Best Little Stories from World War II

Best Little Stories from World War II 14 August 2016 (1923)I finished reading this book earlier today and am astounded by the unique history and perspective shared within the pages. Each portion, though brief, shares a detailed account of some of the most memorable events from throughout the Europe Pacific theaters. The personal narratives take the reader upon a journey of experience. It was an amazing, engaging read. Too, the attempts upon humor stood out in my mind as evidence of a victorious nation recounting its accomplishments.

That said, not all of the stories are pleasant to know, but even then, especially then, the dirty and nasty truth of war is a great reminder which allows us to appreciate the past more fully, and more so, to inform our present thinking about costs of violence.  The stories tell of our past but inform our present.

Despite the obvious bias of the writing and remembrance from a victorious nation, the stories are enlightening and entertaining. Any reader will appreciate the variety of stories and tones of each. Everyone will learn something about the experiences of the people who came before us, and too, these stories contain perspective for us now. This is a highly recommended read for individuals, parents, and teachers a like. I read several of these stories children. I challenged them to close their eyes and imagine what I was reading to them. After, I would ask them questions to assess their understanding, and other questions to get a feel for what they had imagined.

Furthermore, as a teacher, there are several short reads which hold a great potential for engaging students with specific learning opportunities and content topics. I may use some of these short stories (cited of-course) in future lessons related to topics such as Pearl Harbor, the Holocaust, Blitzkrieg, D-Day, Nuclear Bombs, the invasion of Japan, etc.

I am excited about this book! You should be too!

Guns, Germs, and Steel: The Fates of Human Societies

Guns, Germs, and Steel: The Fates of Human Societies 26 JUNE 2016 (1000)
Recently, I finished this great, broad, historical, and significant endeavor. Let me begin by expressing my appreciation of Jared Diamond’s wonderful ability to simplify a very complex topic and related ideas. This alone, makes this read a great one. Too, there a few gems of humor and wit within the pages which caught my eye and mind. Don’t get me wrong though. The pages are filled with complex data, examples, and comparisons. Upon more than one occasion, my understanding necessitated the rereading of paragraphs and pages.

Before I proceed into deeper thoughts, I must admit the duration of this read as being conducted well over an extended timeframe. I began reading it years ago, stopped, and then started again. Over the course of the last several months, I recommitted and achieved.

In thoughtful detail, Diamond seeks to explain why certain groups of people have been successful over the course of human events and history, while others, in comparison, are not. It should be noted, the idea of “success” is very subjective. So, success in this case, is related to Western ideas of technological development, exploration, and conquest - generally described as one group of people gaining control or influence over another. An effective description of this is the Spanish conquest and colonization of the “New World,” especially the Aztecs and Incas. This example, though quite large in scope, and as pointed out by Diamond, has occurred throughout human history in large and small ways involving a multitude of others groups of people, both known and unknown.

In short, I believe Diamond does well in addressing  the impact and luck of geography and resources, as well as, the influences of more innate human characteristics and variety. The debate of nature versus nurture is here too contained. In the past, and not only in recent history, humans have expressed understandings of success in terms of innate differences which must exist between people - obviously though, those in power and dominate are able to define and express such ideas. However, Diamond looks beyond this and recognizes the complexity, and ultimately more profound influence of reality, nurture. In this sense though, it is not simply human nurturing and choice, it is the opportunities presented to humans, in difference places, at different times, to take advantage of their earthly surroundings and the ability to nurture developments, or not.

Jared Diamond

This read is filled with a plethora of well detailed examples which come to show how access, or not, to certain elements leads to the success and superiority which has been described and known by those in power, throughout history. So, today, when certain people look down upon others and their lack of some qualities or characteristics, Diamond’s historical analysis provides engaging insight beyond and through the bias.

