Rainy Sunday
Mulch Play
The Lesson
There’s a lesson I share with my students every year that I both look forward to and dread. It’s at the beginning of the Anne Frank unit, and what I try to do is simple: make them empathize with the plight of Anne and all the other Jews (and non-Jews) who were victims of the Nazis’ fury. It’s a two-part lesson, with both parts running simultaneously. The main portion involves a presentation to build students’ background knowledge of the Holocaust. We begin with the rise of the Nazis, go through the systematic alienation and stigmatization of the Jewish population, touch on the ghettos, and end with the stark directions of Nazi doctors at the Birkenau train station: left or right. Death or imprisonment.
Through this whole process, students stop to reflect. We start with putting ourselves in Anne’s place:
We’re all unique in some way, and we all belong to a group that is itself unique in some way. Find the one thing that connects you to one group of people yet makes you different from many other people. It can race, religion, political views, where your family comes fromโanything.
As we move through the lesson, students have other opportunities to reflect:
Leaders are blaming you subgroup for all the country’s problems. They are taking steps to remove your group’s power and influence in society. Write a diary entry about how your group is being singled out and treated differently.
Could this happen in the States? Many of my students divide themselves mentally in this exercise along racial lines, and many of my students are African American. It sounds to them like a return to the worst of the Jim Crow days. Could anything like that happen in 2018?
One day, soldiers come to your house and tell you and your family that everyone must move to a new section of town. You’re given ten minutes to gather your belongings. What do you take with you?
I’m surprised at how many students immediately write, “Cell phone.” Surprised and not surprised.
You hear rumors that people are being rounded up in other parts of the country and murdered. Write a dialog you overhear among adults.
Could this happen in 2018? Could an oppressed people be completely cut off from the reality of their situation? As students write, I find myself doubting it. Yet didn’t many Jews in the West doubt the initial reports of the Holocaust? “Why kill us? We’re their workforce!” The Jews who’d been shipped into concentration camps from the east knew, though. They’d already seen the Holocaust of bullets: men, women, and children, lined up in front of ditches, shot in the back of the head. Repeat.
One night, soldiers burst into your house and force you into trucks that begin speeding down the highway to an unknown location. Write a description of the experience for your diary.
I go over how wretched the transport was to the camps. Standing room only in boxcars. Need to go to the bathroom? There’s only one option. Back aching from standing for days on end? Too bad.
You arrive at the camp. You’re split apart from your family and forced into a small barracks with many other people. Write a conversation you might have in the barracks with someone your age who has been there for several months.
What is there to say? I tell them about the reality of many of those who made it through selection: some inmate or another pointed at the smoke billowing out from the chimneys of the crematoria and said, “There’s your family.”
As all of this is going on, we play a game. “I have a lot of little slips of paper with an ‘X’ on it. You don’t want this slip of paper. You want to avoid getting one at all costs. And if you get one, you want to avoid getting a second one. Your goal is two-fold: end the lesson with as few of these slips as possible, and figure out what leads to getting one of these slips.” In the past, I made it more obvious: the paper had a small image of a bullet on it. The exercise was more explicit: “You’re going to try to avoid getting one of these bullets.” They figure out pretty soon — immediately, in fact — that I’m putting them in the situation of Jews in a ghetto or concentration camp. With the mass shootings that have been taking place in the last few months, I decided a bullet wasn’t a good idea, and it provided an unexpected benefit. The kids didn’t initially know what was going on with the slips. They didn’t know what they represented.
I passed them out in increasingly random fashion. The first people to get a slip were those who talked out of turn. Then I started handing them out to students who just asked a question. To students who simply raised their hand. To students who just made eye contact with me. At one point, I had all the students stand up. I counted them off and gave every fifth student a slip. Sometimes, toward the end of the lesson, I’d ask a student, “Do you have a slip?” He’d say, “No,” and I’d give him one. Then I’d ask another student the same question. She wouldn’t get a slip.
“What was the point of the slips?” I asked at the end of the lesson. By then they’d figured it out. “How could you avoid getting them?”
“You couldn’t,” one student answered immediately.
“Precisely. You had no rules by which you could simply put your head down, play by the rules, and make it safely to the other side. This was the reality of the Jews of Europe between 1939 and 1945. This is what Anne Frank and her family were trying to avoid by going into hiding.”
I think they’re actually excited to begin reading it tomorrow.
What a depressing way to end the day. Fortunately, the kids provided just the perfect antidote to such thoughts.




