The Achievement Gap, Rural, Poor, Distant and Tribal – Two Americas for Opportunity

monday 037

You may have heard of this book, ” Invisible Man” by Ralph Ellison.

Invisible Man is narrated in the first person by the protagonist, an unnamed African-American man who considers himself socially invisible. His character may have been inspired by Ellison’s own life. The narrator may be conscious of his audience, writing as a way to make himself visible to mainstream culture; the book is structured as if it were the narrator’s autobiography although it begins in the middle of his life. Today with technology, the invisible man would have to think again about how to tell his story. Would he tell it on a computer? In a digitized story? Make a video? Probably he would not have the resources to use the technology.

Maybe he would be a rapper?

In the beginning, the narrator lives in a small town in the South. A model student, indeed the high school’s valedictorian, he gives an eloquent, Booker T. Washington-inspired graduation speech about the struggles of the average black man. The local white dignitaries want to hear, too. First, however, in the opening “Battle Royal” chapter, they put him and other black boys through a series of self-abusive humiliations. Are these the white folk whom Washington thought blacks could look to as neighbors? Probably not–but they do give the narrator a scholarship to an all-black college clearly modeled on Washington’s Tuskegee University.

One afternoon during his junior year, the narrator chauffeurs Mr. Norton, a visiting rich white trustee, out among the old slave-quarters beyond the campus, stopping by chance at the cabin of Jim Trueblood, who unintentionally–in his sleep–committed incest with his daughter, who’s now pregnant. After hearing Trueblood’s scandalous story, and giving him a $100, Norton feels faint and calls for a “stimulant.” Which means the narrator must take him to the Golden Day, a local tavern-cum-brothel patronized by black World War I veterans who, presumably suffering from war-related disorders, are patients at a nearby mental hospital. It’s a brutal, riotous scene, and Norton is carried out more dead than alive. Read the book…

The story is told from the narrator’s present, looking back into his past. Thus, the narrator has hindsight in how his story is told, as he is already aware of the outcome.

In the Prologue, Ellison’s narrator tells readers, “I live rent-free in a building rented strictly to whites, in a section of the basement that was shut off and forgotten during the nineteenth century.” In this secret place, the narrator creates surroundings that are symbolically illuminated with 1,369 lights from the electric company Monopolated Light & Power. He says, “My hole is warm and full of light. Yes, full of light. I doubt if there is a brighter spot in all New York than this hole of mine, and I do not exclude Broadway.” The protagonist explains that light is an intellectual necessity for him since “the truth is the light and light is the truth.” From this underground perspective, the narrator attempts to make sense out of his life, experiences, and position in American society.

Life, Experience and Position of American Students …

Defining the Achievement Gap

It doesn’t take a college degree to see that there’s a big difference in how well kids from different backgrounds perform in school. This Achievement Gap has been described by the U.S. Department of Education as “the difference in academic performance between different ethnic groups.” The No Child Left Behind legislation was aimed at measuring these performance differences and making schools accountable. But the truth is, it takes much more than that. The Gap has both social and economical roots, and it’s a problem that not only affects the futures of individuals, but costs our country billions of dollars a year. Without addressing these underlying factors, the very prosperity and leadership abilities of our country is threatened. Under the accountability provisions of NCLB, districts and campuses are required to meet Adequate Yearly Progress (AYP) as measured by three factors: Standardized tests scores in reading/language arts and mathematics, Graduation rates for high schools, Attendance rates for elementary and middle schools.

Root Causes

Intensive study has revealed that while many factors contribute to the problem, the sources for the gaps can be broken into two categories: those factors that occur at school which result in a gap between minority and majority students, and those that occur at home which result in a gap between low-income and higher income students. Education Is Freedom is a program that works to address the factors in both places.

Sources of the Achievement Gap

Beyond Academics

The Achievement Gap does not just relate to how well an individual performs in school, but how well they will perform in life. Statistics and studies have shown that those individuals who fall into the Achievement Gap are relegated to a life of low wages, poor health, and an increased rate of imprisonment. These consequences are far-reaching and affect not just individuals, but the nation as a whole. An undereducated workforce means billions of dollars lost annually in GDP alone. And it’s not just a domestic issue. Recent reports on international educational attainment show that the US is losing ground. During this economically challenging time, these and other findings should be the final catalyst for closing the achievement gap, domestically and globally.