Who we are presently is the result of all the past experiences of the human ancestors who preceded us, and furthermore, our development and success, in comparison to other humans, is simply more so the result of the access we have had to a confluence of resources and circumstances which allowed us to dominate other groups of humans with less access to the same. As groups of humans defined through sociological processes, we are no more intelligent, healthy, or physiologically better than the whole of humanity understood to exist through anthropology, biology, and any other area of study.

“We all know that history has proceeded very differently for peoples from different parts of the globe...Those historical inequalities have cast long shadows on the modern world, because the literate societies with metal tools have conquered or exterminated the other societies. While those differences constitute the most basic fact of world history, the reasons for them remain uncertain and controversial.” In this work, Diamond splendidly explains how, “History followed different courses for different peoples because of differences among peoples’ environments, not because of biological differences among peoples themselves.”

Please give the ideas of these pages the opportunity to share with you a detailed perspective of human experience which reaches far into the depths of history, beyond even the earliest written language. Diamond’s words will likely cause you to become lost in thoughts of the past. However, at the same time, he’ll take you to definitive places of demonstrable purpose leading to a better future understood through the context(s) of human experience.

Hiroshima: The President's Visit

Hiroshima: The President's Visit 29 MAY 2016
Following the President's visit and speech at Hiroshima, I have observed a sad number posts criticizing President Obama for "apologizing" for the use of nuclear weapons against Japan during WWII. To clarify, what I must assume is information from an incredibly biased source and a limited opportunity to find and utilize reliable ones, please take a moment to read the text of the speech he gave while visiting Hiroshima. If you're not a reader, I'll post a video too.

I have often asked students to ponder how the killing of civilians is justified in connection to the principles which define this nation. Too, I challenge them to consider how Hiroshima and Nagasaki compare (and contrast) to the events of September 11, 2001. How is one act justified, and the other not.

This Memorial weekend, I am astounded by the defense of killing of civilians (arguably innocent) to end war. The magnitude of the impact of those two bombs was intensely magnificent then, and so, it remains yet today. The President states quite effectively a point and hope, which should resound upon all our minds and hearts regarding violence, war, death, and killing this weekend. Are we not better, smarter, and more compassionate than this? The past presents an opportunity to learn and improve. However, if we do not think about it, question it in a multitude of ways, and strive for a better world, what good is our intelligence. This though, echoes the President's words. We possess so much intelligence and potential yet the base reaction of selfishness remains.

The President did not apologize, and his words speak directly to what Memorial Day should be about - creating a better world where the lives lost encourage us to seek compassion, understanding, cooperation, and peace. To not recognize the beauty of this visit and his words, to criticize and ignorantly object upon falsities derived of pretense is dangerous, (and yes) ignorant. It is a disgrace to all the lives lost to war, to not hear, to not see, to not recognize, and too, to not agree.

The visit. The words. Together, the action. This is Memorial Day.

The Second Homeland: Polish Refugees in India

The Second Homeland: Polish Refugees in India 16 JUNE 2016 (1846)

Recently I finished a pretty interesting read regarding a not very well known group of people and their experiences during, and shortly after, World War II. As the title reveals, there were a small (yet significant) group of Polish refugees who found their way to India. This book is an effort to highlight Indian compassion and cooperation with a group of people without a nation, similar to the Indian experience as a colony of Great Britain. The author often attempts to reinforce this idea, though mostly in subtle ways.

As many people likely know, Poland was initially split between Germany and the Soviet Union early in the war. This story focuses upon the experience of mostly orphans who originally lived in the eastern part of Poland and came under Soviet occupation. The book details with explanation and facts, as well as a plethora of primary sources, the experience from occupation, to India, and after. In nearly all cases, the orphans became such, as the result of parents, usually fathers, being deemed to be a threat to communist ideals, and the families (mother and children) being sent deep into the Soviet Union. There, the families came to know deprivation, starvation, and death. Parents and siblings were whittled away from the lives of these young Poles.

