Tag: Sixties

Book Review: Legacies of the War on Poverty

Legacies of the War on Poverty

edited by Martha J. Bailey & Sheldon Danziger.

Bailey and Danziger assemble here ten papers on the history of the war on poverty, covering its beginnings with JFK to the current great recession creating and disabling the poor in our country. They write the first chapter, explaining how Lyndon B. Johnson took up the torch and planned to eradicate poverty in the USA. They show the origin of many charitable programs, from food stamps to unemployment benefits, and they make it clear the numbers of poor persons in this land have not been small.

The book has more than one use, as it provides in-depth explanations of the origin of programs and the political connections related to funding, legislation, and public perspectives on spending. From
the point of view of historical developments, public policy, and political processes, the book could be not only good background reading for teachers but also very helpful for developing or enriching social science units in the classroom.

What led up to and exploded in 2008 and 2009 is profiled clearly here… great background reading for educators, to say the least.

The readings in the rest of the edition are also helpful, though some include rather technical terminology and concepts from fields such as economics. The text would lend itself well to use in graduate courses or longer summer classes on developing either teacher understanding of the current
recession or on creating more informative units on social science topics in the classroom.

The second part of the book includes four readings on increasing human capital, employment, and earnings. Here, four topics in education are discussed: the origins and impacts of Head Start; K-12 education battles; access to higher education; and workforce development. The third part of the book includes: the safety net for families with children; the safety net for the elderly; and the origins and impact of housing programs for families. The last section covers improvements in access to medical care and health.

These last two chapters on medical care and health are very important as a connection to on Obamacare (and its history), current events, and political processes. Like the other chapters in the
book, these two can provide teachers with one solid reference when designing materials and questions for students to ponder. Much of the data here can be used not only for teachers to come to a better understanding of what has been done to help disadvantaged persons in this nation but also for teachers to design and enrich units related to all of the Social Science Goals within the Illinois Learning Standards.

I would suggest that the themes and data in the book relate to specific strands within the Social Science Goals. Based on the information in this book, I would propose the book includes insights and data helpful specifically related to units addressing these strands in the Illinois Social Science Goals: 14.A, 14.B, 14.C; 14.D; 14.F; 15.A.c; 15.A.d.; 15.E; 16.C.b (US); 16.E.b; 17.C.a; 18.A; 18.B; and 18.C.

These two specific benchmarks could be impacted also, given the global interdependence of economies: 16.C.5b (W) and 16.C.5c (W). We could also impact benchmarks related to the environment, how it contributes to the current poverty in our nation, and ways to remedy the problems: 17.C.5b and 17.D.5. In addition, it would be interesting to look at how the book could be
used as a basis to locate other materials for designing units related to communicating about poverty, politics, social policy, hunger, unemployment, social change, and poverty.

There are cultural and other connections to be made from the materials in this book. To do so, we could impact possibly these specific benchmarks within the Illinois Fine Arts Goals: 26.A.5; 27.A.4b; 27.B.4b; and 27.B.5.

These are only a few suggestions; I would suggest there are more connections, including across subjects. As examples, links could be shown between the above information, plus the various strands and benchmarks suggested, to help impact other learning areas. For districts interested in knowing, they would be possibly impacting these particular Illinois Foreign Language benchmarks: 29.D.5; 29.E.5; 30.A.5a; and 30.A.5c.

To summarize, I would recommend the book for use in various graduate courses and professional development sessions of some length for teachers. I suggest the book is helpful for both developing teacher understanding of the current recession and on creating more informed units on social
science topics in the classroom. Teachers will clearly make their own connections to different strands, benchmarks and subject. The above is simply an attempt on my part to call attention to some possible interesting uses for this detailed text.

Although the text has some dense passages with technical terms and ideas, it is enlightening to read such great detail about poverty and ways it has been addressed in the USA in the last several decades.

Learning Through the Presidency of John F. Kennedy: How We Can Teach the Power of Television and Media

Learning Through the Presidency of John F. Kennedy: How We Can Teach the Power of Television and Media

Jon Iorio

We are living through times as Americans where television and media prove to be dominant in our everyday lives. Even more so, the media, using exposure from the television, have shown they have immeasurable power when it comes to shaping the beliefs and ideals of Americans from all corners of the country. It should be up to us as teachers to begin to include the power of media and television and content because it is hard to ignore the impact both have had on our political landscape as a country. On top of this, presidents have shown that they are more than willing to use television and media to their advantage, especially when it comes to pleasing their base. This happens in the forms of rallies, commercials, press conferences, briefings, and interviews on new channels like Fox News and CNN. I believe that, in order to teach our students about the powers of both entities, we must go back to the president who made them a part of main stream American culture. This requires us to go back and analyze the presidency of none other than John F. Kennedy.

