by Wesley Fryer
by Wesley Fryer
Today was the Jog-o-Thon at my school. It was very fun!I ran 11 laps around our track. That is more than 1 mile! With all our funds we earn from the Jog-o-Thon, we are buying iPads for our school. I am so excited! 😀
These are some photos and a video of Sarah’s eighth-grade simple machine project she completed this weekend.
Do you remember when you used to go outside and play until dark? In the twenty-first century many children’s lives are centered around the television. They watch it when they wake up in the morning until they go to sleep at night. If I had the power to eliminate any invention in the world it would be the television, because TV causes kids to go outside less, TV advertisements encourage bad eating habits, and TV causes kids to have body image problems.
The first reason why we should eliminate the television is because TV causes kids to go outside less. In Richard Louv’s book, Last Child in the Woods, he states something very interesting. He says, “Today, average eight-year-olds are better able to identify cartoon characters than native species, such as beetles and oak trees, in their own community.” What does that say about how are kids are growing up in this world? Kids need to get outside and play. They need to use their imagination and play games with other children.
In addition to keeping kids inside more, television ads encourage bad eating habits. Picture this: The season finale of your favorite show just took a commercial break, so you’re sitting on the edge of your seat. All of a sudden, a food advertisement is played on your screen. The detailed, mouthwatering pictures of huge burgers and fries are now on your screen. Your mouth is beginning to water and your stomach is growling. This was just a scenario of what happens in many households. The television plays ads that make you want to eat food that is unhealthy. It’s just too hard to resist this roaring urge inside of you to go out and buy fast food.
The final reason why we should eliminate the television is because TV causes kids to have bad body image problems. Have you ever noticed that on television most characters are usually thin, fit, and flawless? Watching these type of characters on the television can cause some regular, ordinary, flawed people to get self-conscious. That is one reason why so many teenagers have body image problems. They think that there is something wrong with them. Body image problems can not only lead to depression but also eating disorders like anorexia. One of the main reasons young, teen girls are unhappy with their body image is because television shows and advertisements promote dissatisfaction.
Overall the television is just a bad invention. It causes kids to go outside less, the television encourages bad eating habits, and it causes kids to have body image problems. When Philo Taylor Farnsworth invented the television, I doubt he thought his invention would lead to so many horrible things.
Flashback to May 2010 when Sarah was a 5th grader at Chisholm Elementary in Edmond, Oklahoma. Sarah was chosen to be “Chargee” (the school mascot) at a PTSA pep rally after an all-school fundraiser. I shot some video clips on a camera that we FINALLY (3.5 years later) took the media off the memory card! I combined these clips together with iMovie and exported it as a single video. Flashback!
This is my homework. It is pretty basic. Just drawing cells from the text book. Where are the experiments?
Here is a book review I did for my AP US History class on Howards Zinn’s A Peoples History of the United States.
Zinn Book Review
Howard Zinn’s book, A People’s History of the United States, tells a story of United States history not often heard in textbooks. While a very interesting read, you must read it objectively as many of Zinn’s views are extremely liberal. The book provides many troubling topics that make you think and consider the truth about what we have always heard in school.
From my reading, it seemed Zinn mainly wanted to focus on the struggles between capitalism, the United States people and the world. He states his purpose is to inform people of the untold, and often unwanted, history of oppression, racism and class struggles. This being said, the book is less a history of the United States and more about “A People’s Struggle Against the United States.” I think the book does not include a full history, but it includes the history that Zinn wanted told. He wanted this history told because it was not the history he learned while in school and is still not in many textbooks today (Zinn 687).
I do not believe Zinn states an explicit thesis, but he does state that the purpose of the book and what he wants to accomplish with it. That is, as I previously stated, to provide a full story of the United States told by the people who were oppressed by capitalism and the government. He says he wanted to do this because it is the history he never know about but may be more than that. Zinn grew up in an Irish-American, working-class family in New York. Later he worked in a shipyard for three years. Growing up in the northeast part of the United States, as well as being an immigrant, gave him a predisposition to tell of the oppression there more than in other places. Zinn states this and how he ignored struggles of the large number of Latinos in California for justice and the fight for gay and lesbian rights in the United States (Zinn 687).
This book presents a more extreme view of history than what I have grown up hearing. My father graduated from the Air Force Academy and enjoys discussing the history of the US and the world. From him I have acquired a distaste of oil companies and imperialist wars as in Iraq and Afghanistan. This book supported much of what I have heard before, but looking at it critically I believe the book has portrays things out of balance. Zinn criticizes how Samuel Morison, who wrote a biography of Columbus, focuses briefly on the bad aspects like genocide but then goes on to talk a lot more about the good side of Columbus’s endeavors (Zinn 8). Ironically, Zinn points out this fault in Morison’s text, but writes in the same style about capitalism in his own book. Overall, this book has helped me in understanding better the history of the United States but at times it seemed too subjective and out of balance.
