Tuesday, October 4, 2011

Canoe Trip on the Chicago River

Our junior class of IGSS rowed for 3+ hours on the Chicago River with social studies teacher Colby Vargas and science teacher David Rafferty-Flatter. The purpose was to collect/test water samples at four points along the river while observing wildlife and industry along the way. Blessed with beautiful weather, we were able to view ducks, geese, and even a turtle sunning along the shores.



Chicago Water Quality Tests
Each test will be done with the 4 samples collected on Monday.


  • Ammonia Nitrate - nitrates in conjunction with phosphates stimulate the growth of algae
  • pH - solutions in pH range of 4-9 are not considered hazardous
  • Chlorine -disinfecting agent
  • Chromium - enters a water supply through discharges of industrial wastes - potential carcinogen
  • Copper - essential element to the human body; large does are harmful, causing liver damage
  • Cyanide - extremely toxic - found in water containing waste from metal finishing
  • Iron - high levels indicate water contaminated by acid mine wastes
  • Phosphorous - stimulates the growth of algae
  • Silica - some scientists prefer not to see this in water
  • Sulfide - rotten egg ordor in high concentrations


Students noticed that water closer to the city center smelled better and has less toxic chemicals in it.

Thursday, September 22, 2011

Some Video from the Social Good Summit in New York this week!

Watch live streaming video from mashable at livestream.com

What do we know about Ishmael?

Herman Melville
Starting the reading/study of Melville's Moby Dick!
From Novels for Students:
"Moby-Dick; or, The Whale chronicles the strange journey of an ordinary seaman named Ishmael who signs on for a whaling voyage in 1840s Massachusetts. A thoughtful but gloomy young man, Ishmael begins his odyssey in New Bedford, Massachusetts, a prosperous whaling town and crossing point to the island of Nantucket. Arriving on a dark Saturday night in December, he finds cheap lodgings in a waterfront dive called The Spouter Inn. There he is forced to share a bed with a South Sea islander and "cannibal" named Queequeg, a fierce-looking harpooner covered with tattoos and carrying a tomahawk and a shrunken head. After some initial uncertainty, the two become close friends and decide to seek a berth together on a whaling ship. Before leaving for Nantucket, however, Ishmael decides to visit the local whaleman's chapel, where he sees memorial plaques to lost sailors and hears a disturbing sermon about the prophet Jonah and the terrors of the whale."
Markham is so excited to be discussing his favorite novel of all time. What do we know about Ishmael from the first chapter?
Call me Ishmael (an imperative)
Tormented young man
Angry
in exile
Uses the sea as therapy
We see water as an escape
Connected to water
Loves to explore
Does not want power
Wants to work
Perceiving horror; intuition
Concerned with the ungraspable phantom of life
Doesn't have money
Trying to figure out about the living essence of the whale


Ishmael - biblical allusion --son of Hagar and Abraham is the forefather of the Arabs

How does he come to become part of humanity by the end of the book?
At the end of the novel, when Ahab and his crew are all killed by Moby-Dick, Ishmael is the only one to survive. Finding a coffin (carved with the secrets of life which nobody can read) that had been built for Queequeg when he had become gravely ill, Ishmael manages to survive the sea until he is rescued by another ship.


Biblical story --Fall of Man:  God expels Adam and Eve from the Garden of Eden
Losing our idyllic status  is reflective of our inability to grasp the phantom of life

Ahab - his reason to stay alive is to get revenge on the White Whale

Epistomology - addresses the questions: * What is knowledge? * How is knowledge acquired? *

These questions inevitably come up when you seriously reflect on who you are:


What are you?  Where are you?  What are you for?  If you realize that the ungraspable phantom of life - everything becomes a wonder, an amazement.

Chapter 1 Loomings:  Fates are weaving

Three Fates in Greek Mythology
Clotho - Clotho was responsible for spinning the thread of human life.
Atropos - chose the mechanism of death and ended the life of each mortal by cutting their thread with her "abhorred shears." Lachesis - measured the thread

Foul Water Lab - September 21

On Wednesday, Jr. IGSS students worked in the Science Lab on a Foul Water Lab.

Their task involved trying to figure out how to purify or "clean" a sample of foul water by using any provided materials (sand, gravel, dirt, oatmeal, charcoal, liquid soap, salt, etc).  They were given many materials, not all of which were helpful.

