Connecting the 1920s to today's American society

The 1920s in the United States was a time of flappers, Prohibition, ballooning of businesses into corporations, and visions of the American Dream. At that time, citizens of the United States believed they lived in a meritocracy--- a place where individuals could overcome obstacles of poverty, language barriers, socio-economic class distinctions, and racism.

Yet, with changes in society also came a sense of new morality. The federal government abandoned social reforms and left millions of Americans without adequate food, housing, work conditions, or healthcare. People worked long hours to maintain a minimal standard of living. Women fought hard for the right to vote, but they did not share their husband's financial credit until nearly 50 years later. Newly formed corporations banded together to shut down labor union movements and (expensive) safety condition upgrades.

Today, it's typical to look back on the 1920s and see it as an era of change, of turmoil, and of unbridled optomism. F. Scott Fitzgerald's The Great Gatsby captures the idealism, the individualism, and the recklessness of the 1920s. Yet the 1920s has lessons for us in contemporary society to learn as well.

According to NY Times columnist Adam Cohen, The Great Gatsby speaks to contemporary American beliefs in self-improvement, self-invention, and dreams. Cohen says, "And we are the nation that after the debacles of Vietnam and Somalia, still views itself as having a calling to wage war on terrorism worldwide.... we are Gatsby, flawed in a flawed world, but unable to resist the pull of the green light."

What area of the 1920 interests you? How is this topic still an issue in contemporary American society today? In what ways are Americans still fighting against systems, institutions, and structures of society that prevent its citizens from reaching the American Dream?

Research the idea. Look in books and magazines. Journal about it. Talk about it with others. Try to learn and make sense of the ways that Fitzgerald spoke to both his own generation and ours.

Creating a digital portfolio for seniors

"What are digital portfolios

and how can we use them?"

During the school year, students will collect and organize projects, photos, and artifacts into a multimedia format that represents and signifies accomplishments. Students revisit, revise, and rethink earlier work and recreate themselves in new and reflective ways through their digital portfolios as the year progresses.

Where do we start?

First, create a folder titled, "Digital portfolio, [your name], term one."

Second, save in this file the work you have already constructed in digital form so far this year. Here are the items you should save.

• Floyd and Morman scholarly article deconstruction: A "changing culture of fatherhood": effects on affectionate communication, closeness, and satisfaction in men''s relationships with their fathers and their sons.
• your critical analysis of The Chosen
• outside novels' webquest

Third, revisit the memoir writing brainstorming you have compiled thus far:

• memory map visualization and drawing of a special childhood event
• Questions for Memoirists (adapted from Nanci Atwell)
• "My American Dream" writing prompt
• timeline of my memoiro-worthy life events.

Create a new Word file. From the items listed above, cull a list of the ten best possible topics for writing your own personal memoir.

Fourth, when you're done with the first three items, visit with Ms. Fortuna. You and she will review the digital portfolio you've created thus far and identify together one memoir-worthy topic on which to write.

Fifth, draft out a memoir. Use MLA format and no more than 350 words. This memoir is due after Columbus Day break. Happy remembering!

Outside reading texts for Fortuna's 12 Honors students

Part of the English 12 Honors curriculum is a requirement for students to read two texts independently, derived from the following list of titles.

Please spend the whole class today and for homework tonight finding as much information about each criteria as possible. Please note each criteria below as you surf the web.

Anyone who posts a thoughtful comment about an individual title on this blog will receive 5 extra credit points. However, please register your pseudonym with Ms. Fortuna before submitting your comment. Thanks!

Website url
Plot summary
Themes and arguments
Scholarly/ academic research titles

Diamant, Anita, The Red Tent

Dubus, Andre III, House of Sand and Fog

Garcia Marquez, Gabriel, One Hundred Years of Solitude

Guterson, David, Snow Falling on Cedars

Gruen, Sara, Water for Elephants

Hosseini, Khaled, The Kite Runner

Irving, John, Cider House Rules

Kingsolver, Barbara, Prodigal Summer

Maclean, Norman, A River Runs Through It and Harrison, Jim, Legends of the Fall

Maguire, Gregory, Wicked

Morrison, Toni, Beloved

Paton, Alan, Cry the Beloved Country

Pearl, Matthew, The Dante Club

Plath, Sylvia, The Bell Jar

Updike, John, Gertrude and Claudius

What are the consequences of teen decisions to do illegal drugs?