They made up a game. What was the goal? I have no idea — I couldn’t really figure it out. E, I think, couldn’t figure it out either. What were the rules? They changed, as they always do. What was the result? Isn’t it obvious?
Cold Spring Walk



















Thursday
Spring Sing 2018
This Week
1984 in 2018
Somehow or other, I’ve encountered in articles discussions of or quotes from George Orwell’sย 1984 two or three times in as many days. “When was the last time I read that?” I asked myself, quick to answer: “The first time I read it, which was in ninth or tenth grade.” In other words, thirty or so years ago. So on the way home from school today, I dropped into the local branch of the Greenville County library system and picked up a copy of the novel.
It somehow seemed ironic that I borrowed a book about ultimate and total control of a society on the day when thousands of kids around the country protested the perceived lack of gun control in the States. I say “perceived” not because I’m a card-carrying member of the NRA — which I am not — or am any kind of staunch opponent to gun control laws but because many of the perceptions I’ve heard from the teens protesting seem to have missed the point. Many haven’t, but a few have.
For instance, I heard on the radio coming home the other day an interview with a young lady from Chicago who wanted all guns banned because she was “scared of guns.” Growing up in the inner city, she’d witnessed gun violence firsthand, and she and her mother had once held a young man as he died from a gunshot wound. She wanted laws that would make it all but impossible to get guns. I wonder if anyone pointed out the likelihood that the guns used in inner city violence are obtained illegally, and thus no amount of legislation will stop that from happening.
On the other hand, it seems that many of the kids had very logicalย ideas: increased background checks, better cooperation between law enforcement to prevent such things from happening, more money for school counselors and psychologist to help find those kids before they pop.
So I came home and in the evening, read a bit of the novel. Within a few pages, when Winston goes into the apartment across the hall to help the woman who lives there with her clogged drain, he leaves thinking about “the look of helpless fright on the womanโs greyish face” because of how children were behaving: they’d been pretending to be Thought Police arresting Winston, accusing him of collaboration with the enemy, declaring that they knew he was committing Thought Crimes on a regular basis.
With those children, he thought, that wretched woman must lead a life of terror. Another year, two years, and they would be watching her night and day for symptoms of unorthodoxy. Nearly all children nowadays were horrible. What was worst of all was that by means of such organizations as the Spies they were systematically turned into ungovernable little savages, and yet this produced in them no tendency whatever to rebel against the discipline of the Party. On the contrary, they adored the Party and everything connected with it. The songs, the processions, the banners, the hiking, the drilling with dummy rifles, the yelling of slogans, the worship of Big Brotherโit was all a sort of glorious game to them. All their ferocity was turned outwards, against the enemies of the State, against foreigners, traitors, saboteurs, thought-criminals. It was almost normal for people over thirty to be frightened of their own children. And with good reason, for hardly a week passed in which The Timesย did not carry a paragraph describing how some eavesdropping little sneakโโchild heroโ was the phrase generally usedโhad overheard some compromising remark and denounced its parents to the Thought Police.
I read that and thought of the parent who emailed me because he was afraid that his child had missed a test in my class due to skipping class for the protest. “No,” I assured him, “I thought about the potential for many kids being absent for some part of that class and planned accordingly.” He mentioned that he would have been disappointed if his daughter had missed the test because of choosing the protest over school work. In other words, he expected X of his daughter and could express disappointment and presumably some kind of consequence for her actions — the exact opposite of the reality in Orwell’s novel.
I read that and thought about how I can teach my children what to think and believe, and that I have the freedom to teach them something that counters the prevailing narrative of the time. There’s a certain wonder in that freedom, but when you see little kids on documentaries doing a Nazi salute and using the N-word freely, it’s hard not to wonder where the limits on that might logicallyย be, and how we could enforce those limits, and whether we would even want to try. I think the answer is obviously “No,” but how do we counteract that as a society? Or do we counteract it? Is America so free that we can raise bigots? Isn’t that an Orwellian Thought Crime until someone acts upon it?
I read that and thought about people who homeschool their kids. Some who choose that route do so because they’re afraid something like this is already happening, that kids are being brainwashed in the schools, being turned into evolution-believing, homosexuality-accepting, socialist-leaning moral relativists who will end up rejecting all the parents have tried to instill in them. They seeย 1984 as virtually fulfilled prophecy.
I read that and thought about what it would have been like to live in the Soviet Union in the height of thought-control there, when people could be denounced for anything or nothing, when people were arrested simply to fill a quota. (I’m getting this fromย Solzhenitsyn’sย Gulag Archipelago, which I read probably twenty years ago — might be rusty on the details.) In such a society, one did indeed have to be careful around one’s children.
So it’s been a day punctuated with thoughts of potential disasters and real disasters, of potential fears and real fears. But far from depressing me, these thoughts have just lingered at the edges here and there, which is perhaps a good thing and bad at the same time. On the one hand, we can’t live our lives consumed with such thoughts lest we become nihilists, and that’s no way to be a parent. On the other hand, a seeming complacency breeds — what? Stagnation? And yet — and yet.
The kids played; the Boy tried to build; the dog behaved; the Girl took out compost without a single complaint; the duration of the battery in K’s new phone is improving daily, assuaging her worries. So in the immediate scope of things, it was a great day. Would that it were for more people.
Training Day 2
This evening we took the dog for her second group training session. After last week’s fiasco, I was a little nervous about the whole thing: Would she regress? Would she act like she’d made no progress at all? We walked in and everyone immediately recognized us. They might not have been saying it, but they were thinking, “Oh, they’re the ones with the dog that went completely berserk last week.”
The other clients weren’t the only ones who paid attention to our arrival: Sandy, the instructor, walked in and went straight to Clover, loving on her a bit and taking her out for a quick walk around the training area.
Overall, the evening was much less stressful for all of us.