They were instructed to write down the results from each substance used to purify - and whether or not it worked, observing how it looked and smelled before and after purifying.

Some students even worked with heat, which did help!  Students did a great job cleaning up that nasty looking water!
working on water clean up



progressively cleaner water 

Monday, September 12, 2011

U.S. Customs and Border Patrol Speaker - Mr. Brian Bell

Former Trevian Mr. Brian  Bell -was invited as our speaker today. The main purposed of  U. S. Customs and Border Security to protect our nation against terrorism.

Bell was on the scene during Hurricane Katrina - August 29, 2005

1835 Gulf residents died in the hurrican and subsequent floods, the majority in Louisiana

It is a bowl which sits below sea level. 80% of New Orleans was flooded.

FEMA has emergency support functions (ESF) for when the President declares a disaster.  They only come in when called in by the Federal government.


September 6th 2005- U. S. Customs and Border Security called by FEMA for briefings in Washington, DC. Four officers were deployed for this meeting from Chicago.  Directions, instructions seemed confusing and unorganized. e.g. * always have dog biscuits in case you encounter wild dogs??

Then sent to Orlando FL for further training. Found out that their task was to be individual assistance; enter data in computer about victims.  Also got training on sexual harassment. Also had training on transportation systems they had no access to.

They had no idea what they were doing for the 4 days of training in Orlando.  They were asked where they'd like to go.  Everything was really casual and non-hurried.  Aggravation/frustration levels about ineffective instructions and training.

Arrived in  FEMA Joint Field Office in Baton Rouge, one hour from New Orleans.   It appeared like a war zone.  There was a lack of coordination.  Nobody knew who was doing what. Nothing set up for their sleeping arrangements. Options: Tent City - untenable due to the heat or JFO (Joint Field office).  3 showers for 400 people.  This was also a storage area for resources such as bottled water.  No provisions for how ready-to-eat meals/water to get delivered to the people.  There were no instructions for days.

They made their own decisions of where to go to help and how to get there.  Their group chose to go to an easy to access area - Lakeview which was almost overlooked because it was a more affluent area.  Went in boats, house to house to see if victims needed assistance.  They cut through roofs to search attics.  It took a few weeks to pump out the area and then do house to house searches. Any standing building was searched for people.  The moldy smell and lack of sound was overwhelming.   Bell showed us amazing photos of the devastation and destruction that the flooding and storm surge wrought upon the houses and neighborhoods.

There was really no accountability to FEMA.  This search team was on its own without FEMA support. They did what they could.  This team "did what they wanted" without any instructions from FEMA.  They checked in to a FEMA command post a few weeks later and were sent over to the SuperDome.  FEMA was a bad word by this time, so the team changed out of their official uniforms.  Civilian clothing was a must because the citizens were so outraged by the civilian population.   The environment was so volatile  that they didn't want to risk being recognized in public.

Then they were given an assignment to start fingerprinting contractors and new FEMA employees who were helping to clean up. There were background checks being done on those being allowed into this environment.
Hundreds of people coming in needed jobs and they spent time fingerprinting them.  The FBI asked them to go to Gonzales outside of Baton Rouge where there was a temporary morgue.  They had to fingerprint the dead at the morgue. The morgue was a very professional, serious site whose job it was to inform people about missing loved ones.

Next assignment was Grand Isle, which is a barrier island in southern Lousiana where Katrina first hit land. The damage knocked out satellite communications for television, radio, etc.  Here homes are built up on stilts to protect against storm surge.  Cars were strewn all over.  They did a search here for more victims. They spent about 45 days total in Louisiana doing search and rescue.

To what extent did FEMA mess up during the catastrophe?  They did not have proper organization and accountability during disaster response.  Many lessons have come out of this disaster.  As a rescuer it it very dangerous because you did not know what you would encounter.  FEMA is an absolutely essential function to protect the public for the response after the event. Disaster recovery funds are needed in many areas of the country which are prone to hurricanes, wildfires, tornadoes, and earthquakes.  Now there is much better inter-agency cooperation.

Saturday, September 10, 2011

If a Tree Falls: A Story of the Earth Liberation Front September 13


If a Tree Falls: A Story of the Earth Liberation Front

If a Tree Falls: A Story of the Earth Liberation Front explores two of America's most pressing issues — environmentalism and terrorism — by lifting the veil on a radical environmental group the FBI calls America's "number one domestic terrorism threat." Daniel McGowan, a former member of the Earth Liberation Front, faces life in prison for two multimillion-dollar arsons against Oregon timber companies. What turned this working-class kid from Queens into an eco-warrior?
A co-production of ITVS. Winner of Best Documentary Editing Award, 2011 Sundance Film Festival.

