Unemployment data for the Eastern US from GeoFRED.
GeoFred produces graphs like the one above showing economic statistics across the country. It can do it on a state by state basis, by county (as above), or by even more refined areas.
FRED plots graphs and even provides the data for economic statistics over time. The graph above shows GDP since they started collecting data in the 1940’s. It also has the times of recessions shaded in. The data in the graph can also be downloaded if you want to do your own analysis.
These seem to be handy little tools for teaching and for research projects, and are pretty easy to use.
The teachers’ training sessions are free though you have to get your own housing. They do provide breakfast and lunch. If you want graduate credit for them however, each three day session will cost around $306 and garner one credit.
Schools in the southern U.S. may have been desegregated forty years ago, but in many places there are still separate high school proms for black and white students. According to Sara Corbett in a New York Times article, it’s driven primarily by the parents rather than by the kids themselves.
“It’s awkward,” acknowledges JonPaul Edge, a senior who is white. “I have as many black friends as I do white friends. We do everything else together. We hang out. We play sports together. We go to class together. I don’t think anybody at our school is racist.” Trying to explain the continued existence of segregated proms, Edge falls back on the same reasoning offered by a number of white students and their parents. “It’s how it’s always been,” he says. “It’s just a tradition.” – Corbett (2009)
A quick run through the Survey Documentation and Analysis website produced this interesting graph that shows one aspect of the slow, generational change in racial attitudes.
Answers to the question, "How strongly would you object if a member of your family wanted to bring a (negro/black) friend home to dinner?". The x-axis shows the year the respondent was born.
Answers to the question 'Some people say that it is better for a country if different racial and ethnic groups maintain their distinct customs and traditions. Others say that it is better if these groups adapt and blend into the larger society. Which of these views comes closer to your own?' sorted by year in which the respondent was born.
UC Berkley’s Survey Documentation and Analysis (SDA) website has a lot of potential as a research tool for the more advanced middle-schooler. I greatly encourage students to do original research in their semester-long Independent Research Projects. They pose questions, collect and/or analyze data and slog through the challenges of dealing with open ended questions. Middle school is the appropriate time for this as they are working on their formal thinking skills. With the increasing availability of websites like the SDA, everyone can gain access to research grade datasets.
The SDA is powerful because it has a lot of data from survey questions dealing with a large number of survey issues, from race relations, to perceptions of the economy, to use of the web. But with that power is a certain degree of complexity. It took me a while this morning to decipher the web interface and I’m no where near plumbing all the nuances of the statistical analysis, but it’s not too hard to do some basic plots.
Right side of the SDA webpage.
On the left side of the window is a list of all the survey questions available. There are a lot but they each have the full question so it’s pretty easy to figure out what they mean. When you select one, such as the opposition to a family member bringing home a black/negro friend for dinner, it gives you the little code, “RACDIN” in this case that you enter as the Row on the right side of the window (see the above figure). Now I want to know how people’s answers to that question changed based on how old they are, so for the Column option I put in “AGE”. Of course what I actually put in is “AGE(c:10,1)” which tells the program to lump all the age data into 10 year sets, starting at age 1.
Answer to the question, 'How strongly would you object if a member of your family wanted to bring a (negro/black) friend home to dinner?' sorted by age of the respondent.
Students will certainly need help getting started, and I could add video instructions if anyone wants it.
Now comes the most interesting part, interpreting the graphs. I like the plot at the top of this post for this reason. It shows that the younger people are the more likely they are to think it’s better if racial and ethnic groups maintain their customs and traditions. Does this mean that younger people have more racist attitudes, trying to maintain separation, or does it mean that they are more accepting of different cultures?
It’s not as much of an issue in science (Natural World) but because it tends to pop up to the top of the search engines, my students tend to overuse Wikipedia, so I’m considering, at least as an experiment, blocking it. Wikipedia tends to be reliable in general, but its open nature, where anyone can edit also means that it can also be spectacularly wrong.
I use, and I encourage my students to use Wikipedia for two things, finding images that are not restrictively copyrighted (almost all images on Wikipedia are free for anyone to use since that is a specific part of their policy), and finding, at the bottom of the articles, the list of references to what are usually credible sources for the topic they are researching. While this seems to work well for science research, because Wikipedia’s articles tend to be too technical for middle schoolers, some of my students have been burned when using Wikipedia articles as a reference for their social world projects.
So I’m going to try blocking Wikipedia for a week and see what happens. Students can still use Wikimedia Commons for images, but they’ll have to find sources in other ways.
Some argue that despite all the ongoing wars and conflicts in the world today, the trajectory of history is toward expanding human rights. And the people working to bring dictators and human rights violators to account, are at the forefront of this argument.
Baltasar Garzon (from Wikipedia).
One of my small groups chose to do a project on Baltasar Garzón as a defender of human rights. Their presentation brought up the fascinating concept of “sovereign immunity”, the idea that the legal government of a country cannot commit a crime, and they cannot be sued or charged in court for anything they do. The idea comes from the historical belief that, by definition, the king (or queen) can do no wrong.