Perhaps working to tire her — and the kids — a bit before we left helped as well…
Science Fair 2018
I find it hopeful when we take L for the science fair project display. Of all disciplines, science is the one we as an American populace most obviously show a general, nationwide deficit. The fact that millions of people don’t understand the basic tenants of evolutionary theory, that millions of people think global warming isn’t a reality and if it is, isn’t the cause at least in part of human activity, that millions of people think vacations are a greater risk than they are a benefit, that millions thousands (thankfully not millions — yet) think that the moon landing was faked and the earth is actually flat, that millions of people think the earth is only 6,000 years old despite an overwhelming amount of scientific evidence to the contrary — all these facts make it clear that as a society, we have some work to do regarding basic science education.

It’s not the science education, per say, that is so important — it’s the critical thinking that goes along with it. The methodical, analytical, self-critical way of thinking. The notion that no single answer will always stand the test of time and peer review. The humble idea that you could be wrong. Go to a presentation of scientific findings and you’ll hear people constantly couching their findings in self-effacing comments designed to show everyone in the room that the presenter doesn’t think she knows it all. For every scientific finding, there are other researchers chomping at the clichรฉ bit, attempting to replicate a given experiment, hoping to prove something wrong. Science is about putting forth a hypothesis and then watching a bunch of people try to show you you’re wrong. It must be a humbling experience.

Ironically, on the other end of the knowledge spectrum, we find the Dunning-Kruger Effect, a cognitive bias that essentially says that the less a person actually knows, the more superior that person feels about his knowledge; the less competent a person is, says Dunning-Kruger, the less likely he will recognize his incompetence.

It’s a scary thought, the idea that I could have an inflated opinion about my own talent and knowledge and not even see it. Fortunately, I don’t think I suffer from this: I see what other teachers do and know that I’m a “fair to middling” teacher: I do some things well, but I know perfectly well that I quite frankly suck at other aspects of teaching. The same goes for just about everything else. And K — she’s even harder on herself.
Or perhaps I’m just fooling myself about myself — indulging in self-reflection filtered through a carnival mirror.
At any rate, we walked around the project posters and witnessed kids getting a good first or second (or third or fourth) exposure to experience with the research methods of the scientific process, and I found my hope for humanity lifted just a bit.



Coming home and playing with the Boy did more for me, though.
Rainy March Sunday



Evening Play
Writing
The Girl is writing a piece about Polish Easter traditions for the church bulletin where Polish Mass is held each month. She spent over half an hour last evening interviewing K about the traditions. Sure, she knows them herself, but not well enough to write about them. And not well enough to discuss the symbolism.




Today, she began writing. We’ll put it here once it’s done.
SC Honors Choir
South Carolina Honors Choir
Thursday Afternoon
What else to do on a sunny Thursday afternoon than to spend some time in the backyard?
The kids decided to jump rope with K holding one end and a tree, the other.







The Girl decided she wanted a photoshoot while on the swing. And soon enough, she was making silly faces.









The dog was, well, just the dog.

Wednesday Walk















































