Watch the full episode. See more POV.

The Social Good Summit 2011




"The Social Good Summit unites a dynamic community of global leaders to discuss a big idea: the power of innovative thinking and technology to solve our greatest challenges. For four days, about 3,000 individuals will attend the event in person and thousands more around the world will tune in via Livestream. Tickets are on sale now at the summit’s Eventbrite page and you can RSVP for the livestream if you’re unable to join us in person."

The most innovative technologists, influential minds and passionate activists will come together around the shared goal of unlocking the potential of new media and technology to make the world a better place.
Confirmed Speakers:

Just did an RSVP for live streaming of every session -- free!  September 19-22 (1pm - 5pm) for four days. 

Wednesday, August 31, 2011

Zeitoun Discussion Questions

Watching the award winning documentary: Trouble the Water.

Leading up to Hurricane Katrina


According to the author, was Zeitoun’s decision to remain in New Orleans after a mandatory evacuation order an act of hubris or one of compassion? If both, then which outweighs the other?


In what ways does Zeitoun’s life before and during Katrina challenge or reaffirm the notion of the American Dream? What can we learn about The American Dream from Zeitoun’s experience?


Can one ever fully prepare for a natural disaster such as Katrina? Whose responsibility is it make sure states, cities and homes are prepared for these events?


Katrina Strikes


What happens when organization breaks down? Where do you see examples of poor organization in Zeitoun? Who is in charge? Who should be in charge?


Was Hurricane Katrina a natural or man-made disaster?




New Orleans, LA, August 30, 2005 -- People sit on a roof waiting to be rescued after Hurricane Katrina. New Orleans is being evacuated as a result of flooding caused by hurricane Katrina. Jocelyn Augustino/FEMA



Source: http://www.photolibrary.fema.gov/photolibrary/photo_details.do?id=14512
Immediate Aftermath of Hurricane Katrina
FEMA was roundly criticized for how it handled pretty much everything in New Orleans. How do Zeitoun’s experiences relate to these criticisms?


Considering Zeitouns’ experience with authority and the stories we’ve read about Danziger Bridge, Algiers Point, etc. Is there any explanation or justification for the treatment US citizens seem to have received at the hands of police, etc.


What happened in the superdome? What happened in “Camp Greyhound”? What is going on with this super charged human aggression that’s right below the surface?


Are there any universal human rights that are made apparent by this story? Examples: Right to fair trial. Right to phone call. Right to practice any religion. (Note: this question hides another, more basic one: is there such a thing as a universal human right?)


Aftermath and Legacy: Meaning for America


Are the darker parts of this story story more about an innate human aggression or innate human fear?


Based on the book, evaluate how the Qur’an influences Zeitoun’s and Kathy’s understanding of their place in the world and their responsibilities to others. Do their thoughts and actions alter your understanding of Islam?


What principles ought to guide and govern our actions in a diverse/pluralistic society? Is there anything to which we are all accountable?


How does the shadow of 9/11 impact Zeitoun and his family? Is this “shadow” an entirely negative thing?


Given what happens to Zeitoun, do you think he would choose to stay in the city again. Do you think you would stay?


How much, if anything, does a national government owe its citizens in a time of emergency or crisis? Answers might range from “ 24-hour care and protection from cradle to grave” to “very little. Bad things happen and people need to cope”.


How do we feel about Kanye’s claims about inequality in our country?


Controlling the weather has been investigated and attempted throughout history for many reasons. In fact, weather control has been outlawed internationally for war purposes. Should we be research controlling the weather if it means preventing events such as Katrina from striking the United States? How would we weigh the benefits and costs?


Are people displaced by Hurricane Katrina “refugees”? Why would they be upset by this label?


These documentaries, and to some extent Zeitoun, are extremely critical of US government and authority in general. Does the “democracy” of films like these justify the loss of trust and unity that our country feels as a result?


If one believes that human action or choice had something to do with Hurricane Katrina (climate change, slums in New Orleans, a long history of racism), just who is responsible? Does the responsibility extend to those of us disconnected from New Orleans?