Teen Drug Abuse
Ellie

· Life-threatening
o “Alcohol kills 6 ½ times more teenagers than all other illicit drugs combined.” (1)
· Use when pregnant can cause baby to be premature and cause deformity.
· Causes dependency
o “The body craves the drug in a similar way to needing oxygen” (3)
· Decreases appetite.
· Toxic
· Addiction
· Hurts your brain.
· Causes homicidal and suicidal thoughts.
o “In the United States, approximately three-fourths of all deaths among persons aged 10--24 years result from only four causes: motor-vehicle crashes, other unintentional injuries, homicide, and suicide.” (2)
· “Behaviors associated with drug abuse now are one of the largest factors in the spread of HIV infection in the United States.” (5)
· Make bad decisions
· Affects how you feel and act
· Memory loss
· Paranoia
· Fatigue
· Irritability
· Intense hunger
· Depression
· Anxiety
· Psychotic reactions
· Impairments in learning and memory
· Declining grades
· Illegal
· “Loss of interest in activities and hobbies that were once pleasurable” (4)
· “Underage drinking costs the United States more than $58 billion every year.” (1)
· “More than 60 percent of teens said that drugs were sold, used, or kept at their school.” (1)

Works Cited

(1) Teen Help LLC. "Statistics on Teenage Drug Use." Teen Drug Abuse. Undefined. . 7 June 2008. .

(2) "National Drug Statistics Summary." Adolescent Substance Abuse Knowledge Base. 2007. . 7 June 2008. .

(3) Drug Addiction & Drug Abuse. 2007. . 7 June 2008. .

(4) "Treatment." Sonoma Center for Change . 2008. Sonoma Center for Change LLC. 7 June 2008. .

(5) "Facts on Drugs." NIDA for Teens. . NIDA. 7 June 2008. .

Cultures of Intimidation

“Power” has many components. Certainly, it can be a way to bring about change for the greater societal good. Power is often defined as the capacity to influence others' behavior.

But not all persons who are powerful seek to spread goodwill. In fact, society today is full of persons who use power to intimidate others. They’re known variously as bullies, tyrants, oppressors, persecutors, intimidators, tough guys, tormenters, or thugs.

Whatever the label, people who use power for selfish gain try to make others feel small, afraid, and powerless. A reason for an intimidator’s behavior might be as simple as a desire to be liked. Sometimes tough guys are angry or frustrated, or they may have been bullied by someone else.

Types of intimidation include physical, verbal, and relational.

Since using power in negative ways is a learned behavior, can’t behaviors be changed? So what do suburban youth think can be done to protect others from tormentors?

Viewpoints on War

What do you think about war? These public service announcements were created by suburban youth to help others consider the issue. Leave your comments on our blog.

Bullying has got to go!

Dave is a student at Taylor High School who's been researching different points of view about Oppressors. He's created a Graffitti Wall that illustrates what famous persons have said about his issue of interest.

Here are the quotes he's found that discuss intimidation in its various forms.

"The bullying stopped when I claimed myself and proved that I wasn't afraid." Randy Harrison

"Bullying wasn't okay in elementary school and it isn't okay now, especially when it comes in the form of a U.S. Supreme Court decision." John Doolittle

"No one can make you feel inferior without your consent." Eleanor Roosevelt

"People who fight fire with fire usually end up with ashes." Abigail Van Buren

"Eagerness to please attracts bullies and bores." Mason Cooley

"Courage is fire, and bullying is smoke." Benjamin Disraeli

"Everyone who wants to do good to the human race always ends in universal bullying." Alduous Huxley

"True courage is cool and calm. The bravest of men have the least of a soothing, bullying insolence, and in the very time of danger are found the most serene and free." Lord Shaflesbury

What do you think about these quotes? What do you think about people who torment others?

Write your comments on this blog and help us to gain further insight into this topic, as imbalanced power relationships just won't seem to go away in public schools, in the workplace, and in society as a whole. Maybe you can help us to make some progress.

Music Montage: War and Its Casualties

Hi. I'm Jarred.

This is a Music Montage where several pieces of music that I chose will speak to the various points of the views different people hold about the issue of war. The songs chosen were Civil War by Guns ‘N’ Roses and Burn It Down by Avenged Sevenfold. They both hold strong points of view on the topic of war and of people that surround all, in war and our daily life.

As you read the lyrics, they can clearly represent the struggle between one human and another. These humans have it hard and are in something that is not at all civil. They are fighting more than just a war; they are fighting one another. Humans fight constantly; they find themselves being betrayed and cast out from others because “it feeds the rich while it buries the poor.” Humans without power are the ones that risk their lives.

Along their time in battle, they lose hope because they do not have the help and support from others at every moment. “You're on my back when the water gets too deep for you to breathe, a crutch for you that won't always be there.” War is a battle, but not just between two countries: it is so much more than that, because the humans fight to survive, almost like high school students trying to stay above all, keeping their status as being popular and on top of the pyramid.

