Be careful: the church’s Youth for Human Rights lessons are now available online.
A lot can happen in two years.
Two years ago, I wrote on Medium.com about a variety of educational materials offered by Youth for Human Rights International, a Los Angeles, Calif.-based human rights advocacy group. Back then, after doing some quick online research, I discovered that Youth for Human Rights International is actually a front organization of the Church of Scientology.
Recently, I checked back on the Youth for Human Rights website to see if it was still there, and if so, I wondered if it still offered the same materials and other propaganda extolling the virtues of the organization and its questionable humanitarian work.
What did I find?
A full online course. An app. A teacher dashboard so teachers can monitor student progress in the course.
Instead of sending away for the printed materials I wrote about two years ago, teachers can now instantly open an account, register as a teacher, and enroll their students to deliver human rights content from the Church of Scientology.
And don’t order the printed materials either.
Despite lots of United Nations name-dropping, the Church of Scientology has no business proclaiming itself as a human rights leader.
After all, there are several human rights that the Church of Scientology policies violate, which discredit its claim of being a leader in the field. I’m not an expert on the Church of Scientology, but if one reads even a moderate amount on this so-called religion, you’ll discover many questionable, unethical activities.
For now, here are three that I’m aware of: 1) the cult’s Rehabilitation Project Force, a forced-labor camp where cult followers are imprisoned to perform hard labor to compensate for violations they have allegedly committed; 2) the cult’s disconnection policy, which requires followers to separate themselves from friends and family members who criticize the Church of Scientology, and 3) the documented charges of physical violence and assault by David Miscavige, the church’s “ecclesiastical leader,” and other higher-ups.
Teachers beware: The Church of Scientology doesn’t make it obvious that it’s the force behind Youth for Human Rights International. Visit the YHRI website and you’ll find no connection to Scientology; however, visit Scientology.org and you’ll find numerous mentions of YHRI, its partner front United for Human Rights, and a heavy dose of grandiose language extolling the progress being made globally to advance human rights.
To be honest, human rights violations or not, when a cult is making inroads into American schools – even to promote an innocuous and noble cause – it’s unacceptable and dangerous.
In addition, providing a way for students to sign up for a Church of Scientology online human rights course is even more disturbing.
Despite negative publicity accrued over a few seasons of Scientology and The Aftermath, the Church of Scientology and its myriad front organizations are still operating.
The Church of Scientology’s attempts – including its new online course – to provide a curriculum to schools and to sign up students online is underhanded and dishonest… not qualities I would expect from an organization supposedly dedicated to the advancement of human rights around the world.
I keep tabs on the Church of Scientology and how it attempts to connect with classrooms. Thanks for reading again this week. And please let me know via email (firstname.lastname@example.org) if you are ever contacted by the Church of Scientology or its front organizations. I still receive emails from their offices regularly regarding their human rights curriculum.
I wrote the post below the week after the cathedral fire last spring; it pays tribute to the children’s book, Madeline, by Ludwig Bemelmans. By the way, I still have not located the copy of the book mentioned in the post. Darn.
Thanks for reading! If you’re a Madeline fan, please leave a comment!
The classic children’s book caused me to feel and understand the tragedy of the fire when I wouldn’t have otherwise
Photo: Ldorfman; Ldorfman [CC BY-SA 3.0 (https://creativecommons.org/licenses/by-sa/3.0)%5D I don’t possess any personal connection to the Cathedral of Notre Dame in Paris. I’ve never even been to the City of Light. I don’t have a selfie to post or a brochure or keychain from the grand gothic masterpiece that was nearly destroyed by fire last week.
At least, the book supposed to be here. I vaguely remember stowing it away in a box several years back in the attic for safe-keeping with other beloved and well-worn children’s books my daughter and son read with me in recliners and on couches some twenty years ago.
Last summer, my husband and I moved to a new city. Since we had learned about our upcoming move way back in January, I began searching for a new position about a month later. The local school district in our new hometown didn’t have any positions available. As a result, I decided to explore the many small rural school districts in the surrounding area.
One of the very first openings I noticed was at a school district about forty minutes away from our new home. I noticed the listing and checked out the school’s website. It looked like a promising possibility, but the forty-minute commute gave me pause. Still, I made a mental note to keep it in mind as I continued my search.
A couple more openings soon showed up in other schools. One was about thirty minutes away. Another was a tempting fifteen minutes away. Of course, a few more with forty-minute commutes similar to that first listing popped up in my search results as well.
