Paul Revere or Whoever That Guy Was
This is the fourth day of the American Revolution unit.
We always start with vocabulary–the logic being kids have to know what words mean before they’ll be able to follow what you’re saying. Then we move onto a powerpoint explanation using images and sometimes audio.
Day four, I give my students selected readings and questions about the Revolution. This they call a “packet”–which is the word used for any worksheet that, regrettably, has more than one page.
“That better not be a staple I see there, Mrs.Cunningham.” They say, as I begin to distribute the work.
I barely hear them. I am well aware they do not like packets. They also–in case you’re ever subbing in my classroom and need to know for your own survival–do not like acting things out, drawing, coloring pictures, making crafts, playing review games or reading or writing anything of any length. They mostly prefer lesson plans that involve them listening to their music but still result in a passing credit, preferably an “A” on their transcripts.
My packet does not meet their expectations. Several of them put their heads down, expressing their disappoitment that I have failed them again. Others begin to labor over their “packets” feigning all the pain and distress of people in a concentration camp being tortured against their will.
“Wait a minute.” One boy drops the packet in front of him with indignation. “I think I learned something about this in eighth grade. Is this that one thing about Paul Revere or whoever that guy was?”
Keep in mind, we have been talking about the American Revolution for four days and have mentioned a good bit more than dear old Paul “or whoever that was”.
“Yep. You probably learned about it in eighth grade. And fifth grade. And third grade.”
With that my student stands up and makes his way for the door, mumbling that he won’t be forced to take the same class twice. He already earned this credit, he claims, and some guidance-counselor conspiracy is not about to get the best of him. Several other students chime in with their agreement.
One suggests going to the school board to protest.
Its not the school board, I tell them. Its the State of Michigan. They give the public schools a set of standards, called High School Content Expectations, and we have to teach them in the order they say they must be taught.
“Would you like to see the website?” I ask.
“There’s a website of lists of what kids need to be taught?” One asks.
I nod.
“You know only white people would make that kind of website, Mrs.Cunningham.”
Ahhhh, here I thought that we were learning about the American Revolution, when all along this was yet another lesson on why we don’t like white people.