Ultimately, an agreement was made between the British government (and allies) to arrange for Polish units to be formed and serve in the British military’s hierarchy. Some families of these soldiers and many orphans were allowed to leave. The author does quite well in detailing the complexities of these arrangements and the preparations necessary for it to be a success. Too, Bhattacharjee includes a vast collection of primary source documents written or transcribed from members of one particular camp which was eventually established in India. These were, to me, the most fascinating part of the read, not considering the story itself, as the daily experiences of the camp members were well shared in each, their entirety. I especially appreciated the day-to-day details of the camp and its people, as well as reflections.

Anuradha Bhattacharjee

My only criticism, originating in selfish demands, was the quality of some of the writing of the Indian author. It serves the reader well to remind yourself of English being her second language, and likely learned according to British influences. There a number of grammatical errors discovered while reading and numerous confusing explanations with interesting vocabulary. So, all things considered, Bhattacherjee is commended for her writing and explanation - something I could never do in another language.

If you’re looking for a very interesting read regarding a trying time of human experience filled with unique human effects and perspective, please consider giving this book a read.

A Hard and Heavy Thing

A Hard and Heavy Thing 20 MAY 2016 (0804)

I knew of this book and placed it upon my reading list; however, it was not until I met the author only a handful of hours before I opened the free copy he signed and handed to me, I actually decided to read it. As I listened to him speak, I knew these pages would be...special and impactful. Too, David Chrisinger (See Me for Who I Am), had told me again and again Hefti’s words and thoughtfulness in his writing would be such.

I finished this book over the course of four days, opening its pages the first night after receiving it and staying up late, staying up late other nights, and again each morning, immediately after waking. I wanted so badly to read it all at once. I wanted to know it all. What happens to them? What happens to me? I know better though.

This book demands you to process and think. Yes, you relate to the characters and want to follow them, hoping for the resolution of perfection and happiness. You hope it for the characters you come to know as people. You hope it for Hefti. You hope it for yourself. You hope if for all of us. These words are, in so many different ways, each of us, or at the least, someone we know and are close to. These words are of those we have known in the past, whose stories scream to us - they wanted peace. They took it, their life, the choice, done.

The fictional nature of this read caused chaos upon my mind. I was torn by this concept of fake vs real. What a narrow thought it was.  I had met Hefti before reading this, and so, at first, I saw him as I read. Though it is him, it is really us we see in the story. We imagine what we know. Quickly though, and especially in reflection, you come to appreciate perspective. You see inward and outward are each definitive of and for us. This fiction is the most truthful expression possible, and not only this, it allows a deeper, more meaningful connection for each reader. Embrace it.

A unique quality of this read are the brackets of thought interjected throughout, especially early on. I see this as an opportunity to look inside. I found myself focusing whenever brackets appeared. I read carefully, and then, I read again. Often, I would rest the book on my chest and ponder. Yes, think. Feel. Remember. Know.

Lastly, I appreciate the honest and real struggle. The rationale. The confusion. The pride. The shame. The value and worth. Questions. Why? Why? Why? How?

Matthew Hefti

Everyday we remember. We try to be “normal” and live  our lives like Nick (worth living) and Levi (wanting to feel life and actually live).  Our peace comes in learning what to do with this Hard and Heavy Thing. Do we learn to carry, set down down, or share it?  A great read.

"Life was a story, and a story was nothing more than a promise that something bad would happen. It was a promise that people would desire and want and ache and burn, but it was not a promise that they would find what they sought."


Amazon: Please consider taking a peek at this book and, maybe, purchasing if you find it of interest.

American Revolution History Challenge (iRLO)

Ahh…nothing like the last minute. I love pressure.
In creating this iRLO, I invested many, many hours of thought and time. It was VERY challenging to me because of the interconnected and complicated nature of programming. I would like emphasize my appreciation for the simplified process we utilized through the Scratch program. Scratch took most of the work out of true programming and I am lucky to have it as a resource.