“We weren’t American enough for the rest of America”. (Jana Napoli)
“Did all that really happen? Did it happen in the United States?” (Kathy)
“I thought I lived in the United States of America, until a couple of days after Katrina.” (Congressional representative)

Saturday, August 27, 2011

Resources for September 11

New Trier Librarians have assembled the "best of the web" for Teaching/Learning about 9/11. Many wonderful resources are available because it is the 10th anniversary of the terrorist attacks.

Librarian Linda Straube shared resources posted by Sue Polanka's blog: "No Shelf Required"
ebrary has developed an open access collection of e-books related to the events of September 11th at http://site.ebrary.com/lib/september11/. Libraries can include that link on their homepage and enable anyone with access to an Internet connection to download and read any or all of 15 full-text e-books throughout September. The selection includes:


Reclaiming the Sky: 9/11 and the Untold Story of the Men and Women Who Kept America Flying, Tom Murphy, AMACOM Books, 2006

11th of September and the International Law of Military Operations
, T.D. Gill, Amsterdam University Press, 2009


War on Terror and American Popular Culture: September 11 and Beyond
, Andrew Schopp & Matthew B. Hill, Fairleigh Dickinson University Press, 2009


We Are All Suspects Now: Untold Stories from Immigrant America After 9/11
, Tram Nguyen, Beacon Press, 2006


Protecting What Matters: Technology, Security, and Liberty since 9/11
, Clayton Northouse, Ramon Barquin, & Jane Fishkin, Brookings Institution Press, 2005

Tower Stories: An Oral History of 9/11, Damon DiMarco and Thomas Kean, Santa Monica Press, 2007
After the Terror (Expanded, Revised Edition), Ted Honderich, McGill-Queen's University Press, 2004
Discouraging Terrorism: Some Implications of 9/11, Neil J. Smelser, National Research Council Staff, and Faith Mitchell, National Academies Press, 2002


Terrorism: Perspectives from the Behavioral and Social Sciences, National Research Council Staff, National Academies Press, 2002
VIEW THIS TITLE
Internet Under Crisis Conditions: Learning from September 11, Committee on the Internet Under Crisis Conditions, National Academies Press, 2003
Shock of the News: Media Coverage and the Making of 9/11, Brian Monahan, NYU Press, 2010
The Victims of Terrorism: An Assessment of Their Influence and Growing Role in Policy, Legislation, and the Private Sector, Bruce Hoffman, Anna-Britt Kasupski, & Bruce Hoffman, RAND Corporation, 2007
Scapegoats of September 11th: Hate Crimes and State Crimes in the War on Terror, Michael Welch, Rutgers University Press, 2006
Holy Terrors: Thinking about Religion After September 11, Bruce Lincoln, University of Chicago Press, 2008

Civic War and the Corruption of the Citizen
, Peter Meyers, University of Chicago Press, 2008



This is a fully-functional site with access to all of ebrary’s research tools at absolutely no cost.

Friday, August 26, 2011

A Very Special Street Art Film



"Very thought provoking as art should be........" Is Banksy's film just as self-promotional as MBW's art?
New York Times Review
The Guardian
Sundance Review
The Chicago Sun Times - Roger Ebert
I loved the zany Mr. Brainwash most of all and Banksy's film is so much fun! Now on DVD.

Tuesday, August 16, 2011

The World Becomes What You Teach

Zoe Weil is the co-founder and President of the Institute for Humane Education (IHE), working to create a world in which we all live humanely, sustainably, and peaceably.

I like her idea of developing in students the capacity to become "solutionaries" who can tackle problems to improve the world. I think that IGSS is moving in the direction Weil envisions for all students.

Zoe Weil shares her vision of schooling:




I will be ordering her 2009 book: Most Good, Least Harm: A Simple Principle for a Better World and Meaningful Life 
for the New Trier Library collection.  From the Amazon description:

"Weil explores direct ways to become involved with the community, make better choices as consumers, and develop positive messages to live by, showing readers that their simple decisions really can change the world. Inspiring and remarkably inclusive of the interconnected challenges we face today, Most Good, Least Harm is the next step beyond "green" -- a radical new way to empower the individual and motivate positive change."



Thursday, August 11, 2011

Creaza: Cool New Tool for Digital Storytelling






Discovered this new tool on Twitter today: Creaza --video editor which works with any camera device
No need to worry about codecs and extensions....