Content in many history classes shine light on many presidents like Abraham Lincoln, the heroics of George Washington, the groundbreaking policies of the New Deal era from Franklin Delano Roosevelt, but John F. Kennedy is held to a different standard. JFK was a president the country lost too soon, that cannot be argued differently. However, he is also a president who has become a sort of mythological creature for many younger-generation Americans, deservedly so. As a man who is often remembered for that dreadful day in Dallas, Texas, I believe it is up to us as teachers to start to move towards a different narrative for Kennedy. Although it is challenging to analyze the presidency of JFK from a policy standpoint, since he just simply did not spend an ample amount of time in the White House, he should be remembered and taught in more ways that just his assassination. John F. Kennedy, through television and media, transformed the job of the presidency. He changed what it meant to be presidential because there had never been a president who had been displayed so much to the American public as Kennedy. Mary Ann Watson, a historian from the University of Michigan in her piece, “A Tour of the White House with Mrs. John F Kennedy”, echoes this sentiment, saying, “the symbiotic bond between television and the occupant of the White House was forever sealed during the Kennedy years” (Watson, 1986). We as teachers have been missing out on a key moment in American history when it comes to the analysis of John F. Kennedy’s presidency. The bond Kennedy created between himself and Americans using television explains the development we have seen play out between presidents and presidential candidates in history. It is time for students to learn about the impact he made.

            If you asked a class full of your students when the last time they saw President Trump or President-Elect Biden on their televisions at home with their families, it could be assumed that many would raise their hands. This is an important development of the presidency that has not always been a part of the job title. While it would be ignorant to say that this would not have happened if not for Kennedy and his presidency, the way he connected to Americans so effectively through the exposure from television and the media created a blue print for every presidential hopeful after him to follow. Take it from Kennedy himself, who said in an address as a senator about the impacts of television on politics, “but for better or worse-and I side with those who feel its net effect can be definitely be for the better, the impact of TV on politics is tremendous” (Kennedy, 1959). Kennedy and the television boom the country experienced throughout the 1960’s created a perfect storm. It effectively begun the relationship we are all so familiar with having with our president or presidential nominee every four years.

            The media in 2020 has seemingly unlimited access to presidents and nominees in the climate we find ourselves in. While this has created a transparency between presidents and citizens, it has also allowed for a dangerous dynamic to be created. Something that is often forgot about Kennedy and his relationship with the media is hypnosis he put many of them under during his time in office. Alice George, author of Awaiting Armageddon, said that, “Kennedy was too responsive to journalist’s opinions, and because he made journalists feel important, they became too susceptible to his charms” (George, 2003, p. 88). It could be said the relationship Kennedy and the press had together became toxic for the well-being of America. Kennedy greatly impacted what they told the American people, which created a lack of transparency for the administration. We have seen this playout with many presidents who succeeded Kennedy.

The current political climate when it comes to media coverage is dangerously partisan, and it seems to be getting worse, not better. Kennedy was insecure at times when it came to what the media was saying about him because he knew his image he had with many Americans was something he could not lose hold of. In Joseph P. Berry Jr.’s book, John F. Kennedy and the Media, he wrote, “despite Kennedy’s cooperation with the media, they sometimes wrote or aired reports with which he disagreed; he would then contact the source to let them know of his displeasure and to seek corrections.” And conversely, “whenever Kennedy read a favorable article about himself, he would not only tell the writer, but would then from memory quote direct phases” (Berry, 2002, p. 59). This type of relationship Kennedy had with the media has become more apparent for presidents in office today. Just in this administration alone, we have seen President Trump call every article or claim from the media he does not like “fake news”, while he will praise a Fox News piece that sheds any type of positive light on himself. This has created a dynamic around the office of the presidency where we cannot take everything we hear from the person in office as fact. This is a dangerous precedent, and one America must get off the path of. Our students must know that this has become a part of the presidency when it comes to trusting what they hear from the media. If they don’t, the political climate will become even more partisan because the younger generation will continuously support the channels and news outlets who are either trying to please or undermine the man in office.

Kennedy and the way he transformed the presidency by use of television and media fundamentally changed what it meant to be President of the United States. Every president after Kennedy has had to juggle both the exposure from television as well as intense scrutiny and judgment from the media. Presidents have dealt with it differently, we have seen some fail like Nixon, and some prosper like Reagan. Students must know about the way Kennedy impacted the presidency by shifting the presidency to a man Americans rarely saw to a man who was a part of their lives. Presidents today have a place in millions of homes across America through television and media exposure, it is time students realize the impact President John F. Kennedy had on this monumental change.

References

Berry, J.P. (2002).  John F. Kennedy and the media: The first television president. Auburn, NY: Legend Books.

George, A.L. (2003). Awaiting Armageddon: How Americans faced the Cuban Missile Crisis. Chapel Hill: University of North Carolina Press.

Kennedy, J.F. (1959). “A Force That Has Changed the Political Scene.” Retrieved from https://www.museum.tv/debateweb/html/equalizer/print/tvguide_jfkforce.htm?