Today, Ralph Ellison’s” Invisible Man” is joined by other groups, the Native Americans, many Hispanics and some Asians as well as distant, remote and regionally challenged groups of students. School as delivered to them does not work. They don’t have the tools, or teachers who have been educated to help them bridge the gap. Those who have the tools forget them. Broadband does not reach them.

We march forward with the technology leaving teachers , students and some communities in the dust. The report at the end shares some ideas.

They don’t have the resources to leap the digital divide, nor the teachers to create the possibilities with the use of transformational technology, and the learning landscape and their lives are under the radar. Often the programs that would vault them into technology are dependent on skills that are not developed in their schooling.

The Achievement Gap was the first research that told me about this in ways I could share.

One solution?
“Beyond SATs, Finding Success in Numbers”
http://opinionator.blogs.nytimes.com/2012/02/15/beyond-sats-finding-success-in-numbers/?nl=todaysheadlines&emc=thab1#

Further,

K-12 findings:

  • Even before they enter first grade, lower-income high achievers are off to a bad start – only 28 percent of students in the top quarter of their first grade class are from lower-income families, while 72 percent come from higher-income families.
  • From first to fifth grade nearly half of the lower-income students in the top 25 percent of their class in reading fell out of this rank.
  • In high school, one-quarter of the lower-income students who ranked in the top 25 percent of their class in eighth grade math fell out of this top ranking by twelfth grade.
  • In both cases, upper-income students maintain their places in the top quartile of achievement at significantly higher rates than lower-income students.

Tanner Mathison, a student featured in the report who is now a freshman at Dartmouth College studying medicine, said: “There are a ton of smart, low-income students in this country who do not have someone to speak for them – no one to get them access to the programs and enrichment they need. In modern society we tend to associate monetary gains with success, and sadly with this paradigm, we often fail to recognize that academic talent can rest within lower-income students.”

College and graduate school findings:

The significance of a college education is underscored by our nation’s growing knowledge economy, which demands more than a high school degree. More than nine out of ten high-achieving high school students attend college, regardless of income level-a great success at a time when only 80 percent of all twelfth graders enter postsecondary education.

Although high-achieving lower-income students are attending college at impressive rates, they are less likely to graduate from college than their higher-income peers (59 percent versus 77 percent). In addition, lower-income, high-achievers are:

  • Less likely to attend the most selective colleges (19 percent versus 29 percent)
  • More likely to attend the least selective colleges (21 percent versus 14 percent)
  • Less likely to graduate when they attend the least selective colleges (56 percent versus 83 percent)
  • Much less likely to receive a graduate degree than high-achieving students from the top income half.

“These extraordinary students are found in every corner of America and represent the American dream. They defy the stereotype that poverty precludes high achievement. Notwithstanding their talent, our schools are failing them every step of the way,” said John Bridgeland, CEO of Civic Enterprises and a co-author of the report.

(The report can be downloaded at the following address: http://www.jackkentcookefoundation.org or www.civicenterprises.net)

Do You Know Shodor.org? This is a different organization that seeks to change the world of education.

Interns mentor workshop students at Shodor’s Broad Street office (2003)

Since its incorporation in 1994, Shodor has come a long way, pursuing the mission of improving math and science education through computational science. At the core of Shodor’s dramatic growth and effectiveness is its authentic use of computers in transforming science and mathematics education through the internet and network technologies.

From the beginning, when many other education-focused organizations were utilizing CD’s to capture and share their resources, Shodor recognized the power of the internet and networking, and developed those components of its activities through tools likeInteractivate.

In the beginning, with just three computational science tools to its name, Shodor was able to easily demonstrate the engaging world of computational science. Through real-time manipulation of data representations on a computer screen and showing how the end results take shape “right before your eyes,” the message was clear. Educators marveled at the instructional opportunities and students began to learn math and science concepts in a much more realistic and meaningful way.

SUCCEED Workshop students outside Shodor’s Broad Street office (2002)

As internet and networking technologies advanced and as connectivity became faster and more powerful, Shodor responded with more effective tools and saw continued growth in its audience of educators and students.