I continued to prepare my resumé, samples of student work, and other materials that I knew I’d need when I would eventually start interviewing. And just about everyday, I logged on the job search website provided by my state’s department of education and looked for openings in the area.
One day about two weeks later, the listing at that first school I noticed was flagged as being recently revised. Hmmm… I wonder what’s changed, I thought.
I clicked the listing. A significant change had been made: the district’s school board had, a few days earlier, approved a four-day week for the 2019-2020 school year.
The four-day week is a relatively new concept that more than 500 districts across the country are exploring. Small schools, especially those in rural areas, can reduce operating costs and, in lieu of higher salaries, better attract and retain teachers by offering a shorter work week instead.
Well, that definitely changes things, I thought.
Without looking further on the site, I quickly assembled a resumé and emailed it to the school’s principal. Within a week, I had an interview scheduled. About an hour after my interview, I received an offer, which I accepted the next morning.
That four-day week stopped my search cold. Yes, it would mean school days that run about thirty minutes longer, but it would also mean one fewer day of making that forty-minute drive each way, which was the main drawback for me since I was transferring from another rural district with a comparable salary schedule. And now, with the prospect of a four-day week, saving time and gas were just the beginning.
After all, what teacher doesn’t fantasize about what an entire extra day each week would mean fortheir life?
That extra day means I can schedule a doctor or dental appointment without taking time off from work (and, by the way, costing the school the wages for a sub).
It means I can do my grocery shopping on a quiet Monday morning instead of a hectic Saturday afternoon when everyone else is roaming the aisles, too.
It means I can hang around the house and redo that cabinet I’ve been needing to paint, but just haven’t found the three or four solid hour it requires.
It means I can burn a pile of leaves if I feel like it.
Or bake a loaf of bread.
Or read a book.
Or write a blog post.
Or yes, even do some grading and lesson planning. (Yeah, it happens.)
And think about what an extra day means to younger teachers with small children. That’s one fewer day of childcare to pay for and one more precious day to spend with their infant or preschooler. As a mother (my kids are grown now), that extra day would have meant the world to me.
And mind you, I don’t have every Monday off at my new school. Of about forty Mondays in the school year, twenty-two are actual “no school” days where both students and teachers stay home. On the remaining sixteen Mondays, only teachers attend school to plan and take part in professional development (PD) activities, such as first aid workshops, a suicide prevention session, and technology training.
Fortunately, my district doesn’t pack these Mondays with PD sessions; I usually have four to five hours of time to spend in my classroom preparing for the weeks ahead. I accomplish so much on those days completing work that I would normally just take home in a bag anyway.
I love the four-day week my new school district voted to adopt last spring. The district plans to evaluate the change next semester to learn how it’s working for students, parents, and school personnel. Everyone’s needs must be considered, for sure, but we must remember that educating students must remain the number one priority.
For me, however, the four-day week means my weekends are long, luxurious, and wonderfully rejuvenating. Yes, I could earn more in a larger, better resourced suburban district closer to my home, but my smaller paycheck is more than offset by that one glorious extra day.
Thanks for reading! Have you heard of any districts in your area considering the switch to a four-day week? What are your thoughts? Let me know with a comment. And don’t forget to become a follower for more ELA posts. Here’s a link to a recent post.
I still use this assignment on a weekly basis, but I’ve added narrative writing to the mix by assigning what I call Essays of the Week (EOWs) every other week. These narrative assignments use prompts provided by The New York Times Learning Network. I select a grouping of prompts from the list and let students choose one to respond to.
Here are some photos of the rubric portions of my AOWs and EOWs. Feel free to comment, ask a question, or share this post.
I usually assign a new AOW or EOW on the first day of the week with a hard copy due one week later. AOWs usually take a little more time to go over. For example, after a bell-ringer activity and a mini-lesson that addresses a specific skill required in the rubric (such as using semicolons), these take the better part of the class period when we complete these steps:
introducing the assignment
going over the rubric and its specific requirements
discussing the writing prompt
reading the article aloud
watching any related video on the news story
EOWs don’t take as much class time, since there’s no article to read. We might go through each prompt choice, however, and do some discussion to help students come up with writing ideas.
Let me know how these rubrics work for you.
My adaptation of Kelly Gallagher’s AOW is a mainstay in my teaching. The AOWs build nonfiction reading skills, improve writing stamina, and increase students’ prior knowledge of the world around them. My EOW simply adds variety to our routine while giving them opportunities to write narratives.