Watson, M.A. (1986). A tour of the White House with Mrs. John F. Kennedy: An international special event. Retrieved from https://archive.org/stream/ERIC_ED295564/ERIC_ED295564_djvu.txt

The Teachable Idols of the ’60s: Their March Toward Civil Equality

The Teachable Idols of the ‘60’s: Their March towards Civil Equality

Thomas Colantino

2020 will be stamped in history books worldwide. You always wonder when analyzing history what it was like to live in some of the most chaotic time periods. I guess you never realize what it’s like living through history when it is happening around you every day. Teaching history relies on this idea of perspective. Students must be able to not only comprehend the content, but also be able to focus through another lens, which is the ability to put themselves in the situation that is being taught. I feel as though the best way to achieve this is through student engagement. The most important question in education is how to get students to be engaged with the material and to learn the lessons accordingly? For myself, the philosophy is you have to find ways to relate or spark the interests of the student. Schooling, in a repetitive manner can become exceedingly dull and classes can become white noise to students, ESPECIALLY, in the world we live in today. With virtual learning students are partaking in classes sometimes still in bed. There is a plethora of distractions when working from home, so as the educator, the objective is to make the class not only packed with content, but also have the ability to intrigue the students.

            For myself, the best way to pique the interest of students would be to somehow combine a mutual interest and find it in history, or how at least it could correlate. I feel as though my capstone is this happy medium. The entertainment business, of any kind reaches a wide variety of people. Whether it be through film, art, music, or athletics, one of the many outlets connects with someone. So, why wouldn’t you try and incorporate the entertainment business into a lesson. If you could show history through entertainment, potentially students would be more interested to learn that lesson. My capstone centers around the Civil Rights Movement of the 1960’s, one of the most crucial topics of not only modern America, but American history in general. Yet, with a little twist, I focus on the celebrities of the time period, and how they were able to utilize their platforms to promote change. Not only just working for activists, but also alongside them. With many of the unfortunate events that had transpired over the course of the year in relation to social issues, it was interesting to see which individuals were on the forefront fighting the battle and protesting in the street. In several different cities around the country, several different actors, athletes, etc., flooded the streets with the general civilian voicing their wants and desires. For students, seeing their favorite athlete or musician voicing their opinion for change, could change the student’s perspective and raises interests. As a result, this idea can be depicted also for the Civil Rights Movement. By finding celebrities that chose to fight for the Civil Rights Movement, it creates another avenue for students to stay engaged with the material.

            So how would one go about collaborating the important material in regards of the history aspect of the Civil Rights Movement, and also sparking the interest of students through the entertainment of the era. For myself, I start with the true trailblazers, the ones that’s actions outside of their own profession spoke louder than those within their respected fields. One of the obvious names to start with in this case is Jackie Robinson. Now, Robinson broke the color barrier in 1947, well before the 1960s and its decade of civil rights activism, but every lesson has a background section, no? To Segway to a historical standpoint, around this same era, dealing with the same kind of circumstance, Executive Order 9981 (1948), the desegregation of the military declared by President Harry Truman. See, there are connections that can be made. In terms of the Civil Rights Movement of the 1960’s itself, the individuals to stick with are those who worked closely with the activists of the era. Someone like Harry Belafonte, singer by day, activist by night, had a loft in New York City where activists would meet to create rally plans and protests to promote change. Even the idea of the stories that could be shared of activists and celebrities would be intriguing enough for students to work with the material. The overall argument here is that there is knowledge that can be learned from these celebrities and their work towards promoting civil equality.

            To conclude, there were similar arguments I attempted to prove that could be utilized within the classroom. I tried analyzing media sources such as newspapers to see the perception of historical events. The objective here was to see how the events were written and perceived by the general public. This idea derives from how medias portrayal of an event can alter an individual’s viewpoint of that situation.  The influence of the public can be changed through how the media covers the situation. This idea of an influence can also be seen in comparison to those of celebrities and their aurora. Celebrity platforms reach a wide variety of individuals. The way they speak and carry themselves can and does influence their fans. The idea here that I try to create with the Civil Rights Movement is that if the celebrities preach change, then their fans will want change. In closing, the main argument of this work is how important student engagement is. Yes, we bounce around the ideas that are focused within my capstone, but the reason for its importance is how it can provoke interest in students. Every child is entertained by a commodity of life. Why not, as teachers, add the entertainment factor to the classroom and connect it with your lessons? Throughout history there are other aspects that connect history to everyday life. As an example, when teaching the Renaissance, generally professors and educators utilize the art aspect of the movement to pique the interest of their students. The colors, pictures, paintings, etc. help the class visualize the era. How about when teaching the Civil Rights Movement, add the sounds of Bob Dylan and Harry Belafonte, with the words of Martin Luther King Jr. and Malcolm X to see the similarities—or just as importantly the differences? Or add the movement of one Muhammad Ali in and outside the ring with the movement of protest marches for civil justice and voting rights in the South during the early stages of Civil Rights Movement. There are many ways to connect, it just takes thinking outside the box to not only teach, but to entertain.