Today, Shodor’s bank of computational science education tools has grown to a substantial level. They are widely utilized on national and international levels. Today, the Shodor websites garner 3-million to 3.5-million page views per month. Tools such as Interactivate and the Computational Science Education Reference Desk (CSERD) are not only website award-winners, but they are widely popular among students and educators alike and help to improve math and science education. Usage and linkage has been so extensive that a “Google” search for nearly any term in math or science (try, for instance: acid base, stoichiometry, pie chart, histogram, bar graph, stopwatch, arithmetic quiz, among others) will return Shodor resources at or near the top of the list.

A workshop at Shodor’s current, larger office in the Durham Centre (2007)

Shodor has grown to a staff of 16 scientists and educators, and proudlyinvolves more than 30 interns and a dozen apprentices in many aspects of our internet and network design, creation and maintenance — a unique and meaningful “real world” hands-on learning project for all of the students. Dozens of college faculty who are graduates of theNational Computational Science Institute (NCSI) workshops are active collaborators, and more than 1,000 NCSI alumni participate in the review process of the Computational Science Education Reference Desk (CSERD) .

 

 Jack Taub had an idea of transforming education nationally. He had the dream of transforming education in new ways. in 1983 the White House issued a report called “A Nation at Risk” stating that “If a foreign power had tried to impose on America the mediocre educational performance of our schools, we might well have regarded it as an act of war.” Even before this report came out, I began to realize after 2 years of studying the K-12 system that the whole nation was in peril. We were turning out high school graduates that knew virtually nothing. Most people were focusing on the dropouts. I believed then as I believe now, that the graduates were an even greater risk to America in being unable to perform the job skills necessary in a rapidly changing, technology-based global economy.Now to the bottom line. I decided that if customizing education was the law for ‘at risk’ students, and that virtually every student was being socially and economically disabled as a result of the current education system, then virtually every child was at risk (granted some at greater risk than others). Why not customize education for every child, thereby eliminating student boredom and reduce the risk for all children? I realized that the current system was legislated by Thomas Jefferson in 1816 and the activities in many of today’s classrooms look disturbingly like they did in the 19th century. In 1982 I was still naïve enough that I did not understand that to customize education for all students the whole K-12 public education system would have to be transformed.In addition to committing my life and fortune to this task I made one other major commitment as we designedimplemented and tested a solution which was not to sell individual pieces of a solution to schools until it was part of the greater plan for transformation. The reason for this decision was that as a vendor I would be distracted from the journey. Besides, I thought I would have accomplished the goals of my journey before 1990. Sadly Jack has died, but his dream lives on in those of us who carry it forward.Well, here we are 30 years later, having finally cracked the code to transforming our entire K-12 public education system, by customizing education for every child. To solve this problem, about $100M has been spent. Far too much of it was my own money. In fact, as I began to realize the complexity of the goals and the journey, I was sure that my commitment was so complete that it was reasonable to believe that I would die broke.

We now have over 8,000,000 hours of student and teacher classroom experienceand results and truly have solved all of the problems of scalability, funding,

*** NEWS RELEASE ***

FOR IMMEDIATE RELEASE
April 23, 20122

CONTACT:  UCLA Civil Rights Project; 310/267-5562

School Integration Linked to Positive Leadership and Better Community Relations
Teachers’ perceptions differ widely by the racial and socioeconomic makeup of their school

LOS ANGELES—A new report from The Civil Rights Project/Proyecto Derechos Civiles at UCLA zeroes in on teachers’ perceptions of the everyday climate in schools and explains that teachers working in racially diverse and stable schools perceive their school and community environments in significantly different ways than do teachers working in either more homogeneous or less stable schools.  At a time when statistics show a steady increase in the number of segregated schools, this study shows serious consequences for teachers, as well as for the parents and students who are part of segregated school communities.

Spaces of Inclusion? Teachers’ Perceptions of Integrated and Segregated Schoolsis based on a large national survey of teachers designed to investigate teachers’ beliefs and practices related to racial diversity, which was disseminated to over 1,000 educators nationwide. Teachers were asked a variety of questions dealing with fair student discipline practices, non-discriminatory assignment to Special Education classes, whether students from different groups mixed together in extra-curricular activities and the strength of family and community support for a school.

