Who is right concerning public health?

 

Have you ever heard of Carville, Louisiana? Do you know that from 1894 until the 1950s, people who were diagnosed with leprosy were forced to quarantine with all of their rights taken away? They could not leave the leper colony. They could not vote or see their families. This particular place, Carville, was the only colony in the mainland United States. People from all over the country were sent here, many died and were buried here. 

I began reading a book and as happens  very often when reading, I became fascinated with this and the thought that I knew absolutely nothing about this. History is so important to me and with Covid-19 people still arguing about wearing a mask, I find it interesting that the people who ended up in Carville, were sent there as virtual prisoners so they would not infect others with the disease. 

The book is "The Second Life of Mirielle West" written by Amanda Skenandore. I cannot remember why I ordered this particular book, but am finding it engrossing. I think you would as well. Who knew, for instance, that the nuns who helped the Public Health Service run the place, assigned a new name to each person, man, woman or child, who came in to the facility. They could pick any name they wanted and it was done for the privacy of the family because there was such a stigma attached to having the disease of leprosy. This is one of the reasons it is now called Hansen's Disease. 

Medicines have now been developed to combat leprosy, it is caused by a bacterium Mycobacterium leprae and is not as contagious as doctor's once thought. Most adults have a natural immunity to the disease and do not even realize they have been exposed. 

Reading, for me, is one of the few small pleasures I can indulge in and continue to read the most varied list which interests me as a teacher, perhaps because so many are only interested in reading one genre of literature. I struggle to find books my students might have interest in. This is hard because I am interested in so much. 

Check this book out. You might find it interesting as well. Now I want to visit the museum. Find a spot you want to visit. 
 

Apathy seems to be the word in school this year

 This is the perfect photo to describe many of the students I try and connect with each day in school. I won't say teach because if you have no connection, they will not learn from you, no matter what you try. 

I am not sure if the pandemic has caused this apathetic attitude; perhaps what is going on at home; maybe they really don't care. I am not sure. It is something I struggle with on a daily basis. 

Somewhere along the line, there is no accountability. They truly believe they can do or not do whatever they want and there will be no consequences. Unfortunately, this is far from the truth.

First, let me assure you this column does not include all my students. I have some wonderful students who do care about their education and try very hard to get all their work done, with passable grades, some while dealing with stuff that teenagers should not have to deal with. This is not about them. 

This is an example: On Thursday I gave an in class DBQ assignment which included three very short passages using primary documents. One was from Thomas Hobbs, one from John Locke, and then a short passage from our Declaration of Independence. The students were to read the passages and then answer six questions. They had the whole class period and were instructed to read the passages and don't worry about getting all the questions done, but answering what they did get done correctly. 

I had students not turn anything in. They never asked a question. They never expressed anything about the assignment. I guess they just decided not to do anything. They received a 0 quiz grade. This will alter their grade. 

I had one come up to me yesterday and tell me she "forgot" to turn it in. But she really did it during class. I had several who told them. "Oh well. I will take the 0." They don't even blink when they say that to me. They show no emotion whatsoever. 

It is all I can do not to drop my jaw in disbelief. I have to follow so many rules and regulations to accommodate these kids. IEPs and 504s, ELLs and Gifted. You cannot imagine trying to teach to so many different learning styles and issues and then to have them not care if they get a zero? I am not sure what is happening and my question is, "Where do we go from here?" 

How lucky I worked for them then

 

I am extremely lucky to have been employed in print media during some of the best of times. After purchasing a copy of the Sarasota Herald-Tribune this morning, I would classify the paper today as the worst of times. 

I had a conversation with a former colleague  about missing working in a vibrant newsroom. A place where all your co-workers seemed extremely well read and intelligent. Where you could speak your mind and no one wanted to hang you from the rafters. A living, breathing workplace where everyone listened to your thoughts and ideas; where speaking your mind did not result in your ostracization from the group; and where, at the end of the day, you all got together for a cold beer and a quick game of pool. 