From the website:


Shoot and capture media with your mobile phone or any camera device, and sync it to your private media library in the cloud.
Shape and edit your media clips with professional-looking titles, transitions, effects, animation, music and narration.
Share and collaborate in an online workspace and publish your movies to social networks and video scrapbooks.


This one looks like a winner for classroom projects.   A sharing/collaboration features allows you to invite others in to edit the film. It's all stored in the cloud and even allows for HD - movies can be exported with a resolution up to 1080 pixels. No installation or software is required and all files are safely stored. 


I signed up for the waiting list; it's in Beta right now and will hopefully be getting an invitation to try it soon.

Wednesday, August 10, 2011

What Happened on the Danziger Bridge? PBS Frontline


Watch the full episode. See more FRONTLINE.

From Frontline:
"The shootings by police on Danziger Bridge on Sept. 4, 2005 have become one of the most infamous moments in the post-Katrina history of New Orleans. Five NOPD officers are now on trial in federal court facing charges stemming from an incident that left two people dead and four seriously wounded.
It was clear and hot that Sunday when a dozen police officers drove onto Danziger Bridge, guns firing. They had been called to the scene after receiving a distress call about a fellow officer under fire. But the only other people on the bridge at that moment were eight individuals, all of whom say they were walking across the bridge in search of food and medicine. None had any weapons, they say. When the police started firing the eight civilians ran and sought cover -- no one returned fire.
Prosecutors say that after the shooting stopped, the police -- realizing a possible "bad shooting" of epic proportions -- almost immediately started fabricating a cover-up. Five officers on the bridge that day have cooperated with federal agents and are expected to testify about creating a seamless narrative of their innocence and planting a fake gun -- in NOPD parlance, a "ham sandwich" -- on the scene.
The Danziger Bridge trial marks one of the U.S. Department of Justice's most significant criminal prosecution of police since the early 1990s. It is also what many in New Orleans hope is a final chapter in the long history of corruption and violence in the NOPD."
Update from Frontline:

Verdict: Five NOPD Officers Guilty in Danziger Bridge Shootings, Cover-Up

A federal jury today found all five Danziger Bridge defendants guilty of the shootings that killed two civilians and seriously wounded four others in the days after Hurricane Katrina. The jury also found the officers guilty of a massive cover-up that lasted nearly five years. Five NOPD officers had previously pleaded guilty in the case.


Read more: http://www.pbs.org/wgbh/pages/frontline/law-disorder/blog/2011/08/verdict-five-nopd-officers-guilty-in-danziger-bridge-shootings-cover-up.html#ixzz1UeNdUUQJ

Monday, August 8, 2011

Rationale for School Gardens

Not all government resources are wasted! The Library of Congress offers some wonderful resources on School Gardens. These are worth investigating as IGSS students pursue the development of a school garden.

View this webcast by Constance Carter, Head of the Science Reference Section, Library of Congress, explaining the history of the school garden in America and describing reasons why school gardens are making a comeback.

The American Memory Collection has wonderful resources for the history of school gardens:


America From the Great Depression to World War II
Search on school gardens to find images of school gardens and children's victory gardens.
American Landscape and Architectural Design
Images of school and children's gardens in New York, NY.
Garden and Forest (1888-1897)
Search on school gardens to find articles on school gardens.
Juvenile Nature Literature and Nature Pedagogy, c.1850-1920 from The Evolution of the Conservation Movement, 1850-1920
Bibliography of print material documenting the development of late-nineteenth- and early-twentieth-century juvenile nature literature and pedagogy, including what was known as the "nature study" movement in American education.


Additional Information on School Garden programs:


American Horticultural Society: Youth Gardening
An array of resources (see links at left) assembled to help young gardeners, including schoolchildren, by a major national gardening organization.
Chicago Botanic Garden: School Gardening
Information and links about the Chicago Botanic Garden's extensive school gardening program.
Edible Schoolyard
An innovative school gardening program created in collaboration with chef Alice Waters.
Gardens for Learning: Creating and Sustaining Your School Garden
A comprehensive, downloadable guidebook created to support today's school-gardening movement, by the California School Garden Network.

Wednesday, August 3, 2011

How Much Is Left? The Limits of Earth's Resources, Made Interactive


How Much Is Left? The Limits of Earth's Resources, Made Interactive

This Web-only article is a special rich-media presentation of the feature, "How Much Is Left?," which appears in the September 2010 issue of Scientific American. The presentation was created by Zemi media.

How Much is Left?

New Trier Organic Garden