Keeping your head up is not an option, because only the strong will survive in the real world. It is not like high school where you can fake your way through the harm you feel from others. Soldiers must trust other soldiers, keep the faith, never doubt anyone, and follow orders to stay out of the “groceries store” of dead soldiers.

There is nothing civil about war; it is a dangerous place full of death, full of lies, full of hatred, breeding of leading and deceiving humans and their lives. These soldiers get led “in a human grocery store” that is always open because war does not stop, not in night, not in morning. You may not mourn those lost, for war does not wait, for “falling away, can't buy back time.”


Lyrics

Civil War by Guns ‘N’ Roses and Burn It Down by Avenged Sevenfold

"What we've got here is failure to communicate. Some men you just can't reach...So, you get what we had here last week, which is the way he wants it! Well, he gets it! N' I don't like it any more than you men." * a
I can't trust anyone, witness and see it in my eyes Now I can understand, put faith in you for the last time It's sorrow that feeds your lies Falling away, can't buy back time

I don't need your civil war It feeds the rich while it buries the poor Your power hungry sellin' soldiers In a human grocery store Ain't that fresh

You're on my back when the water gets too deep for you to breath A crutch for you that won't always be there Hide in the dark another day, the fear in you is here to stay So keep the * away from me and learn to trust the words I say

You chose the wrong side (it feels so right)I won't help you, let you rot away (despise what you say) Run towards the light exposing your soul (we won't be there by your side) Salvation's dying (somebody's crying)We're all gone in the end, sweet child we'll miss you No, so far away, far away

My hands are tied For all I've seen has changed my mind But still the wars go on as the years go by With no love of God or human rights 'Cause all these dreams are swept aside By bloody hands of the hypnotized Who carry the cross of homicide And history bears the scars of our civil wars

And I don't need your civil war It feeds the rich while it buries the poor Your power hungry sellin' soldiers In a human grocery store Ain't that fresh I don't need your civil war

Converse behind my back, but now I'm here Need no one to comply with me though everyone that I defeat Don't need you, * camaraderie, this rage will never go away One king to watch the horsemen fall

Look at the hate we're breeding Look at the fear we're feeding Look at the lives we're leading The way we've always done before

I don't need one more war Whaz so civil 'bout war anyway

Digital natives and the discourse of a generation

At the end of this month, high school students will take a break from academic studies to enjoy sunshine, the outdoors, travel, games, summer jobs, and relaxation. It’s also a time of transitions. Sophomores become upperclassmen; athletes rise in status onto varsity teams. Clubs, activities, and community service become embedded as part of a larger equation of identity for resumes. Soon, SATs will help establish pathways to college and career. College visits will follow.

To the high school students who read this blog, you are a child no more. You are a young adult who’s made some initial decisions about your life and future. You’ve traveled a very long path to be at this sometimes tenuous, sometimes wonderful moment in time. Before you take that last step off your high school campus for the summer, I’d ask you to take a few moments to think about life as it was for you as one of America’s children, especially in your role as a student. You can also help those of us in the field of education to know your generation a little bit more, if you will. (Please note that the comments to this blog are pseudonyms. Anonymity offers a certain freedom.)

Consider the Native American proverb, “No river can return to its source, yet all rivers must have a beginning.” How do you look back on your years of formal education? Are you nostalgic? Relieved? Reticent? Why? Do fond memories of simpler times resonate? Or was life never really simple? Do life lessons that once seemed traumatic now seem just an awkward stage, even cathartic? What was it like for you to be a learner at the cusp of a new millennium?

Ralph Waldo Emerson, the American poet and essayist, said, “Not in his goals but in his transitions is man great.” Life when Emerson wrote surrounded small New England community enclaves; discourse rose primarily from family and religion. Your life is very different. How did the society and culture in which you were nurtured create pathways for your academic integration into school culture? Pesky calls you “a digital native” due to the complex technology in which you have been emerged. He says:

It is now clear that as a result of this ubiquitous environment and the sheer volume of their interaction with it, today’s students think and process information fundamentally differently from their predecessors. These differences go far further and deeper than most educators suspect or realize. http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf

Do you agree with his statement? What advise to you have to offer to educators? If you were given the power, what institutional changes would you incorporate for other students in public schools who follow you? To what degree do you feel that school has been a microcosm of society? What were the best parts of school? What challenges continue as you become an upperclassman?

Dr. Michael Welch, a cultural anthropologist and digital enthnographer from Kansas State University, recently uploaded a short video to YouTube called Web 2.0, the Machine is Using Us. The video discusses how the Web is changing how and how fast humans around the globe communicate. After you view the film, offer a socio-cultural critique of Wesch’ argument. Is his view accurate? Why or why not?