The newspaper copy at the top of the page was found on Ebay. Someone is selling it for $15. At the time of production, we were producing five editions each night. Five deadlines and this included every section of the paper. 

When I first began my career with the New York Times, each day we would check the stock pages to see how much our stock had increased. Everyone did this. It was in Lakeland, Florida and I had a couple of bosses, James Fuller was the production manger,  who hired me away from a very small newspaper in Winter Haven. Florida because they could pay me more money and I was a single Mom and needed it. 

After about 18 months in Lakeland, I transferred to the paper in Sarasota because I wanted to live at the beach. I was the first woman hired in production and I worked with so many great people that I cannot begin to list them here. 

When the paper began pagination, or creating the whole paper on a computer instead of cut and paste, I was transferred to the newsroom and worked there until the Great Recession when layoffs began. I worked with the best of the best. From our Publisher, Diane McFarland and down the ladder, the men and women I worked with were some of the best people ever. I stay in contact with many of them., 

I miss them. I miss what we had and what we produced. To try and explain to a person who has never worked for a living, breathing entity like a newspaper, you really have no idea. It is also not a place for everyone but it was my place for over 35 years of my life. 

Today, I teach journalism. I would love to be able to take a field trip to a thriving newsroom to show my students what they were like and why I concern myself with the truth and deadlines, and bylines and giving credit where it is due. It is hard to explain and much easier to show. At least, it would be if there were any thriving newsrooms left in the area we live in. 