Thanks for reading again this week! I appreciate any and all comments. In fact, this post was created in response to a comment posted just last week about this article.
Words we’ve recently learned include the following:
Read this post to learn about the specific activities we use to explore each word.
At times over the past seven to eight weeks,
I’ve wondered whether my vocab activities are becoming a little
stale. A little repetitive. Yawn-inducing.
And then over the weekend, as I reviewed second drafts of writing projects that students had turned in during writer’s workshop last week, I noticed two students had used the word “inimitable.” Do you know (of course, you do!) how gratifying it was to see my students using words they had recently acquired as a result of my “repetitive” vocabulary lessons?
I guess repetition has its merits, after all.
It’s easy to doubt myself. I do it a lot. My self-doubt has, at times, caused me to alter my teaching when I’ve suspected it wasn’t working. My self-doubt has, at times, even caused me to discontinue a particular unit or strategy.
And to be honest, I had thought about pushing the pause button on these vocabulary lessons. However, when I read the word “inimitable” in my students’ drafts, I changed my mind.
Exposing kids to new words during a four-day week’s worth of bell-ringer activities seems to be taking hold. When kids acquire new words and then use them to express themselves in poetry or a personal essay, that’s all the confirmation I need to stick with my plan. These two students have given me enough incentive to stay with these vocab lessons and not alter or discontinue them just yet.
Are you like me in this regard? Do you question whether your vocab instruction is helping your students? Don’t assume it’s not working. Continue to expose your students to new words that will give them the precision they need to fully express their ideas in writing. Don’t give up on your vocabulary instruction. Keep with it. Persevere.
This vocabulary pep talk has been brought to you by me. Seriously, vocabulary gets short shrift; kids need to acquire an extensive vocabulary as they transition to high school and college or the workplace. What are your tried-and-true vocabulary lesson ideas? Feel free to share and then follow my blog for more reflection!
My resources, my reservations, and my main reason to teach this book again
Right now, at my new teaching position at a rural high school in Missouri, one of my junior/senior level electives classes is reading The Red Badge of Courage by Stephen Crane. If you’re unfamiliar with The Red Badge of Courage, it’a a Civil War novel first published in 1895 that explores the effects of war on a young man named Henry Fleming.
According to this Glencoe Literature Library Study Guide, “The Red Badge of Courage is a profile of an inexperienced young soldier undergoing his first experience of battle. ‘The youth’ in the novel, Henry Fleming, makes a journey of self-discovery. But what he learns, and whether he learns, from his experiences is a point that is still debated.” In other words, The Red Badge of Courage is a novel that focuses on the psychological effects of war as much as it focuses on warring itself.
Before I started the unit, I consulted a private teachers’ Facebook group to get some ideas. Instead, I learned that many teachers aren’t crazy about the book. At all. For example, the sentiments below are actual teacher opinions about Crane’s novel.
I need suggestions for an alternative text to Red Badge of Courage. I tried to read it/listen to it and it was AWFUL.
It is suggested to do Red Badge of Courage, but I tried to read it and listen to it on audio, and I just couldn’t. It is not interesting…
This is the only required reading that I did not complete in high school. I. Could. Not. Stand. It.
Red Badge of Courage. Gag me with a spoon.
“Ouch. Really? Is it that bad?” I thought when I read those comments.
Yes, it is dry and monotonous at times. Those chapters where Fleming waits for directions, waits for battle, waits for any indication of progress in the war, do get long. However, as we learn from Fleming, that’s part of the war experience. The Civil War experience, to be exact. And yes, the Civil War was a long time ago, so maybe the book’s monotonous chapters and the book’s antiquated language and style (it was first published in 1895, after all) turns off these teachers.
And those teachers can have their opinions, for sure. But this little book–there are 24 chapters each about five pages in length–has merit if you look for it.
After all, there’s a reason it’s never been out of print: the book is not merely an account of war, but an account of how untested people deal with self-doubt, confidence, fear, and ultimately, courage.
Since this is the first time I’ve taught the novel, I realize I’m just “feeling my way.” In other words, I don’t pretend to have this figured out. In fact, my first experience with teaching the novel leaves much to be desired. However, I thought I would still share the handful of resources I’m currently using or plan to use in the next couple of weeks or so. Plus, I’m secretly hoping that, if you’ve taught this novel before, you’ll share some tips and ideas in the comments below! (See what I did there?!) Here are the resources I’m using, listed in no particular order:
I currently use these writing prompts as bell work assignments. Journal prompts can become tiresome, though, so we don’t do these everyday. Students respond by writing a paragraph. We discuss them briefly as a warm-up to listening to the next two chapters of the book.