Teachers of all races viewed schools with high percentages of students of color and low-income students as less likely to have family and community support. In contrast, teachers in stable and diverse learning environments — with or without a white student majority — report more positive student relations and more support from parents and the community (with some variation according to the race of the teacher).

Since the support of families is considered crucial to educational achievement, weak relationships between schools and parents in segregated minority environments highlight a critical disadvantage that racially and socioeconomically isolated schools must overcome, on top of a myriad of other well-documented deficits, including high teacher turnover.

“We are in a period of intense national debate on issues of school performance, one that has been largely critical of our teachers,” said Genevieve Siegel-Hawley, co-author of the report. “This report shows that stable and diverse schools lead to more inclusive partnerships between teachers and communities and to better overall achievement. Isn’t it time that policymakers fostered these types of educational environments?”

New figures from the 2010 Census show that more than half of the nation’s poor population now resides in the suburbs, and minority racial groups make up 35% of suburban communities. School districts in suburban areas are experiencing these rapid racial and socioeconomic changes at the ground level. Confronted with making critical decisions related to rising diversity in schools and classrooms, few of these school systems and the teachers working in them have prior training in how to foster positive, inclusive educational environments for their diverse student populations.

Says Co-author Erica Frankenberg, “As the reauthorization of the Elementary and Secondary Education Act proceeds, this report reminds us that paying attention to the racial and socioeconomic integration of schools remains important—and that schools and teachers need support and guidance as their student populations continue to transform.”

Civil Rights Project Co-Director Gary Orfield called on the Obama administration and state education officials to “provide leadership to help communities threatened with resegregation to use magnet schools and other methods to create and support integrated schools.”  He said that the survey shows that “teachers of all races know how much better these schools work.”

Key Findings 
  • Teachers in stable racially diverse and middle-class schools reported the most positive indicators of inclusivity, including that their administrators were capable of dealing with diversity issues effectively, discipline practices were fairer and tracking was not a critical issue.
  • Nonwhite teachers across all school contexts reported more serious issues around racial disparities in Special Education assignments.  Almost 17% of nonwhite teachers thought that there were significant Special Education disparities by race, versus roughly 9% of white teachers. In predominately white school settings, nearly 40% of teachers of color felt that disparities in Special Education assignments were significant, compared to just 6% of white teachers.
  • Teachers in racially stable diverse environments were significantly more likely to say that students rarely self-segregated (13.8%) compared to teachers in non-stable settings (7.2%).  Teachers in stably diverse schools were also less likely to report that tension between students of different races was significant (5.1%) than teachers in transitioning schools (10.5%).
  • Less than 30% of teachers in segregated minority schools felt that their school was supported by the community.  That figure is significantly lower than the 56% of all teachers responding to the survey who believed that the community is strongly supportive.

The report stresses that these results have important implications for state, district and school-level policies. Policies that encourage teachers who stay and invest in creating a supportive and inclusive environment are sorely needed. Federal policy also could help foster productive external relationships by providing incentives for family and community involvement through the school assessment process. Preparation and technical support from local, state and federal agencies could also help address some of the concerning trends documented in the report.

Spaces of Inclusion?is the final report in a three-part series based on a nationwide survey of teachers. The first report, The Segregation of American Teachers, documented serious patterns of racial isolation among the faculties of U.S. K-12 schools.[1] The second report, Are Teachers Prepared for Racially Changing Schools?, analyzed the preparation and teaching practices employed by educators across different grade levels, finding a dearth of focused training for racial diversity.[2]

For a copy of this report, go to www.civilrightsproject.ucla.edu


About the Civil Rights Project

Founded in 1996 by former Harvard professors Gary Orfield and Christopher Edley Jr., the Civil Rights Project/Proyecto Derechos Civiles (CRP) is now co-directed by Orfield and Patricia Gándara, professors at UCLA, and housed in the Graduate School of Education & Information Studies.  The CRP’s mission is to create a new generation of research in social science and law on the critical issues of civil rights and equal opportunity for racial and ethnic groups in the United States.  It has commissioned more than 400 studies, published more than 15 books and issued numerous reports from authors at universities and research centers across the country. The Supreme Court, in its 2003 Grutter v. Bollinger decision, cited the Civil Rights Project’s research.

