ESL etc.

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Here’s a neat poem from 1933. It would be great to use as part of a discussion about how the world has / has not changed over the last 75 years. It also reminds us that environmental concerns and dissatisfaction with modern industrial life are not new ideas. Plus, it kind of foreshadows climate change.

This reading would make a great creative writing prompt. For example, students could write a descriptive passage about a place they know well being reclaimed by nature.

It rained a lot that spring. You woke in the morning
And saw the sky still clouded, the streets still wet,
But nobody noticed so much, except the taxis
And the people who parade. You don’t, in a city.
The parks got very green. All the trees were green
Far into July and August, heavy with leaf,
Heavy with leaf and the long roots boring and spreading,
But nobody noticed that but the city gardeners
And they don’t talk.
                                    Oh, on Sundays, perhaps you’d notice:
Walking through certain blocks, by the shut, proud houses
With the windows boarded, the people gone away,
You’d suddenly see the queerest small shoots of green
Poking through cracks and crevices in the stone
And a bird-sown flower, red on a balcony,
But then you made jokes about grass growing in the streets
And gags and a musical show called “Hot and Wet.”
It made a good box for the papers. When the flamingo
Flew into a meeting of the Board of Estimate,
The new mayor acted at once and called the photographers.
When the first green creeper crawled upon Brooklyn Bridge,
They thought it was ornamental. They let it stay.

That was the year the termites came to New York
And they don’t do well in cold climates—but listen, Joe,
They’re only ants, and ants are nothing but insects.
It was funny and yet rather wistful, in a way
(As Heywood Broun pointed out in the World-Telegram)
To think of them looking for wood in a steel city.
It made you feel about life. It was too divine.
There were funny pictures by all the smart, funny artists
And Macy’s ran a terribly clever ad:
“The Widow’s Termite” or something.
                                                                       There was no
Disturbance. Even the Communists didn’t protest
And say they were Morgan hirelings. It was too hot,
Too hot to protest, too hot to get excited,
An even African heat, lush, fertile and steamy,
That soaked into bone and mind and never once broke.
The warm rain fell in fierce showers and ceased and fell.
Pretty soon you got used to its always being that way.

You got used to the changed rhythm, the altered beat,
To people walking slower, to the whole bright
Fierce pulse of the city slowing, to men in shorts,
To the new sun-helmets from Best’s and the cop’s white uniforms,
And the long noon-rest in the offices, everywhere.
It wasn’t a plan or anything. It just happened.
The fingers tapped slower, the office-boys
Dozed on their benches, the bookkeeper yawned at his desk.
The A. T. & T. was the first to change the shifts
And establish an official siesta-room;
But they were always efficient. Mostly it just
Happened like sleep itself, like a tropic sleep,
Till even the Thirties were deserted at noon
Except for a few tourists and one damp cop.
They ran boats to see the big lilies on the North River
But it was only the tourists who really noticed
The flocks of rose-and-green parrots and parakeets
Nesting in the stone crannies of the Cathedral.
The rest of us had forgotten when they first came.

There wasn’t any real change, it was just a heat spell,
A rain spell, a funny summer, a weather-man’s joke,
In spite of the geraniums three feet high
In the tin-can gardens of Hester and Desbrosses.
New York was New York. It couldn’t turn inside out.
When they got the news from Woods Hole about the Gulf Stream,
The Times ran a adequate story.
But nobody reads those stories but science-cranks.

Until, one day, a somnolent city-editor
Gave a new cub the termite yarn to break his teeth on.
The cub was just down from Vermont, so he took his time.
He was serious about it. He went around.
He read all about termites in the Public Library
And it made him sore when they fired him.
                                                                               So, one evening,
Talking with an old watchman, beside the first
Raw girders of the new Planetopolis Building
(Ten thousand brine-cooled offices, each with shower)
He saw a dark line creeping across the rubble
And turned a flashlight on it.
                                                      “Say, buddy,” he said,
“You’d better look out for those ants. They eat wood, you know,
They’ll have your shack down in no time.”
                                                                             The watchman spat.
“Oh, they’ve quit eating wood,” he said, in a casual voice,
“I thought everybody knew that.”
                                                            —and, reaching down,
He pried from the insect jaws the bright crumb of steel.

Letters of Note recently posted a letter from a freed slave to his former master. The former slave was living and working on Ohio, when his former master wrote to him asking him to return to work on his farm. His response is a spectacular blend of sincerity and sarcasm. In my experience, students are often interested in learning about slavery, and this letter would make a great reading in an advanced class. Beyond the content, the tone of the letter would be fascinating to analyze with high level students.

I wanted to post some highlights from the letter below, but it’s all so great that I couldn’t bear to leave any of it out. You’ll just have to read the whole thing.

It’s not ESL specific, but I found a lot of relevant ideas in McKay Jenkins’ recent article in the Chronicle of Higher Education. In it, he argues against focusing on preparing students for competition in the global marketplace. Instead, he suggests helping students understand and explore the problems of the marketplace, problems that are becoming more and more evident. At the same time, Jenkins has his students take action locally, performing field research on issues that matter to them. This idea of encouraging students to find opportunities for action as part of learning about global issues is one that I have long been a proponent of. In fact, if you’ll be at TESOL in March, I’ll be presenting ideas for bringing local environmental resources into the classroom.