This unit plan is a fairly standard one and is aligned with Common Core State Standards. The focus is definitely on reading comprehension and vocabulary building. Writing exercises are scant and only require limited creative or analytical thinking. Although this unit plan is a full 67 pages long, I’ve only used about ten of those so far. I will, however, use its summative activities as part of a final assessment, to which I’ll add a reflective essay requirement.
Taking Fire is the definitive collection of modern war stories, told by the men and women who fought on the front lines of Afghanistan. Illustrated with real combat footage shot on helmet cameras and handy cams, this series plunges viewers into the heart of the action, giving a visceral experience not witnessed in news reports or traditional documentary portrayals of war.
Taking Fire follows the experiences of rookie recruits of the 101st Airborne division. Shot with helmet cams and other video cameras, viewers watch the daily activities—from mundane chores to real-life skirmishes—of these young men. It’s not difficult to see that these activities are similar to the experiences of Fleming, referred to as “the youth” in Crane’s book.
As we watch Taking Fire, it’s easy to appreciate a modern-day connection to The Red Badge of Courage. The soldiers in Afghanistan looking for land mines, waiting for action, and fighting boredom share the same concerns and emotions as Fleming does in the novel. They experience the same fears, the same guilt, the same self-doubts that Henry does. I love how Taking Fire has given The Red Badge of Courage a shove into current day concerns and emotions.
Stephen Crane’s characterization of Henry, the young recruit, rings as true today as it did during the Civil War —and we have Stephen Crane and the Discovery Channel, as well— to thank for that. Because it relates so naturally to The Red Badge of Courage, I have decided to watch twenty minutes of a Taking Fire episode about every other day in class…after we listen to our audiobook. (Let’s be real: saving the video for after the book is also partly a reward for digging into the book and its antiquated language and verbose descriptions.)
I also like the idea of comparing a TV series to a book… an important learning standard that requires students to access literature through various media. Noticing similarities and differences between the written page from more than a century ago to a contemporary high-tech televised war experience should lead to some rich discussions and critical thinking opportunities.
And yes, there is The Red Badge of Courage, the movie. It was made in 1951 and was filmed in black and white. I’m not planning on showing it because Taking Fire seems a better, more relevant fit.
Yes, I have occasionally read chapters aloud and have asked students to do a sort of reader’s theater activity while I read (where certain students read especially memorable lines). However, most of the class seems to enjoy the audiobook version more. Here’s the link to the audiobook on Youtube.
I hope to design an activity where students, at the completion of our reading the novel, explore the diary of an actual Civil War soldier. This will be a good opportunity for students to access and use primary sources, as well give them additional insights into the lives of young soldiers. Perhaps these diaries can be correlated to the experiences of Fleming as an additional part of a reflective summative assessment. There are numerous websites for this type of work. I plan to explore these other sites as well to find more diaries and journals:
I have a membership to LitCharts, and printed out the study guide to the novel at the beginning of the unit. The study guide includes a plot summary, detailed analysis, theme discussions, quotes, and character notes. Having this on my desk as we read, listen, and discuss helps me teach better and with more confidence. That’s because I occasionally struggle with comprehending as we listen, since I must also be continually surveying the room, making sure people are following along, staying off their phones, and participating. Having my LitCharts study guide handy is a good thing.
When you teach a novel for the first time
It’s always difficult to teach a novel for the first time, and as I wrote earlier, I don’t claim to be an expert on The Red Badge of Courage. In fact, for me, the most difficult aspect of teaching a novel for the first time is facilitating whole-class discussions. It takes me at least two to three teachings before I am able to spur meaningful discussions that blossom organically during a class period. This is my main deficiency with this particular text, at this point, and I’m aware of it. But I trust that better discussions will evolve with time. Next semester’s class will definitely have a better Red Badge of Courage experience.
To sum up this post, despite the fact that The Red Badge of Courage doesn’t receive much attention or respect from some teachers, and despite the fact that it’s my first time teaching it, I think I’ll stick with this book. It’s one I want to spend more time learning how to teach. I believe this book’s exploration of self-doubt, confidence, fears, and courage merit readers’ attention.
