Trig and MLK Week Continued
Just blogging to report on my two big initiatives for the week: finishing up a mini-project on trigonometry using the micro:bit accelerometers, and a week on anti-racism in my sixth-grade advisory.
The mini-project finished up SO well. We started last week by assembling micro:bit inclinometers and programming them to report out the angle measured by using trig ratios. This week, we took measurements with them and did the math. The students measured the height of a neighboring building by standing exactly 800 centimeters away and sighting the roofline with their micro:bit devices. It’s been a cold week so we rushed inside to do the math, and the kids calculated a building height of around 39 feet. We probably got in the ballpark.
One commenter on my blog suggested we try another method, sighting an object from a distance, then backing up a known distance and taking another reading. This ended up being a cool application of a system of equations. Great suggestion!
Even though learning to solve systems of equations feels like drudgery at first, it’s one of the more useful algebra concepts I have learned. In my decade as an engineer, I modeled many situations involving systems.
The kids did a great job and seemed to enjoy the challenge of the activity.
The other day, I blogged about the very strange situation involving the Catholic school teens in DC mocking other protesters near the Lincoln Memorial. With the MLK holiday coinciding with that weekend, I really felt the need to do a lesson series on racism in my advisory class. They are sixth-graders, and I decided to survey them first – I’m glad I did. Only one of the kids had even heard of the incident with the protestors, which I found fascinating. What we perceive as going viral doesn’t reach all age groups equally. I decided to leave the incident off the lesson plan and focus on basic, age-appropriate lessons on racism.
We started with a few circle prompts about times they have ever seen someone treated unfairly because of their race, skin color, or religion. I asked them about their perceptions of bullying at our small school. Almost all the students feel that at our school, bullying is not really so much the issue. Some students can be rude or insensitive, but they understood the difference between rudeness and bullying.
I talked about how it’s healthy that in our lifetime, it’s not socially acceptable to be outwardly racist. People in our community tend to call each other out on it. Racism tends to take the shape of the many small ways in which your life is made a little easier or a little harder because of your race. We read through the list created by Peggy McIntosh in the Invisible Knapsack. Some of the students were able to chime in with ways in which privilege tends to show up at school – for example, if a girl hears “you’re pretty smart! Girls can be smart can’t they?” or if you get in trouble with the principal and a little voice makes you wonder if it’s because of the way you look.
Today, we started watching “A Class Divided“, the story of Jane Elliott’s brown eyes / blue eyes discrimination experiment in her third-grade classroom. The kids find it fascinating. It’s a very good and comprehensive introduction to what discrimination is and what it does to people. As a sixth-grade lesson, I think it’s a solid foundation to build on. I’m interested to debrief with the kids tomorrow to get their thoughts on it. By the end of class today, they were begging me to try the experiment at my school – to bring collars and let them try it. I think they’re intrigued at the idea of lording it over their classmates, but also wondering if the collars would make them the same nasty people that the third-graders became when they were empowered over their lower-class friends.
Jane Elliott is a nationally-known advocate for racism education now, and I told the students I have seen her do this experiment on adults and it’s still just as powerful. She can make adults cry. (I won’t show that video to the kids because there is swearing… but man!)
At some point, one of my students raised his hand and said “Donald Trump is racist.” I sat in it for a moment and then said “Yes. He is.” Other kids wanted to chime in. I allowed a few comments. I ended with “He says racist things. It’s not OK.” And I moved on. I have heard arguments that Trump says the things he says to provoke crowds, or build his “message”. If you say racist things to provoke or build your message… you are a racist. I would never allow one of my students to say the things the president says. That behavior needs to be named.
It’s not a ton of lessons, but the students have been engaged and receptive, and I think it got us off to a good start when it comes to understanding these themes.