Let's evaluate curriculum from a teacher's viewpoint

Published May 31, 2021 World History Quarter Power Standards Resource Supporting Standards Progress Monitoring World History Scope and Sequence 2021-2022 •McGraw-Hill: World History and Geography •Cpalms.org •Florida Interim AssessmentItem Bank and Test Platform Item Specifications Published May 31, 2021 World History 1 of 1 Quarter 3 Jan. 6 - March 10 SS.912.W.5.4 SS.912.W.6.2 SS.912.W.7.1 SS.912.W.7.7 SS.912.W.5.1 SS.912.W.5.2 SS.912.W.5.3 SS.912.W.5.5 SS.912.W.5.6 SS.912.W.5.7 SS.912.W.6.1 SS.912.W.6.3 SS.912.W.6.6 SS.912.W.6.4 SS.912.W.6.5 SS.912.W.6.7 SS.912.W.7.2 SS.912.W.7.3 SS.912.W.7.4 SS.912.W.7.5 SS.912.W.7.6 SS.912.W.7.8 SS.912.W.7.9 SS.912.W.7.10 SS.912.W.7.11 Teacher created assessments Required Instruction Dates: • Florida Jewish History Month (January) • MLKDay (January 20th) • President’s Day (February17th) • Jewish American Heritage Week (March 9-13) • Black History Month (February) • Women's History Month (March) • How did the Byzantine Empire impact the political structure, culture, religion, and economies of the civilizations that followed? • How did the major cultural, economic, political, and religious developments in medieval Europe and medieval Japan contribute to their, respective, overall growth? • How did Western civilization arise from a synthesis of classical Greco-Roman civilization, Judeo-Christian influence, and the cultures of northern European peoples, further promoting a cultural unity in Europe? • To what extent did developments in medieval English legal and constitutional history impact the rise of modern democratic institutions and procedures? procurator, plague, inflation, monasticism, missionary, abbess, nun, wergild, ordeal, patriarch, idolatry, icon, feudalism, vassal, knight, fief, feudal contract, chivalry, caracca, serf, patrician, manor, bourgeoisie, common law, Magna Carta, Parliament, estate, Khanate, Neo-Confucianism, dowry, samurai, shogun, Shinto, archipelago, bushido, daimyo, Zen, lay investiture, interdict, sacrament, heresy, relics, crusades, infidel, theology, scholasticism, vernacular, anti-Semitism, new monarchy, taille Students will: 1. Determine how the fall of Rome led to the rise of the Byzantines. 2. Identify the causes of the decline of the Byzantine Empire and examine its lasting contributions. 3. Analyze the structure of the feudal system and the role of the manor system. 4. Describe the Church’s structure, power, and influence during the Middle Ages. 5. Analyze the Magna Carta, parliament, habeas corpus recognize developments in medieval English legal and constitutional history 6. Define the major cultural, economic, political, and religious developments in medieval Japan. 7. Compare and contrast the development of Europe during the Middle Ages to the development of Japan. • Activities with inclusion of primary sources, political cartoons, charts, and document analysis. This will build skills necessary to perform well on the US EOC next year. • Analyze the impact ofthe Byzantine Empire on other civilizations. • Compare the major developmentsin medieval Europe and Japan. • Analyze the extent to which Western civilization came from classical GrecoRoman civilization, Judeo-Christian influence, and the cultures of northern European peoples. • Students will write a news broadcast announcing the main contributions of the Byzantine empire, using specific examples and explanations of how these impacted other civilizations. • Students will use a graphic organizer to analyze the similarities and differences between medieval English legal/ constitutional history and modern democracies. Incorporate PEARL paragraph structure when responding to text. • McGraw-Hill: World History and Geography • LearnSmart • Cpalms.org • Florida Interim Assessment Item Bank and Test Platform Item Specifications SS.912.W.3.2 SS.912.W.3.1 SS.912.W.3.3 SS.912.W.3.4 SS.912.W.3.6 SS.912.W.3.5 SS.912.W.3.7 SS.912.W.3.8 SS.912.W.1.1 SS.912.W.1.2 SS.912.W.1.3 SS.912.W.1.4 SS.912.W.1.5 SS.912.W.1.6 *Recurring Standards • How do the major tenets and practices of Christianity, Judaism, and Islam compare? • To what extent did political, economic, and social factors contribute to Islamic military expansion through Central Asia, North Africa, and the Iberian Peninsula? Sheikh, Quran, Hijrah, hajj, Five pillars of Islam, shar'i'ah, Allah, Muslim, Bedouin, caliph, vizier, caliphate, jihad, Sunni, Sultan, bazaar Students will: 1. Explain key figures and events associated with the rise of Islam. 2. Compare and contrast the major beliefs and principles of Judaism, Christianity, and Islam. 3. Explain the achievements, contributions, and key figures associated with the Islamic Golden Age. 4. Determine the causes, key events, and effects of the European response to Islamic expansion beginning in the 7th century by analyzing the Crusades and the Reconquista. 