On Tribal Lands a Continuing Digital Divide that Gets Deeper!!

Many Navajo homes (and Native American homes in general) are too remote to access the Internet or receive cell phone reception. Some will drive up to 50 miles to reach an area with WI-FI or cell service. With gas prices over $4 a gallon the cost is just too much for most Native Americans living on the reservation. For struggling students and entrepreneurs having to travel to a remote mountain top or hotel lobby in the next town just to use the Internet or a cell phone is not a practical way to get assignments or business done. Reservations are already largely disconnected from the rest of the country. They are remote, with little opportunity, or access to education and healthcare. The dawn of the Internet age could have helped to bridge this societal gap and provided more opportunities for people living on reservations. Sadly, it has not. Tribal lands have been left out of infrastructure plans that have connected the rest of the country. Less than 10% of tribal homes have broadband internet service. It is time reservations are connected. As we talk about digital books and online classes , there are people who do not have access. I have worked in these areas with a friend who has expertise in the Native American Culture, she is of the culture.

I have worked with Karen Buller of NITI.org, which was an organization in Santa Fe, New Mexico. Once she was funded for this kind of work. Her site is still online http://www.niti.org/

The National Indian Telecommunications Institute was a dynamic, Native-founded and run organization dedicated to using the power of electronic technologies to provide American Indian, Native Hawaiian, and Alaskan Native communities with extensive educational tools, equal opportunity and a strong voice in self-determination.

NITI’s goal was to employ advanced technology to serve American Indians, Native Hawaiians and Alaska Natives in the areas of education, economic development, language and cultural preservation, tribal policy issues and self-determination.

The lack of digital connectivity has contributed to staggering unemployment numbers, health problems, and flight of young people to cities. Navajos are missing out on job opportunities because they can’t check e-mail regularly. One Navajo man even missed out on a kidney transplant twice because he lacked telephone service and wasn’t contacted in time to receive the kidney. Even basic land line phone service is missing from many homes.

Progress is being made. The Obama administration stimulus package has expanded high speed internet capability in some tribal areas. This is a great step toward connectivity but there are still obstacles like lack of computers to connect, and the sheer magnitude of connecting all tribal lands. Reservations are already so far behind the rest of the country; this shouldn’t be another empty promise. In addition to the federal government providing support for digital infrastructure on tribal lands, tribal leaders need to be on board as well. Tribal lands are governed by their own set of laws and need to allow for progress to be made. Many young people on reservations are frustrated that the older generation doesn’t understand the importance of digital connectivity and they end up leaving for bigger cities with more opportunity.

Native American leaders and the U.S. government need to work to together to connect Native American lands to reliable and accessible internet and cell phone service. By signing this petition you are supporting bringing all Americans into the digital world.

The petition is here..http://forcechange.com/19378/dont-leave-native-american-tribal-lands-without-digital-connections/#gf_1

 

Rural Native Americans have limited access to basic phone, and emergecy 911 services.

Increase telecommunications infrastructure deployment on Tribal lands.
Increase acces to computers, the Internet, and communication tools.

FCC Policy Statement On Establishing A Government-To-Government Relationship With Indian Tribes

Here is a problem along the edges of the digital divide that most people are unaware of the perspective from Native American Tribes.

Given the fact that many Native American tribes have some land and some have casinos, people think that they live in the lap of luxury. There are a few tribes who have learned to create a business model to change the future of their children. But we have an interesting set of problems that the President has to address. For those not familiar with the cultures, here is a virtual tour if
The Four Directions project works to use technology as a catalyst for change in the schools. Recently students, teachers, community members and Four Directions personnel worked together to create a demonstration project with the National Museum of the American Indian.

Source: The 4Directions community of learners consists of 19 Bureau of Indian Affairs schools partnered with 11 private and public universities and organizations. Through technology, the community has been able to transcend geographic barriers and collaborate across the nation. Teachers and students use the Internet and World Wide Web to communicate and collaborate with 4D partners and other schools. 4Directions schools use technology to share in the diversity of various cultures and to ensure that the voices of Native people are heard in the emerging information age.
Source: http://www.4directions.org/community/index.html

I have spent time with Karen Buller, and earlier with Misty Brave, who are proponents of better education for Native American students. Karen was working with the FCC. Here is the website she created when there was funding. Most of the funding for the digital divide evaporated during the Bush administration as the nation was told that there is no, was no digital divide. Now that we can talk about it again, there is a digital divide, a technology divide, a cultural divide, an information divide and a fluency of use of new media divide.

