The Bots are Coming! Better Re-think My Lesson Plans

S.H_Horikawa_–_Star_Strider_Robot_Close_Up

Here’s a suggestion for your back-to-school faculty meeting – take 15 minutes to watch Humans Need Not Apply by CGP Grey. Then have a discussion on it’s implications for your students and (your curriculum). Talking about robot invasions is way more fun than updates on new state tests.

The video’s thesis is simple – robots are coming for our jobs. Actually, they have already taken many of them. And it’s not just low-skilled labor they’re taking over.

… white-collar work is no safe haven either. If your job is sitting in front of a screen and typing and clicking — like maybe you’re supposed to be doing right now — the bots are coming for you too, buddy.

I’ll bet that accurately filling out a worksheet won’t be a valued bot-competitive skill.

Are the professions safe from bots? Not exactly. The video makes the case for bots replacing significant aspects of legal, medical and even creative work. (And I’d add teachers to that list.)

It begs the question – what skills should we be teaching to students who will have to compete against the bots for employment? I don’t think there are any easy answers to that question. But I’ll bet that accurately filling out a worksheet won’t be a valued bot-competitive skill.

As the video concludes:

We have been through economic revolutions before, but the robot revolution is different.

Horses aren’t unemployed now because they got lazy as a species, they’re unemployable. There’s little work a horse can do that do that pays for its housing and hay.

And many bright, perfectly capable humans will find themselves the new horse: unemployable through no fault of their own. …

This video isn’t about how automation is bad — rather that automation is inevitable. It’s a tool to produce abundance for little effort. We need to start thinking now about what to do when large sections of the population are unemployable — through no fault of their own. What to do in a future where, for most jobs, humans need not apply.

For full text of the video click here.

Image credit: S.H Horikawa – Star Strider Robot
By D J Shin (Own work) via Wikimedia Commons

#edcampPDX Back2School Edition: Twitter Archive

edcampPDX8-16-featured

We just completed our 10th edcampPDX – a chance to get pumped up for the new school year, network and share new ideas with our colleagues. Here’s our Storify Twitter archive. Check back for updates as attendees have time to reflect and tweet on the awesomeness we shared.
Our Shared #EdCampPDX Notes | Our Wiki here
Many thanks to our host @seani and Riverdale Grade School 11733 SW Breyman, Portland, OR 97219

How to Read Documentary Photographs

Russell Lee Los Angeles 1942. LC-USF33-013296-M4

While many are aware that the US government forcibly removed and incarcerated more than 120,000 U.S. residents of Japanese ancestry during WWII. Few people know that the government recruited some of these same people to work at farm labor camps across the west to harvest crops essential to the war effort.

Uprooted: Japanese American Farm Labor Camps During World War II is a traveling photography exhibit (and website) that tells this story and provides a treasure trove of resources for historians, teachers and students. Uprooted draws from images of Japanese American farm labor camps taken by Russell Lee in the summer of 1942. Lee worked as a staff photographer for the Farm Security Administration (FSA), a federal agency that between 1935 and 1944 produced approximately 175,000 black-and-white film negatives and 1,600 color photographs.

Many are familiar with the work of Lee’s colleague Dorothea Lange, who worked for the War Relocation Authority in 1942. Lee also made significant contributions to the photographic record of the Nikkei wartime experience. Between April and August of 1942, he took some six hundred images of Japanese Americans in California, Oregon, and Idaho, including rare documentation of farm labor camps. To explore all of Lee’s FSA photographs, visit the Library of Congress website.

Farm Labor ad from the Minidoka Irrigator (camp newspaper)

Uprooted also features video interviews with Japanese Americans who lived and worked in these seasonal farm labor camps as well as an archive of engaging historic documents from the era. Lee’s photographs depict smiling Japanese Americans cheerfully making the best of  farm work and living in tents. But the interviews and historic documents tell a different story – harsh fieldwork, substandard living conditions and local townspeople suspicious of these intruders and their “questionable loyalty.” Even the incarcerated Japanese Americans were divided about working in the farm labor camps. Some saw it as an better alternative than the barbed wire of camps like Manzanar or Minidoka. But others resisted after hearing stories of grueling “stoop” labor, primitive housing and hostile locals.  

While Uprooted focuses on a what some might consider a “footnote” of the US WWII homefront experience, I recognized that this rich collection could provide students with the material to develop historical thinking skills in sourcing, contextualizing, corroborating and close reading.

How does this collection of video interviews and historic documents help shed light on Lee’s intent? Was he trying to gloss over the harsh living and working conditions to help recruit more farm laborers? Was he trying to depict the noble and patriotic sacrifice of Japanese Americans forcibly stripped of their homes and livelihoods following the attack on Pearl Harbor by Japanese warplanes? Or did Lee simply shoot what he saw while on a photo assignment for the FSA? 