5. Identify important figures associated with the Crusades. • Activities with inclusion of primary sources, political cartoons, charts, and document analysis. This will build skills necessary to perform well on the US EOC next year. • Compare the major tenets and practices of major religions. • Analyze the factorsthat contributed to Islamic military expansion. • Students will use a graphic organizer to analyze the similarities and differences of Christianity, Judaism, and Islam. • Students will select an invention or achievement of the Muslim Golden Age and write an advertisement for it, as a product for purchase, analyzing how it impacted/led to the development of a modern item. Incorporate PEARL paragraph structure when responding to text. • McGraw-Hill: World History and Geography • LearnSmart • Cpalms.org • Florida Interim Assessment Item Bank and Test Platform Item Specifications World History Curriculum Map 2021-2022 Quarter 1 Aug 10- Oct 7 Specifications Quarter 3 Jan 6- March 10 3 of 4 Published May 31, 2021 World History 1 of 1 Standards (Power in Bold) Essential Question Academic Vocab Expected Outcomes Performance Task Writing Focus and Instructional Strategies Resources SS.912.W.8.1 SS.912.W.8.2 SS.912.W.8.3 SS.912.W.8.4 SS.912.W.8.5 SS.912.W.8.6 SS.912.W.8.7 SS.912.W.8.8 SS.912.W.8.9 SS.912.W.8.10 SS.912.W.1.1 SS.912.W.1.2 SS.912.W.1.3 SS.912.W.1.4 SS.912.W.1.5 SS.912.W.1.6 *Recurring Standards • To what extent did conflicts influence political relationships between the US, USSR, and their allies? • To what extent did the events of the Cold War have a global impact? • How did the goals of nationalist leaders in the post war era impact their societies? • How did religious fundamentalism, genocides, and nationalist conflicts impact the global community? satellite state, Policy of Containment, arms race, deterrence, commune, permanent revolution, proxy war, principle of nonalignment, discrimination, pan-Arabism, intifada, apartheid, HIV/AIDS, pan-Africanism, privatization, trade embargo, cartels, magic realism, megacity, welfare state, bloc, consumer society, Women's Liberation, real wages, heavy industry, de-Stalinization, détente, dissidents, occupied, state capitalism Students will: 1. Analyze and describe how conflicts influence political relationships between the United States, USSR, and their allies. 2. Summarize key events during the Cold War. 3. Examine key developments in post-war China. 4. Identify the goals of nationalist leaders in the post war era and the impact of their rule on their societies. 5. Explain the impacts on the global community of religious fundamentalism, genocides, and nationalist conflicts. • Activities with inclusion of primary sources, political cartoons, charts, and document analysis. This will build skills necessary to perform well on the US EOC next year. • Identify the political relationships between theUS, USSR, and their allies. • Analyze the global impact ofthe Cold War. • Analyze the impact of genocide and nationalist conflicts on theworld. • Students will write to argue: To what extent was the Cold War an extension of World War II? • Students will be assigned a genocide to research and will then write to explain the origins of the event, the international response, and ways in which they think international efforts could have been improved. Incorporate PEARL paragraph structure when responding to text. • McGraw-Hill World History and Geography • Cpalms.org • Florida Interim Assessment Item Bank and Test Platform Item Specifications SS.912.W.9.1 SS.912.W.9.2 SS.912.W.9.3 SS.912.W.9.4 SS.912.W.9.5 SS.912.W.9.6 SS.912.W.9.7 SS.912.W.1.1 SS.912.W.1.2 SS.912.W.1.3 SS.912.W.1.4 SS.912.W.1.5 SS.912.W.1.6 *Recurring Standards • How did major scientific figures and breakthroughs of the 20th century impact contemporary life? • To what extent can economic and social changes affect a country? • How effective is the global response to international terrorism? Perestroika, glasnost, autonomous, budget deficit, postmodernism, popular culture, cultural imperialism, per capita, One-Child Policy, deflation, corruption, normalization, remittance, jurisdiction, peacekeeping forces, nuclear proliferation, bioterrorism, pandemic, human rights, non-governmental organization, multinational corporation, globalization, collateralized debt obligation, subprime investments, ecology, deforestation, desertification, greenhouse effect, sustainable development Students will: 1. Identify major scientific figures and breakthroughs of the 20th century and assess their impact on contemporary life. 2. Examine the causes and effects of post-World War II economic and demographic changes. 4. Analyze how economic and social changes can affect a country. 5. Assess the impact of global response to international terrorism. • Assessments with inclusion of primary sources, political cartoons, charts, and document analysis. This will build skills necessary to perform well on the US EOC next year. • Identify the major changesin contemporary life during the 20th century. • Analyze the effectiveness of global response to terrorism. • Students will pick a scientific figure of the 20th century and write to explain the contributions of the individual. • Students will watch news broadcasts about modern forms of terrorism and then write to develop approaches to preventing future events. Incorporate PEARL paragraph structure when responding to text. 