Misty Brave is from the Pine Ridge Reservation and she and I had a debate when I first met her. We were Christa McAuliffe educators for diversity, from the NEA, NFIE.I was talking about the poverty in urban cities. She opened my eyes to the situation on the Pine Ridge Reservation and to the cultures of Native Americans in general. I have never lived 40 miles from a grocery store without a car. I have never lived where the chapter houses, as in Navajo lands are where people communicate emergencies from.

*( Cell phones have changed that a little, broadband is not available everywhere either.j

On Tribal Lands, Digital Divide Brings New Form Of Isolation

Posted: 04/20/2012 2:50 pm Updated: 04/20/2012 3:13 pm ( source- Huffington Post0

Navajo Digital Divide

Sonny Clark, 59, must drive five miles up a mountain to get cellphone service connection and 40 miles to get online.

WINDOW ROCK, Ariz. — Like many college students, Wilhelmina Tsosie must go online to complete her assignments. But unlike the vast majority of Americans, she finds that the biggest challenge in her coursework is merely getting connected.

Tsosie is a member of the Navajo Nation, the Native American community whose sprawling reservation has long been isolated from the rest of the country — an isolation now being reinforced by the digital age.

On a recent night, she endured a 30-mile drive along a dark desert highway to reach this town, her nearest access point to the Internet. She carried her laptop into a hotel that offers wireless access. In the dim light of the lobby, she hunched over the screen and finished an online exam.

Like many Navajos, Tsosie, a petite 34-year-old with glasses and a jet-black ponytail, can’t receive basic Internet service at home, because her home is too remote. She and her husband and their two young children live near the peak of a tree-covered mountain, beyond the reach of Internet service providers, forcing her to drive long distances to get online.

This has never been easy, consuming time as well as gas money. Now, with local gas prices nearing $4 a gallon, Tsosie can no longer afford frequent trips to reach the Internet. She worries about the effects on her grades. Last semester, she failed a class after missing too many assignments — the result of unreliable web access, she says.

“If I passed that class, I would have been on time for graduating,” Tsosie said. “I would have had one semester left and now I have two.”

Her husband, Ben, said the long journeys to find an Internet connection have begun to feel “hopeless.”

“Sometimes we don’t have the gas money to go 30 miles to get on the Internet,” he said.

Tsosie’s dilemma reflects the extreme difficulties many Navajos confront in seeking to connect with the rest of the world. Some park on the side of highways, climb atop roofs, or drive to the peaks of mountains just to get within range of mobile telephone service. Others travel dozens of miles to use Wi-Fi hotspots outside hotels, restaurants and chapter houses — the local community centers on the reservation. Some who lack electricity run their computers on gas-powered generators.

Native Americans have long experienced disconnection from the rest of the country — their reservations are generally placed on remote lands with little economic potential, separated from modern-day markets for goods, as well as higher education and health care. The dawn of the Internet was supposed to bridge this gap, according to the promises of prominent public officials. Fiber optics cables along with satellite and wireless links would deliver the benefits of modernity to reservations, helping lift Native American communities out of isolation and poverty. But the rise of the web as an essential platform in American life has instead reinforced the distance for the simple reason that most Native Americans have little access to the online world.

Less than 10 percent of homes on tribal lands have broadband Internet service — a rate that is lower than in some developing countries. By contrast, more than half of African Americans and Hispanics and about three-fourths of whites have high-speed access at home, according to the Department of Commerce.