As you think about your answers to these questions, I’d like to thank you on behalf of educators in the United States everywhere. You have offered us vicarious links to the energy and enthusiasm of our own youth. You’ve also introduced us to many new ways of knowing our own worlds. A part of you will live on with us and in the students we’ll help to grow as learners in the future to come.

The Barefoot Photographers of Tilonia

The Barefoot College in Tilonia, India, began in 1972 with the conviction that solutions to rural problems lie within the community.

“It is the only college in India built by the poor for the poor and for the last 34 years managed and controlled and owned by the poor following the life-style and work-style of Gandhi. It is based on very simple living, eating, and working and people come for the challenge rather than the money. No one in the college can earn more than $100 a month.”

Interested in learning more? Go to http://www.yesmagazine.org/article.asp?ID=2382&utm_source=ed0408&utm_medium=email&utm_campaign=21_BFtxt6

to click on the thumbnails below to see the work of the Barefoot Photographers of Tilonia and learn about the Barefoot College's projects.

Adapted from Yes! magazine

The Barefoot College campus was designed by a semi-literate Barefoot architect and was built by a team of Barefoot architects, Barefoot solar engineers, and Barefoot water engineers. The college collects rainwater from the roofs of the campus and stores 400,000 liters of water in an underground tank built under a community stage. The open-air theater can seat an audience of 5,000 for performances. The college is fully solar electrified and powers its computers, photocopying machines, media center, pathology lab, and 700 lights and fans of its administrative offices, classrooms and living spaces with sunlight.

What do you think about the work of the Barefoot Photographers? What are the lives of these intelligent, resourceful, and motivated people like in comparison to yours? In what ways do the issues that interest you connect to the issues that interest the Barefoot Photographers? Add a comment!

Connecting to Society Across the Centuries

As someone who is nearing the half century mark, I look at the world differently than I did when I was very young. For example, I remember muttering, "Why do we have to study history?"

My life guides rose to their full height and told me what so many kids are told: "We can learn from the mistakes of the past so we don't repeat them." Their voices were strong and their demeanors were intimidating. I believed them.

Now, as I look back across four decades, I realize the lessons we can learn from history are about much more than mistakes. Studying history is about coming to understand the lives of humans who came before us.

Voltaire said, "All the ancient histories, as one of our wits say, are just fables that have been agreed upon." Why do we create fables about our ancestors? Aren't fables lies for children? If we think of fables as short allegorical narratives, then we, as humans, must need to have a central moral compass to our society, right?

History, or more precisely, the stories of the lives of humans who have lived in decades, centuries, and even millenia past, provide some of that moral stability we seem to seek. What narratives of the recent or even very distant past help us to form meaning for contemporary life today? And how do the life stories of humans from the past instill in us so many of the customs and conditions of our mode of living today?

Post to this blog with your ideas about society, history, morality, fables, and narratives. Draw in real stories of real human experiences from the past and help us to figure out more about our human society today.

Welcome to our Society, Issues, and Identity Blog

This blog is dedicated to persons who are curious about the ways humans behave as part of society. A group of us will be using this space to share our thoughts throughout a series of weeks and conversations.

We began by brainstorming a list of all the groups to which we belong. Our examples illustrated many different types of groups – academic level, GPA rank, gender, ethnicity, hierarchy of age in family, number of siblings, race, social groups, religious affiliation, socio-economic status, among others. We realized that each of our groups is like a "piece" of who we are. As a metaphor for those pieces of self, we created a pie graph of our various groups.

Afterward, we composed free verse identity poems (no rhyme, no meter) that combined lots of information about ourselves. We remembered that interesting poems use rich description; imagery; alliteration; metaphor; simile; assonance; and, allusions. We titled our poems, suggesting overall themes about our unique identities.

We thought about and defined culture as shared ways of thinking, viewing, and knowing the world. We talked about how culture rises from a combination of family, friends, life experiences, schooling, groups, media, and societal connections. This combination of influences causes each person to view the world in different ways.

We have chosen to read print texts that interest us, too. Our texts reflect more than good narration, however; they each involve issues in which we have interest. Our early investigations into our issues of interest involved extending our own points of view to think about how other people in groups might feel about our issues. We read some position papers in Teen Ink magazine, and then we wrote early position papers. We may change our initial opinions about the issues as we learn more, but that's okay. We will continually reflect and grow as thinkers and knowers of our worlds.

To understand why different people interpret issues in different ways, we're considering a wide variety of cultural influences on individuals. Importantly, as we do so, we learning both about ourselves and each other. We shared important cultural artifacts with our interest groups.

This blog will allow us to share our ideas more fully than if we just wrote in journals or chose a few significant friends or peers to listen to our thinking. This blog is evidence of our participation in a social network of learners.