Now that I have working model and can adapt it to meet my future needs, I am very excited about the potential for creating multiple activities related to class material and content. I believe these programs are an excellent way to engage students with material. However, I will, over the course of time, improve the questions, add visual appeal, and MUST attempt to incorporate sounds to reinforce the interactive nature.

I am very interested in utilizing this type of program because it is easily accessible outside of school, and if developed appropriately, very engaging with a very broad scope and depth of content. There is a ton of potential here…

American Revolution History Challenge (Scratch Program)

B.8.7 Identify significant events and people in the major eras of United States and world history

The iRLO is developmentally appropriate for 6-8^th grades and probably 9-12^th grade as well depending on individual student needs. The standard I have selected is specified for 8^th grade students but is applicable to younger students as preparation for the standard. Furthermore, it is appropriate as a refresher for students who have theoretically already achieved the standard. I like the statement, “If you don’t use it, you lose it.”

The iRLO is developmentally appropriate because the questions are general and highlight significant events during the American Revolution. The wording of questions and answers may be challenging for some students, but the words can be changed to suit the needs of students.

My iRLO is a simple program which asks a series of questions related the history of the American Revolution. The question list is short (only seven questions) but definitely challenges students recollection and/or study skills to find the correct answer.

The iRLO is interactive through the student/user needing to click images and press letter keys which correspond to correct answers to questions. I have included my peers’ suggestions to include responses for incorrect answers, thus increasing the interactive nature of the program. I also changed the timing of words being displayed on screen increase the efficiency of the activity.

Rethinking a Technology Dominated World

Oooh...that last chapter.

After reading the last chapter of Rethinking Education in the Age of Techonology, I am full of many, many reactions, notions, and feelings. Overall, I agree the current system of the institution of school needs to change in big ways for it to be more effective; however, I whole-heartedly resist the idea that the place and purpose of "school" will one day be inneffective and pointless. I do no like the idea of certificates and of students choosing to work versus continuing thier education as soon as middle school. (The suggestion of an eigth grade understanding of math is a joke...right? I hope so.) There is a great benefit to being exposed to, challenged, and required to develop an understanding of a variety of broad topics. The challenge is making interesting and meaningful. 

The sentence which means the most to me is, "The rethinking of education that we promote with this book should aim towards strategies that provide access to the new educational resources for everyone in society, and give people the motivation to take advantage of these resources. This demands rethinking education not in isolation, but considering the interplay of society, education, and learning" (pg 129). I love this sentence; however, the vision and direction the authors see is nothing like my own. I agree in attempting to incorporate technology as a supplemental, engaging, and useful tool/resource, but I will always emphasize the importance of individual thought and contemplation before "asking and searching" for the answer online. The ability to search, evaluate, and decipher informational sources should be emphasized as well due to the increasing diversity and amounts of information available, but becuase I recognize the potential for abusive and inappropriate uses of many forms of technology, I will emphasize and model moderation and responsible utilization.

Interactive Learning Communities

Also, it is my goal to engage students with the material which interests them, but within the required content areas I teach. I will allow as much leeway as possible, but in the end, student focus should be upon a variety of material content. This is a challenge, but is very possible through creative and flexible assessments which utilize individual student interests and strengths. Furthermore, I believe that by attempting to and finding ways to incorportate parents/guardians and other community members into the learning process, relevance of material through opinoins and express creates itself. If recognizable figures and members of students' lives have reactions, thoughts, and feelings about material, then so too will students, even if only on a much smaller level. It is my goal to create an interactive learning community between myself, students, parents/guardians, and larger communities. In this way, I will make learning real.

Habits of Mind

1) From what viewpoint are we seeing, reading, or hearing this?
2) How do we know what we know? What's the evidence, and how reliable is it?
3) How are things, events, or people connected? What is the cause and effect? How do they fit?
4) What if...? Could things be other-wise? What are the alternatives?
5) So what? Why does it matter? What does it all mean? Who cares?

These are an incredible series of questions which all people should ponder at all times. I will incorporate something similar into everthing I attempt to teach.