The book, for the most part, includes secondary sources that are other historians’ collections of facts. However, it does include an occasional primary source (Wineburg 2). In addition, Zinn includes many statistics of people who were involved in strikes, riots or other protests. It is hard to accept some of what Zinn writes because in some cases he does not always use multiple sources. For example, when supporting chapter 16, about views of distaste among African Americans for WWII, he only cites three pieces of evidence that all came from a single secondary source (Wineburg 3). That being said, there are a lot of other examples of good documents being used. Zinn not only shares the facts but his interpretation of them and makes you question them. This is good although Zinn tries to instill in you a viewpoint that is anti-capitalist by doing this and seems to cherry pick the facts.
This way of asking questions first then giving you the facts later is used often by Zinn. In this way it is almost more of a narrative of the story with facts thrown in to make it seem more like a history. While working well to make his points, this practice of using either-or questions deviates from standard “professional historical writing” (Wineburg 3). When Zinn was writing on how Roosevelt lied during WWII, he accused him but did not explain specifically what Roosevelt said (Zinn 411). Zinn’s tone throughout this chapter more ambiguous and less definitive. This is different from when a history book will interpret the facts clearly and tell them to you. Zinn tries to lead you to a conclusion but its like he doesn’t want to commit himself to that conclusion in the book. Overall, Zinn writes in a way that advocates his points well but you have to be careful to still read it objectively because Zinn is very subjective.
I enjoyed reading this book even though it could be a bit dry and did not have the same kind of “hook” as a fiction book might. From previously being in debate it was fun to read because in most debates we would be arguing something that encompassed capitalism or over militarization of our government. It was funny because I even recognized some of the authors Zinn referenced from reading their evidence in debate rounds. The main difference was that in a debate round everyone knows you can find an author that says exactly what you want, hence many arguments ends in global nuclear war even though most debaters really do not believe that would ever happen. When reading some of these same authors in Zinn’s history book, it makes me realize that Zinn can do this same thing that we did in debate and that he is presenting the best sources that support his positions. Even though he presents this information as if it is the only true explanation of what happened, that is not the case. His desire to persuade you gets in the way of objectively portraying the facts. Throughout the book he gives the view that the United States has no redeeming qualities. I know that while we certainly have some big problems that we have a lot of good things happening in our country.
Starting from Columbus to the 21st century, A People’s History of the United States gives an account of the struggles many people faced at the hands of the government and capitalists. It does not tell, however, of the hardships people faced going west. It instead focuses on their troubles with income and rights. In chapter 11, Zinn goes more into the strikes of the Industrial Age and even implies that we were close to another revolution with as many protests among the low-income population. Zinn goes on to tell about how the US entering the World Wars had more to do with large corporations and politicians figuring out that getting behind a war effort was a good way to increase imperialism and to avoid economic trouble and class struggles at home. So as the US came into WWI we came out of the Great Depression. After the war however more strikes were continuing to take place. Large unions as well as the communist political party were causing trouble for the US government to deal with. Even though the large corporations and politicians knew how war could help the country, it could not last forever as seen in Vietnam when due to anti-war efforts they had to end the war. Overall the book gives a good picture of what is not often included in most history books.
I am glad to have read A People’s History of the United States by Howard Zinn. It has led me to become more enlightened about many more things, like the darker side of Columbus and the amount of strikes that took place before WWII. While some parts may have been stretched, in most cases I believe it proved to be true to its point: To tell of the suffering and hard times people have had at the hands of capitalists and the government. This book provides many questions but also a different outlook upon our history worth reading.
1. Zinn, Howard A People’s History of the United States. New York: HarperCollins Publishers, 2003. Print.
2. Wineburg, Sam “Undue Certainty: Where Howard Zinn’s A People’s History Falls Short.” Rev. of A People’s History of the United States, by Howard Zinn. American Educator Summer 2013. Online.
Cleaning up my laptop hard drive tonight I found this video my wife told me about last year but I’d never seen… I’m so glad it wasn’t deleted!
This video shows my 2nd grade daughter’s class celebrating Spanish music listening to Juan Luis Guerra (from the Dominican Republic) while donning sombreros and dancing the conga. A very memorable party… yes, that is Rachel leading the conga line!
Alexander made a model of an animal cell for his 9th grade biology class this weekend. I asked him to take a photo of it, and (although he protested) he recorded a short AudioBoo describing his project and some of the cell parts. This media reflection is therefore an example of “narrated food,” as opposed to “narrated art.” 🙂
Here are some photos from “Back to School Night” this evening at Quail Creek Elementary School in Oklahoma City Public Schools. Rachel recorded a short “Narrated Art” message with AudioBoo on my iPhone and described the first piece of artwork shown below.
I volunteerted tonight to be the “class historian / photographer.” I’m thinking we might buy an older iPod Touch at a local pawn shop which can take photos, and then set it up to both post photos to a class blog as well as use it for narrated art recordings like Rachel made tonight.
In March and April this year Alexander worked on a simple machine project for his 8th grade science class. His design process and the results of his project are documented in the posts, “Draft Design for a Complex Machine to Generate Electricity from Water Power” (26 March 2012) and “Good Things Can Come From Science and Engineering Projects in School” (30 April 2012). After sharing those results, I received some feedback via Twitter from Arizona 5th grade teacher Michael Buist. His students looked at the design photos and videos Alexander created, and wrote an extensive series of questions for him about his project, design process, and lessons learned.