Ok, so if you can understand all that wording above, you have a sample of what our curriculum map for world history looks like. I understand it, but the chances of covering each and every standard which is listed there is probably not going to happen. On top of these standards, I did not list all the other standards which we are supposed to include in each lesson but these include standards on writing and reading plus lots of English Language Arts standards. It can become quite confusing to new teachers and old teachers alike. 

Many times we are told to just teach the lesson and then pick and choose which standards you think you covered in the planned lesson. I also only included the 3rd quarter, which begins in January. As teachers, we are also required to list the standards taught in our lesson plans and on our boards so everyone can see what we are covering. These, in many cases, are so entry level reading and writing, I am embarrassed as a teacher, that we must cover things like this. On top of the many ESOL and ESE requirements which must also be met. 

I would like to see us go back to a more simple time of education. A time where a teacher taught, students learned, parents cared, and everyone else supported. It seems that is a which I will never see fulfilled. I was educated in Florida, oh so many years ago, as were my parents and grandparents. I graduated in 1975 and was allowed to take so many classes, my interest never left. 4 years of English included a year of Black Literature, a semester of American Short Stories, Creative Writing, Speech, British Literature, Journalism etc. The list of available classes was so varied, you could take your pick. Most were semester classes, but some lasted the whole year. From the depressed state of Emily Dickenson to the Harlem Renaissance, from William Blake to O Henry, I was taught. I did not do as well in some of those classes as in others, poetry is not my thing, but I had such a choice of classes, my studies were more enriched. The same for the math classes, science classes and social studies classes. Now we have standardized lessons and standardized tests. Who benefits from these? I can tell you that the students do not. Will it ever change? Nope, no matter what teachers think or students. There seems to be too much money made for too many people. We have experts in how to teach, what to teach, how to test and what to test. In the mean time, students are failing. I gave a midterm the final days before Christmas break. 1st period had a 69% failure rate. 2nd period was a little better at 31%. 3rd period rose a little to 33%. 4th and 7th jumped back up at 59% and 52%. These are failures, not passing. This was a test in which they were given the answers beforehand, instructed to copy the information down and study it. I think they weren't listening. I am not happy with those percentages and will be changing some things in the classroom. The failure percentages drop for the semester, which is good, but the numbers are still too high for my comfort: 1st 23%, 2nd 19%, 3rd 13%, 4th 9% and 7th 23%. Does this make me a good teacher or a bad teacher? I really have no idea. Percentages are really not my cup of coffee. Would this change if we could redesign how we segment classes? I am not sure but what they are doing now is not working for a large segment of students. If you think up any answers, let me know. I always strive to do better for my kids.

The understanding of Bah, Humbug

 I woke up this Christmas morning thinking that soon the day would be over and we could go back to what we consider normal. I am not sure I have ever felt that way on Christmas morning before.

Christmas was always a time of joy in our family. My father was like a little kid at Christmas and loved the surprise of it all. I am not sure if it was because of how he grew up or because of the season or exactly why, but he loved Christmas like few I have known. 

My family has whittled down to very few this past year. My Mom and Dad are both gone, Many of my Aunts and Uncles are gone and the cousins are widespread from Florida to Texas. It seems the only time we get together is when a funeral happens.

My son is single so I have no grandchildren and Christmas has turned in to a very small dinner for two. I don't seem to enjoy the holiday like I once did. I searched and searched this year for some Christmas Spirit and everything just seemed to make me angry. I am not sure why.

So this morning I will walk the dog and look at the lights, try and put on the Christmas cheer for dinner today. Hope for a little surprise and when son see his gifts and retire early so today will be done. Perhaps next year will be different and I will find the Christmas Spirit which seems to have eluded me this year. 

What the heck is a parotid tumor?

 I knew you had salivary glands in your face. I have always had plenty of spit to go around. Dentists have commented on how active my salivary glands were and why that was a good thing for the health of your teeth. 

No one ever said anything about tumors in your salivary glands and until a couple of months ago, I had no idea what a Parotid tumor was. 

I haven't worn makeup for many years unless I am dressed up to go out but I still use moisturizer on my face and one morning as I was slathering my old standby, Olay, on the face, I felt a hard lump next to my ear. H'mm, that does not feel normal.

