93-The Evolving Seamless Relationship Between K12 and Higher Ed…Starring Penny Sturtevant

I get inspiration for my episodes from odd sources. One of my New Year’s resolutions is to read more. The past few years, I’ve been busy writing my book, so I had zero time to consume words because I was too busy creating narratives. That’s changed and it’s delightful. Currently, I’m reading Elon Musk: Tesla, SpaceX, and the Quest for a Fantastic Future by Ashlee Vance. This book is about Musk’s incredible vision, his entrepreneurial spirit, and his dogged determination. The book is also about how crucial it is to embracing change. I’ve been inspired by reading it!

Consequently, I needed to bring a change agent on my podcast. Penny Sturtevant is the College and Career Readiness Coordinator for the Big Walnut Local Schools.

Penny Sturtevant

Penny is an expert on prevailing trends in education in regard to career ed and college readiness. We discuss the brave new frontier of K12 and Higher Ed’s evolving relationship. In the title, I utilized the word seamless. Listen to this powerful episode to learn why.

This program does not feature a tactic, a tool, or a lesson to specifically engage kids. Instead, this episode could inspire you to seek out an enrichment path for your students. If you’re successful, I predict you’ll be greatly inspired as well.

Listen to “93-The Evolving Seamless Relationship Between K12 and Higher Ed…Starring Penny Sturtevant” on Spreaker.

92-Flavor Tomorrow’s Lesson with an International Perspective…Courtesy of Brad Gosche and the Columbus Council on World Affairs

I’ll bet you’ve heard your students complain about where they live…the community where you teach them by the way. I did my share of whining when I was a teen. I felt like little New Concord, Ohio was nowhere. And yet, there’s virtually no nowhere anymore! We all live and function in a global economy. If your students don’t believe it, have them conduct a simple inventory of what they’re wearing and carrying. Ask them to record where all of their possessions are manufactured. I’ll bet they’re not lugging around to much Made in the USA.

Unfortunately, some in our nation would like be isolated. This is a fool’s errand. Students, on the other hand, who embrace the international nature of modern existence will prosper. Teachers, therefore, have an obligation to help students pursue and master this paradigm. To help in this quest, today’s episode will feature the urbane Brad Gosche.

Brad Gosche

Brad is the Vice-President of Education and Communication at the Columbus Council on World Affairs.

@CbusCCWA

Here’s the council’s two-fold mission:

To be the leading nonpartisan, globally-focused organization in the Columbus Region. The Council fosters a community that is well-informed about critical international issues as they affect the world, nation and the local region, and whose citizens utilize this insight to make effective decisions in our global society.

This episode will not only inspire you to include a global perspective in your curriculum, it will also provide two outstanding activities you can employ tomorrow. The first is Geert Hofstede’s country comparison model. The second is taking your kids on a wonderful Trip to Mintana. Please listen to this powerful episode for descriptions of and solid ideas about how to use each.

Episode Template

The Problem:

Students are unaware of the global nature of their existence.

The Solution:

Infuse lesson plans with an international perspective.

What you can do Tomorrow:

Unveil a global perspective to your students and empower them to prosper!

Listen to “92-Flavor Tomorrow’s Lesson with an International Perspective…Courtesy of Brad Gosche and the Columbus Council on World Affairs” on Spreaker.

Can your Students Spot a Fascist? Starring Scott Elliott

If you’ve taught a humanities class, you’ve probably recognized how frequently Adolf Hitler comes up. Unfortunately, many kid’s understanding of Hitler and Fascism doesn’t expand much past the Holocaust.

Scott Elliott teaches 9th Grade World History with me.

Scott Elliott scottelliott@bwls.net

Right before Christmas Break, we were yakking about how we could teach Fascism, our first unit in January, in a more engaging and impactful way. Scott found a wonderful resource which formed the backbone of the assignment. The article is by Laurence W. Britt and is entitled Fascism Anyone. The assignment we created challenged kids to rate WWII leaders on the 14 Characteristics Britt articulates and also to apply them to current leaders with authoritarian traits. Here’s a link to the hyperdoc we posted on Google Classroom. Below, are Britt’s list of 14 Fascist Characteristics:

  1. Powerful and continuing expressions of nationalism. 
  2. Disdain for the importance of human rights. 
  3. Identification of enemies/scapegoats as a unifying cause.
  4. The supremacy of the military/avid militarism. 
  5. Rampant sexism.
  6. A controlled mass media. 
  7. Obsession with national security. Inevitably, a national security apparatus was under direct control of the ruling elite.
  8. Religion and ruling elite tied together. 
  9. Power of corporations protected.
  10. Power of labor suppressed or eliminated. 
  11. Disdain and suppression of intellectuals and the arts.
  12. Obsession with crime and punishment. 
  13. Rampant cronyism and corruption. 
  14. Fraudulent elections. 

This turned into a solid activity in our World History class, but the lesson can be applied outside of the humanities. Perhaps, there are misunderstandings about important concepts in other subjects. I can certainly think of examples in Science. Challenge kids to apply agreed-upon standards to a set of contentious circumstances.

Episode Template

 The Problem:

Students freely use words like Fascist, Nazi, and Hitler with limited knowledge of these label’s broader meanings.

The Solution:

Expose kids to what Fascism is and then challenge them to apply it.

What you can do Tomorrow:

  • If you teach a humanities course and Fascism is a topic, please steal our lesson and morph it to fit your needs.
  • If you teach a non-humanities class, take a controversial or misunderstood topic, expose students to some agreed-upon standards and then challenge them to apply that knowledge.

Please inspire your kids to pursue objective truth relentlessly. Assignments such as this will nurture this essential disposition!

A quick program note…I referenced in the podcast Rosa Parks bus protest, but I inadvertently placed it in Birmingham instead of Montgomery where it belongs. Sorry!

Listen to “James Sturtevant Hacking Engagement” on Spreaker.