I worked with the Uprooted team and developed a lesson How reliable are documentary photographs as a historic source? (1.1 Teachers Guide, 1.2 Photographs, 1.3 Documents) Students begin by reflecting on the photographs they take and often share on social media. What do you see in the photographs? What stories do they tell? Next they are taken through scaffolded activities to closely examine Lee’s photographs and compare them to the often conflicting depictions of the farm labor camps found in the other historic documents. Finally they are asked to reconsider their contemporary social media photographs and how they might be interpreted by future historian studying “the life of a teenager in 2010s.” A complete lesson plan, collection of images and historic documents is available at Uprooted. The site even includes a kit for students to curate their own Uprooted museum mini-exhibit. A second lesson plan is also available. How reliable are documentary films as a historic source? Lesson plan 2. 

You can find Uprooted on Twitter | Facebook | Flickr | Instagram

The museum exhibit open at The Four Rivers Cultural Center in Ontario, OR on September 12, 2014 and runs through December 12, 2014. It then travels to Minidoka County (ID) Historical Society and the Oregon Nikkei Legacy Center in Portland Ore. More exhibit info and updates

I’d like to close this post by crediting the talented team behind Uprooted. Curator – Morgen Young, Web and Graphics Designer – Melissa Delzio, Videographers - Courtney Hermann and Kerribeth Elliott. Uprooted is a project of the Oregon Cultural Heritage Commission

Top Image credit: Library of Congress
Title: Los Angeles, California. The evacuation of Japanese-Americans from West Coast areas under U.S. Army war emergency order. Japanese-American family waiting for train to take them to Owens Valley
Creator(s): Lee, Russell, 1903-1986, photographer
Date Created/Published: 1942 Apr.
Medium: 1 negative : nitrate ; 35 mm.
Reproduction Number: LC-USF33-013296-M4

Newspaper Ad “You don’t need to wait any longer to get out.” From the Minidoka Irrigator.
Sugar companies posted recruitment notices and advertisements in public spaces throughout the camps, as well as in camp newspapers. Such advertisements emphasized seasonal labor as an opportunity to leave confines of camp, but also marketed the work as the patriotic duty of Japanese Americans, ignoring that they had been incarcerated and denied their civil liberties.
National Archives and Records Administration, Washington D.C., Record Group 210, War Relocation Authority.

How To Use Social Media to Network Your PLN

 LandscapeI’m getting ready for the fall semester at University of Portland School of Education where I teach grad and undergrad social studies methods class. Our class blog EdMethods.

This year I’ve decided to become much more purposeful in training my students on how to use social media for their own professional growth. As a proof of concept, I thought I’d crowdsource for some ideas that I might incorporate into my social media course strand. If it’s such a useful tool, time for some “dogfooding.”

I posted the following tweet

Social media tweet

With more than 140 characters to work with, I posted the following to a number of my Google+ communities and LinkedIn groups.

LinkedIn queryWithin hours the replies started to come in. In less than 48 hours I had received enough feedback to collect them in Storify. View directly here or embedded below.

(Storify won’t collect G+ discussion threads or anything from LinkedIn. So I did my best with text only.)

How would you teach aspiring teachers how to effectively use social media to network and for their own professional growth? Add your ideas in the comment below.

Image credit: Vocational training for S.A.T.C. in University of Michigan, Ann Arbor. Class in Pole-Climbing in the course for telephone electricians, with some of their instructors. University of Michigan., ca. 1918 U.S. National Archives’ Local Identifier:165-WW-119A(1)

Calling PNW educators: edcampPDX Aug 16 – Portland Ore

edcampPDX-8-16-14On behalf of our local team of organizers, I’m pleased to welcome you to our 10th edcampPDX since 2011. It’s time to get pumped up for the new school year- network and share new ideas with your colleagues.

Calling all teachers, pre-service teachers, instructional technologists, IT directors, principals, admins and teacher librarians who live in the NW: edcampPDX – Saturday, August 16, 2014 More info
Riverdale Grade School 11733 SW Breyman, Portland, OR 97219  Map

Students are welcome at EdCampPDX! Make sure to add them to the list so they’ll get a lunch.

What is edcampPDX?
An edcamp is an unconference-style day of professional development organized and given by the local participants.

Sign up here to attend! 
We’ve had lots of proposals for sessions.
Check our sessions out here.

What should I bring?
Bring a friend and a device (either a laptop or mobile device) with wireless internet access to view the website, see the sessions, take notes and view online resources discussed throughout the day.

Are you on the Twitters?
Tweet updates about #edcampPDX. Follow @edcampPDX on Twitter.

What does it cost?
The day is FREE!!! Even lunch.

PPS Teachers – we’ll have some Chromebooks and workshops so you can get a head start.

edcampPX-Storify

What are the goals of edcampPDX?

  • Networking: Connect educators in the Portland / Oregon area
  • Instructional Practices: Learn new curriculum ideas, best practices,
  • and/or tech integration ideas from other educators
  • Personalized: You customize your own PD by suggesting, facilitating and attending sessions about topics that interest you!

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