Thanks for reading again this week! I’ve taught Chasing Lincoln’s Killer in the past, so I’m game for Civil War-era books, but have you ever taught The Red Badge of Courage? Got any tips or ideas? I’m game for your thoughts. Follow my blog, like this post and leave a comment about your experiences with this novel.
Note: I published this post about a year ago when I first attempted an after-school NaNoWriMo program. This year, I have recently moved and am now teaching high school. I hope to eventually host a similar after-school NaNoWriMo program in my new district, but for now, I’ll just look back fondly on last year’s endeavor.
I’m finally doing NaNoWriMo with my students. Well, sort of.
All during November, about fifteen students ranging from fifth- through eighth-grade arrive in my room after school and write for forty-five minutes. I only know a little about what they’re writing. That’s because I’m busy working, too, on my own project… what I call my “historical memoir project thing.” Yes, you heard right. I’m doing NaNoWriMo and I’m not even writing a novel. Oh, well. You gotta start somewhere.
No, the NaNoWriMo in my classroom is not a full-blown NaNoWriMo experience. I don’t have the official posters, or the workbooks, or the full curriculum. But we’re still having a good time getting together after school and just writing.
From some conversations I’ve overheard around my classroom, I know some kids are writing fantasy stories. Some are writing sci-fi. One kid is writing about a worm. Regardless, each student is writing for themselves and that’s the key.
In case you’re unfamiliar with NaNoWriMo, it stands for National Novel Writing Month, when writers around the country write a first draft of a 50,000-word novel. There’s a youth version of this challenge, where students set personal goals to accomplish the first drafts of their own novels, and that’s what we are attempting in my classroom every day after school all November long.
I’ve thought about doing NaNoWriMo for a few years, and finally, last summer, I decided I would stop waiting to do it “right” and, in a nod to Nike, “just do it.” So, in June, I tested the idea with my students with a teaser post on my private class Instagram. Several were interested, including some recently graduated students who were disappointed that I hadn’t tried it when they were in middle school.
Jump forward to last Monday, Nov. 5, the first day on my calendar that we could meet. At the end of the day, when I was tired and definitely ready to lay out my plans for Tuesday and head for home, I asked myself Why did I ever decide to do this?!
However, now with that first week behind me, I’m so glad I “just did it” because my lame version of NaNoWriMo is already illuminating two truths that are easy to forget:
It’s amazing how dedicated kids can be when they’re personally motivated. The mood in my classroom during NaNoWriMo is quite different from my regular classroom, which always contains a few students with little desire to pursue writing. They distract others. They sharpen their pencils four times an hour. They need drinks and bathroom breaks. But after school during NaNoWriMo, it’s a different world. These kids are choosing to write, imagine, create, produce, and they go at it earnestly and with enthusiasm.
Some kids have writing lives outside of school. It’s gratifying to know that there are several students who are writing on their own, at home in notebooks, and online. They “own” these works… no teacher has asked them to outline their ideas, no teacher has asked them to turn in a synopsis or a summary.
Plus, these kids are excited to get to work. I’m amazed that—after eight hours of classes, mind you— my NaNoWriMo kids willingly (with smiles on their faces!) walk into my room with their coats and binders, drop them into a chair, get a laptop from the computer cart, sit down, and write. And think. And quietly chat with others at their table.
It’s a social get-together, after all. I bring snacks of some kind on Mondays, but for the rest of the week, the kids bring their own if they need to. Some bring an orange, some a small bag of chips or crackers, but most don’t bring food.
What they do bring is their imaginations, their productivity, and their determination to get something down on paper. I’ve made sure to tell them that NANOWRIMO is the time to shut off their “inner editor” and just get words on the page. Revision can happen later.
At the end of the hour, we fill out our word-count goal chart. On this chart, we’ve each listed our names with our word-count goal for the month at the far right. If a student reaches their word-count goal for the day (the monthly goal divided by the number of days in the month), they put an X on the chart in that day’s column.
We’ve kept our goals reasonable. Next year, we may be more ambitious. This is not a real NaNoWriMo after all. However, it’s a start. We each have a word-count goal. We each have a project to work on and the dedicated time to work on it.
Who would have thought that I would have accomplished real progress on my “historical memoir project thing” in just forty-five minutes a day… at the end of a busy school day… with twelve to fifteen middle schoolers in the same room?
Thanks for reading! Have you ever tried NaNoWriMo? How was your experience? Did you participate with your students or was it just a personal challenge?
I would love to try NaNoWriMo with my new high school students eventually, but first things first. This year definitely presents a learning curve for me with adjusting to older, more reserved older students.