Stone photo collection</a></li> </ul> <div><br> 3. WRITE: Learn about Seeger and then write your own remembrance. &nbsp;See these obituaries:</div> <ul> <li><a href="http://www.nytimes.com/2014/01/29/arts/music/pete-seeger-songwriter-and-champion-of-folk-music-dies-at-94.html?hpw&amp;rref=arts&amp;_r=0">New York Times</a>.&nbsp;</li> <li><a href="http://www.rollingstone.com/music/news/pete-seeger-folk-legend-dead-at-94-20140128">Rolling Stone</a></li> <li><a href="http://www.thenation.com/blog/178113/pete-seeger-man-surrounded-hate-and-forced-it-surrender">The Nation </a></li> </ul> <div>&nbsp; <p>&nbsp;<br> &nbsp;<br> &nbsp;</p> </div> </div> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--uid--teachable-moment-lesson.html.twig x field--node--uid.html.twig * field--node--teachable-moment-lesson.html.twig * field--uid.html.twig * field--entity-reference.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'username' --> <!-- BEGIN OUTPUT from 'core/modules/user/templates/username.html.twig' --> <span>fionta</span> <!-- END OUTPUT from 'core/modules/user/templates/username.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--created--teachable-moment-lesson.html.twig x field--node--created.html.twig * field--node--teachable-moment-lesson.html.twig * field--created.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'time' --> <!-- BEGIN OUTPUT from 'core/modules/system/templates/time.html.twig' --> <time datetime="2014-01-28T15:12:15-05:00" title="Tuesday, January 28, 2014 - 15:12">January 28, 2014</time> <!-- END OUTPUT from 'core/modules/system/templates/time.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'links__node' --> <!-- FILE NAME SUGGESTIONS: * links--node.html.twig x links.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> Tue, 28 Jan 2014 20:12:15 +0000 fionta 553 at https://www.morningsidecenter.org