I hear a lot of politicians, reformers, and even educational administrators talk about the importance of preparing students for the marketplace. I appreciate being reminded that this is not education’s ultimate goal.

I may be late to the party, but I want to highly recommend the Adblock Plus plugin for Firefox. It is free, quick to install, and it blocks virtually all banner and pop-up ads. It’s amazing what a difference it makes. It even blocks ads in things like Hulu. I haven’t noticed any slowdown, and it is easy to add exceptions for sites where you want to allow pop-ups. I will definitely recommend this plug-in to my students, and it would make an interesting discussion topic in a unit on consumerism. Looking at the things we get for “free” (because they serve as conduits for the delivery of advertising) is a great class topic.

My wife and I just watched a great documentary on PBS called My Life as a Turkey. It tells the story of naturalist and wildlife illustrator Joe Hutto and his experience as “mother” to a brood of wild turkeys. The video powerfully reveals the complex and sophisticated lives of wild turkeys. I think this should be required Thanksgiving viewing (preferably before dinner).

I’ve embedded the first chapter above, but you can watch the whole video for free on the PBS website. I would absolutely use this as part of a Thanksgiving lesson, or in a unit that addresses animal intelligence. In our program, we use the Quest series of books by McGraw-Hill. In Quest 1(which we use in some of our low-intermediate classes), there is a unit on biology that covers animal behavior, communication and learning. This video would fit in perfectly.

Slavery Footprint is a visually engaging survey that roughly determines how many slaves were involved in producing the goods we consume. It’s similar to carbon footprint calculators in terms of the questions it asks, asking about your home, electronics, diet, clothing and so on. On several of the questions, it allows you to really delve into detailed answers if you want, but it doesn’t require this. As you go through the survey, facts on slavery / bonded labor are given. The real information comes at the end, though. You are presented with a map that shows the regions whose slaves your specific lifestyle is most likely to involve. Clicking on each of these areas reveals a short summary of the particular industries in that area that rely on slave labor.

I think this is an effective way to get students to look at the ramifications of their consumption, and it also serves as a powerful reminder that slavery is not a thing of the past. I would absolutely use this in class, perhaps following it up with a reflective writing assignment.

Thanks Larry

NPR has a neat short video on how the world population has grown to reach 7 billion. It would be pretty understandable, even at lower levels, and it would work with a range of topics: population, poverty and wealth, food, consumption, etc.

Thanks Krista

Youth Xchange is produced by UNEP and UNESCO, and it has links to loads of educational resources aimed at young people. Topics include the environment, consumption, body image, nutrition, and much, much more. I haven’t nearly explored it all, but there is a lot of good stuff here. It is mostly profiles of people and organizations that are making a positive impact, as opposed to materials they they have developed themselves. They also have a downloadable guide that features some of the highlights.

If I were planning a unit on one of the issues covered by this website, I would definitely check out the links they suggest.

Business Insider has a page that features a ton of different charts and graphs on wealth inequality. It would work great in conjunction with an activity on Occupy Wall Street. The graphs start off showing how unemployment is at an all-time high (since 1940), then they look at CEO pay and corporate profits.

The graph I have included here compares corporate profits and CEO pay rates to production worker income and minimum wage. It makes a clear statement against the argument that a rising tide lifts all ships. Corporate profits and CEO pay have risen tremendously since 1990, but the trickle down of jobs and middle class income has not materialized.

Another interesting chart (far down the page) is one that compares wealth inequality in the US to that of other countries. We currently rank 93rd, behind China, Iran and Russia. Even further down is some information about how banks are using the money they are borrowing from the government at virtually 0% interest to buy treasury bills, profiting from free loans with zero risk.

These charts could be used in a wide array of activities on business, wealth and poverty, globalization, and worker’s rights. The page as a whole is probably too much, but a few carefully chosen graphs or charts would make a great addition to a reading or discussion activity.

Thanks Khalid!

Occupy Wall Street is a protest in New York City that has been going on for 18 days. On Saturday, 700 protesters were arrested, following the arrest of 80 protesters the week before. The occupation involves members of a number of different groups, and the main thrust is a frustration with the fact that American political and economic systems favor corporations. It is an expression of dissent against decades of policies favoring the rich. The Occupy Wall Street website itself doesn’t have much information, but there is a live video feed that might be useful.

If I were teaching a class on business, I would absolutely include information on this protest. In my experience, it may come as a surprise to some students that the majority of Americans are not rich. This would fit in well with activities on the distribution of wealth. One of the groups involved in the protest, We Are the 99%, offers a powerful collection of photos and narratives by the poorer 99% of Americans. This would work well with graphs illustrating the fact that, while the wealthiest 1% have seen their real income more than double in the past few decades, the rest of America has seen little to no growth. And, of course, this problem is not uniquely American. Students could be invited to present information on the distribution of wealth in their countries, or in other countries that they research. It could also be fruitful to combine these with activities looking at the distribution of wealth between countries. Whatever the angle, articles on this protest would be a great addition to a unit on business, government or wealth and poverty.