Garzón, a judge in Spain, has also been pushing the limits of the concept of “universal jurisdiction”, by trying to bring to trial leaders from other countries who have been accused of violating human rights by torturing their citizens and committing genocide. People he’s investigating include former dictators from Argentina and, most famously, Chile. What makes it more pertinent right now is that he’s also investigating members of the recent Bush Administration (former attorney general, Alberto Gonzales; lawyer John Yoo, the infamous author of the memos approving torture, and four others).
Garzón is an idealist, which appeals kids who see the world most often in black and white:
It has always amazed me that politicians keep writing international conventions. But then when the time comes to apply one of those laws that have been ratified, they say “the problem is, economic stability, or political stability, could be threatened by the application of this rule.” So what’s the point? Do we ratify the laws in order to apply them or not? – Baltasar Garzón in interview reported in Speak Truth to Power.
Because of the presentation on Garzón yesterday, my ears perked up this morning when I heard the words “sovereign immunity” on the radio. Nina Totenberg reported on a current Supreme Court case where victims of the military dictatorship in Somalia who are living in the US are suing the former prime minister of the Barre dictatorship who is also now living in the US. It is a fascinating case, with broad implications for the prosecution of human rights violators around the world.
I showed my class two YouTube videos from Amnesty International that promote their letter writing campaigns. The videos use spare black and white imagery and signatures, written in the air, are used by victims of human rights abuses to escape their persecutors. The video above did provoke a few giggles, because, I suspect, the character animation has a bit of humor to it despite the seriousness of the issues being portrayed. The video below is more powerful. It more frankly addresses the fact that human rights violations are taking place and some of its subjects are children (e.g. child soldiers).
Not all of the students understood at first that the signatures were meant to be their own, and the purpose of the video was to encourage the viewer to write, but they cleared that up after a short discussion. I hope the videos have some long term effect, because pretty promptly after the brief discussion they tried to convince me that I should show the YouTube video of the “Evolution of Dance“.
One of the small group assignments last week was to pick two anti-war songs and present their meaning and context. They had a choice of music ranging in time from Frederick Weatherly’s “Danny Boy” to Green Day’s “Holiday”, but they chose two Vietnam Era songs, “Imagine” and “War”.
These turned out to be inspired choices. Not the least because both had music videos that closely reflected the songs’ different approaches to conveying the same message. Lennon’s “Imagine” is peaceful, aspirational, but somewhat subversive, while Edwin Star’s “War” is militant with its rejection of conflict.
The lyrics also provided an excellent contrast in the poetic use of language to convey meaning. After showing the two music videos, the students took the songs apart, stanza by stanza, and you can read the stridency in the punctuation and use of capitals in the lyrics of “War”:
WAR! good God y’all huh
What is it good for?
Absolutely nothing…say it say it SAY IT!
WAR!…uh huh yeah huh!
What is it good for?
Absolutely nothing…listen to me
We had a great discussion. I found this to be an excellent assignment that merged the poetry we’ve been studying in Language Arts with the history and peace education of Social World.
I have one student who intends to be president. He already has the date picked out. So the Clinton Library in Little Rock was a great stop on our immersion. It took a little coaxing to get him all the way through while some of the others, who were not as enthusiastic, waited patiently. I’m fairly sure he would have been happy to spent the entire day there.
The library is located on the Arkansas River. In fact, while it’s mostly built on the bluff overlooking the river, one side of juts out over the embankment, out over the flood plain. I suspect that if the river were to flood (which is perhaps unlikely with all the locks on the river), the supports for that wing of the building would be under water.
Inside the museum are displays about Bill Clinton’s eight years as president, a small theater with a video about Clinton’s life and some other odds and ends of the Clinton presidency (the limo, the replica oval office). The highlight was the replica of the cabinet room. Everyone enjoyed sitting at the table. After the initial rush for seats, it was discovered that they were all labeled for the different members of the cabinet, which was interesting enough as the all took at least a second to consider what their role might be if they were actually in the government.
There was also an exhibit with a number of Madeleine Albright’s pins, which she used to send messages to her diplomatic counterparts while she was the UN ambassador and as Secretary of State. You might not think that would particularly interesting to adolescents, but there were some spectacularly beautiful, jeweled insects that attracted the attention of some students, and an interesting RPG pin (from Pakistan) that attracted the attention of others.
Since we’d been doing museums and tours all day, everyone was tired by the time we’d finished the museum. It would be another hour before we got back to Lake Catherine so instead of just jumping into the van I offered them the chance to run around on the steep, grassy embankment, down into the floodplain. Instead they (mostly) opted to roll down. Fun was had by all.
The museum was a decent stop, worthy of an hour or two, but, with our current study of civil rights, and the age of our students, it could not match Central High.