As someone who knows her body pretty well, gets all her checkups, scans, shots etc. that are recommended by the doctor, I know when something seems off kilter and this little lump was not normal. 

I made an appointment with the doctor and she concurs. It is not normal. It is probably a certain type of tumor, normally benign, so she is going to send me for a CT scan. 

I go have the CT scan complete with an IV and I hate needles so you can imagine how I felt about that, especially since they always seem to have such a difficult time finding a vein to jab. The results come back as a Parotid tumor. It looks benign, small and just to be on the safe side, have a needle biopsy done. Those instructions from radiologist.

Ok, great. So those must be done with radiology at Sarasota Memorial Hospital. I got an appointment the week of Thanksgiving, on the Wednesday before the eating day. I had made up my mind because of my hatred for needles that I would simply close my eyes while the biopsy was being done. The shot to deaden my face would be enough.

But the camera was right in front of me and I am such a curious human, I just had to watch. What an interesting thing going on. Then, done. I was sent on my way home to await those results. The doctor said he would have the results in a couple of days and would send the results to my doctor. 

The next week rolls around and my doctor calls to let me know that all the samples the radiologist took were clean. No cancer cells at all. Now I had to go see a doctor who does this sort of surgery. An Ear, Nose and Throat guy. 

I finally get in to see him on Monday. These guys also deal in allergies and tubes in ears and stuff like that. His recommendation is we wait. The Parotid gland has a facial nerve which runs through it. This nerve controls the motion on the side of the face it is located on. You have one on the left and right side of your face. He said these types of benign tumors grow very slowly and because this one was not impacting me in any way, let's just keep an eye on it before we rush to surgery. 

He has no idea the worry that was lifted from my shoulders. I really did not want to have surgery. I am not a fan if it can be avoided. I still have to go back in 6 months, sooner if I begin having problems from it. But right now, I am good.

Getting older, once again, is not for the weak. Thank God I have had good health for the majority of my life. I am not on a dispensary of medicines and am still  full of piss and vinegar. I am staying home for this holiday, though. The drivers in this area have little respect for anyone else's life. 

Teachers should love professional development

 

Winter break for teachers is right around the corner. This has been a tough year for teachers and students alike. Covid is still hanging around, there seems to be a lot of anger towards each other and we seem to be even more unappreciated than ever. 

But the hope for me lies in professional development. Not the kind our district wants to shove down our throat and make required. You know, the kind you take every...single...year regardless with the same information and videos. Being a social studies teacher means we have even less available for our content. 

So around the holidays, outside professional development begins to become available. The NEH (National Endowment for the Humanities) releases their offerings mid November and that seems to begin the flow of offerings for teachers for the following summer.

I have applied for two NEH programs, which is all you are allowed to apply for and if you are chosen for one, consider yourself extremely lucky. Remember, these are open to all teachers in the country.  You can check them out here: 

I have also applied for the USS Midway Teachers Institute. Because I have switched classes and now teach those more geared to world history than United States history, the offerings for classes I can actually use are reduced. I was lucky enough to take one of their online seminars last summer which helped me in classes this year. I hope an in person seminar will be even better. (Lesson on an aircraft carrier. How cool is that?)

Finally, I have signed up once again, for a seminar at the CATO Institute in Washington DC. A lot of folks may think CATO is trying to indoctrinate us to become Libertarians. (They don't) A seminar next summer is, "Incorporating Civic Culture Into Advanced Subjects" which will tie in beautifully with what I took away from the first seminar I took. You can check it out here: 

These programs inject new enthusiasm in to being a teacher. You are surrounded by other teachers who are looking for the best way to bring new information to their students. They are from all corners of the country, from all different kinds of schools; all trying to learn as much as possible to help their students. 

I have never understood why teachers don't even apply. I love the interaction we get to have. I come back to school in the fall refreshed and ready to take on the new school year.. Perhaps you should try it.