Without reliable access to the Internet, many Native Americans find themselves increasingly isolated, missing out on opportunities to secure jobs, gain degrees through online classes, reach health care practitioners, and even preserve native languages and rituals with new applications that exploit the advantages of the web

Food, Kids, Nutrition and Culture- The Accidental Science

Most people know me because of my interest in science, math , technology and engineering. But lots of people love me for my cooking.  My mother was a great cook. SHe said if you can read you can cook. But she was from the country and cooked things in season and in a particular routine. She was excellent. She cooked in the fashion of Edna Lewis. I was confused until I understood that there are regional ways of cooking that lots of people enjoy. I had a great experience cooking and teaching at the Smithsonian in a “Seeds of Change” garden project. That got me to the skills that I needed for the classroom. The parents and students and I wrote a lot of grants to get started. Every  classroom is a food network. The various diversity of ways to cook are apparent if you have a pot luck dinner.

Historically, the potato, corn, tomato , horse and disease were a part of what happened with the Columbian exchange when two old worlds came together and the cultures mixed. (I think we are not supposed to talk about tobacco.

We had the Monticello Gardens as a resource for plants, and you can explore that here.

http://www.monticello.org/site/house-and-gardens/thomas-jefferson-center-historic-plants

I liked a wider range of foods and was always experimenting with food at home. Once in the classroom a teacher came from the Smithsonian. She was Japanese, cute, and was teaching and cooking all at the same time. I was jealous. She had everyone’s rapt attention and kids who were finicky about foods lined up to eat. That taught me a lesson. Hmn, the intersection of food, culture and hands on science. Great idea. I had to write grants to get the hot plates, utensils, pantry and money for spices and seeds. There are grants available from many places and I wrote to most of them.

4H , Parents and Principal.. There was help!!

My first help with cooking in the classroom was the 4 H. They had some kind of recipes that were very good and inexpensive.  My second help, was having a garden in the school that I taught in, which at the time was Long Branch Elementary. I think I said to a parent , I would like to have a garden. i was thinking about flowers , but there were strawberries growing in the back of the school near the park. So , all of a sudden parents and I were planning an early spring garden. Who knew it would be such fun? I don’t remember al of the parents, but Mr. Haithcock turned over the soil for us, and Nathan Lyon’s family helped me choose plants and one mother came in to teach me to harden plants before we set them out.

Nathan Lyon was just on the Today show. He is a chef. I don’t claim his skills, I think his grandmother influenced us all.

Cooking is an accidental science.

Did I mention Kolrabi…. I had no idea what it was. We had the soil tested by the 4H and we had written a grant so we had tools, gloves, shovels, sticks, seeds, and lots of garden resources. I think the hardest thing was to get the kids and the tools down to the field without injury. I was always worrying about some one getting hit with a shovel, but it never happened. We had buckets too. The hose only reached so far.You know what, we had fun!

Our school was on the edge of  a lovely park and there was room for a garden. My principal at the time loved the idea.and we explored gardens mostly colonial gardens, as that was the first level of instruction.

CHILDREN FOOD AGRICULTURE NUTRITION OBESITY. mitocw EXPLORING FOOD

  • A photograph of a child eating dim sum.

    Food plays an important role in our culture and relationships. (Photo courtesy of John Catnach on Flickr.)

    We did this before MIT, but this is a great online course to think about the accidental science of cooking.

    The Exploratorium link is here.http://www.exploratorium.edu/cooking/index.html The food groups and tasks for kids and families are here to explore.

    This is a three part blog. I start with the spices and the herbs and you can do this here.http://www.exploratorium.edu/cooking/seasoning/index.html

    Discover how a pinch of curiosity can improve your cooking! Explore recipes, activities, and Webcasts that will enhance your understanding of the science behind food and cooking.
    Food and Culture
    As taught in: Spring 2011
    A photograph of a child eating dim sum.
    http://ocw.mit.edu/courses/anthropology/21a-265-food-and-culture-spring-2011/Food plays an important role in our culture and relationships.
    Instructors:Prof. Heather Paxson
    MIT Course Number:21A.265
    Level:
    Undergraduate
    Course Features Assignments (no solutions)
    Course Description
    Explores connections between what we eat and who we are through cross-cultural study of how personal identities and social groups are formed via food production, preparation, and consumption. Organized around critical discussion of what makes “good” food good (healthy, authentic, ethical, etc.). Uses anthropological and literary classics as well as recent writing and films on the politics of food and agriculture.
    Mothers and fathers love a class cookbook or potluck dinner ..  starting with the ideas in the room, you can start interesting science development that is fun.