This evening Alexander answered a few of the questions using AudioBoo on an iPad. He actually asked to answer with just audio, since he didn’t need to show anything on his actual project in a video to answer the questions. Here are the student questions written by some of Mr. Buist’s students and Alexander’s recorded answers. There were many more questions shared by students, but these were the ones Alexander was able to answer tonight. Thanks Mr. Buist and students for your interest in Alexander’s project and his learning journey as a designer and engineer! I hope the information we share is helpful to you in your own engineering design projects.
Questions from Jonah C:
Did you have fun doing this project, or did you just do this for a good grade? If you did have fun with this project, what were the most fun parts of the project that you had?
If you did not like this and just did this project for a grade, then what did you not like about the project? What kind of help did your dad give you, or did you just do the project by yourself?
Question from Braxton B:
One of the questions that I have about the second design is why even use the pulley when you still have to use your hand to help it along I hope you can answer my questions a thank you for listening.
Question from Lejon D:
If you were to take away one thing from your design what would it be?
Questions (1 of 2) from Eric B:
Question 1: Did you think about recycling the water by making a tube back into the bottle or something like that?
Question 2: Where did the water go after it went through once?
Question 3: How long did it take to make your project?
Question 4: How much did it cost to make your project?
Question 5: Did you find this project particularly challenging?
Question 6: Have you faced a project like this before?
Question 7: What inspired the idea?
Question 8: Did you enjoy this project?
Questions (2 of 2) from Eric B:
Question 9: The first time you ran your water wheel it failed, why?
Question 10: Could you upgrade your machine in any way?
Question 11: Was your dad very beneficial do you work and the way your machine ran?
Question 12: Did the light turn on?
Question 13: Why do you think the pulley did not work?
Question 14: Was your dad excited when your project was a success?
Question 15: Did you dad embarrass you at the end of the video?
Question 16: Witch design did you think worked the best?
Question from Katie:
In your first design you had the water from the wheel turn on a light bulb. Why did you decide not to do that design?
Question from Malaya G:
I want to know what grade you got on your project and did you have fun making it?
This weekend, my 8th grade son and I worked on a project for his science class he’s been planning for over a month. In March I asked him to record a short podcast we posted over on our family learning blog, “Draft Design for a Complex Machine to Generate Electricity from Water Power.” This was his initial design:
After actually building his planned design and working with different materials (largely scrap wood from our local Lowe’s hardware store and various bits of hardware pieced together with a drill and Gorilla Glue) we finally created a product which resembles this design, which he drew tonight.
Last night, he recorded a three minute video explaining his design and what we’d changed from the original plans.
Today, he actually tested the design and we recorded two videos I combined into one: A preliminary failure and a second successful test.
Overall science class this year for him has been (I think) largely a disappointment and a big frustration on several fronts. I won’t elaborate here in detail, but it’s been a case as a parent where I dearly wished there were more opportunities for both student and parental feedback to be integrated into the formal teacher evaluation process. Those frustrations aside, I want to observe that good things can come from projects and specifically engineering challenges which students are given. We spend far too LITTLE time in school and outside of class actually BUILDING THINGS we design and tweaking those models until “they work.” Alexander’s project isn’t likely to win any STEM awards and I’m not even sure what his grade on the project or in his class will be… but those things really don’t matter much. What matters is this science and engineering project gave him a chance to design and build something he imagined in his mind. It gave us a chance to work on building his design together. It was fun, and I think we both learned some new things as well as creating something we’re proud of and will remember for a long time.
He takes his project to school tomorrow to show his teacher and his class what he made and what he learned. “Success in learning,” however, has already been achieved and we don’t need a teacher’s grade or evaluation to know it. We DID, however, need a teacher to assign this project and thereby provide a catalyst for designing and building together. For that I am thankful both to his teacher and his wonderful school, Classen School of Advanced Studies in Oklahoma City Public Schools.
Long live science and engineering projects for students which require creativity, imagination, and really “making stuff!”
Alexander is designing a “complex machine” for his 8th grade science class. He recorded a short AudioBoo today and described his design, which I photographed and embedded below. Please share comments and feedback.
I shared the “Sweeping Down the Plains” STEM project from K20-ALT with him this week for ideas and inspiration. See Video Part 2 on the project page, starting at the 4:46 point to see the design for an electrical generator/dynamo using a wind generator design. The Google Doc lesson plan includes the supplies used for their project. This extremely clever design uses a CD, neodymium magnets from AmazingMagnets.com, a wooden skewer like those used on a BBQ grill, a suction cup, and other inexpensive items. Hat tip to Adam Zodrow for sharing this amazing project with me a few weeks ago. See this post and podcast on Oklahoma EDUshare for more info about this project and K20-ALT.
I’m thinking Alex’s greatest challenge will be building the water wheel, gears, and the dynamo. This is going to be a great opportunity for problem solving, engineering, design and tinkering!
Here are two videos I recorded tonight of the Intermediate/Advanced Band Concert of Classen SAS. A text message interrupted my recording so it split into two parts. Alexander wasn’t visible in any of the video until the end when they stood up. The students did great!