It's FIVE Oclock In The Morning – Dammit! (or) What Did I Ever Do To Montezuma, (or) The Epiphany!!!

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OK. So I know I promised to post some details concerning the stuff that I’ve been doing as a student teacher, and you haven’t seen me write a damned thing… Well, this is not that post!

This is a post about the future… and my intestines, and how it all fits together.

For the past couple of weeks, I have been telling my students that one of the reasons why I love history is that, at some point while I was studying the stuff, I saw how it all fits together – how one thing leads to another and another and another ad-nauseum…

It’s All CONNECTED!!!

Example – we’ve been covering the 1920’s which includes the flappers. Why did the flapper phenom occur. There are lots of reasons; more women worked and had a disposable income, shorter work days, ease of travel with the growth of automobile ownership, etc. Two things stand out for me. One is the new invention of unsecured credit, a new idea implemented in the 20’s. Because you didn’t have to pay out a lump sum of cash to buy something, like a car, you could live a much more carefree lifestyle and live far beyond the standard of your parents (compare my generation to the kids now, who all have cell phones, iPods, and $200 dollar sneakers and you get the idea), combined with the advent of the 19’th amendment, giving women the right to vote, was incredibly liberating. Kids alway want to rebel against their parents (my generation had punk rockers and glammers), and what better way as a young woman than to wear revealingly short shirts and tons of make-up and go out all night and party, something young women growing up at the turn of the century could never have done without terrible public scorn. With out the social and economic changes that occurred before and at the start of the 20’s, that era may not be remembered as the Roaring Twenties.

So, I’ll skip to now. One of the reasons you haven’t heard boo from me is that I came down with a nasty case of food poisoning – complete with stuff coming out all ends. Monday through Tuesday morning was vomit day (two words I love in the English language are the onomatopoeias Vomit and Puke – they sound like what they are). Yesterday, all seemed to get back to normal. But what I didn’t count on, was that, because I had eaten nothing for a day and a halve, I hadn’t given the plumbing a thought because, well, it had nothing to do and nothing to do it with. Well yesterday afternoon, after I had had my first full meal in two days, and just before I had to finish a spa job postponed on Monday – Surprise!!! I don’t know what I did to piss off Montezuma, but it must have been pretty bad, ’cause man it was just flowing like a high pressure soda fountain…

STOP! STOP!! STOP IT!!!

This post is getting pretty gross, you may be thinking. Yes it is. But it has a point.

It’s All CONNECTED!!!

You see, for the past week I have been struggling with the concept of the first lesson plan I had to design and implement in the classroom. It has been vexing me. But, as Keith Richards will tell you, sometimes you come up with the best ideas in the middle of the night (he got Satisfaction at three in the morning). I had a hard time sleeping, mostly out of fear that my intestines would keep me up all night long. They didn’t, but my anxiety did – how that for logic. Anyway, while I was laying in bed, it all came to me… well not all, but the start. I now know how I’m going to put together my first, AND last, lesson plan, one that will adapt to both classes I am going to teach – U. S. and World History.

It’s All CONNECTED!!!

“You Say You Want A Revolution….” That is my theme. Why? I was trying to figure out how to bridge the gap between subjects in U. S. and World History, and realized the revolution is one of the things they both have in common. It can be political, social, economic, you name it. And there are things that have to have happened in the past that stirs the revolutionary pot. In a nutshell, I’m going to have the students draw a two page timeline of the periods the have been studying this semester (1900 – 1930), and extend it through to the present. I’m going to start with the present and have them list the most important things happening in the here and now – the global war on terror / Iraq, the prospect of electing the first woman or black president in U. S. history, cell phones, you name it. I’ll show them how things that happened in the past, whether in the last decade, or the last century, are vital to all they know and experience now. I’m going to make history personal to each of them. Throughout the semester, as they cover each decade, they will fill in the timeline with the some of the important stuff they learn as we cover each decade. There will be three accompanying pages were they will list, as they go through the semester, the different things that affect history as it progresses. At the end of the semester, the very last assignment will be a Mind Map (look it up) of the four basic concepts that drive our daily lives – economics, politics, technological, and cultural – and have them draw out at least three things from each group, each from a different decade or period, that affects their lives today.

Damned I’m tired. Oh well. Too bad. Gotta go get ready for school.