Abraham “Abe” Rothberg: Author, Professor, Friend

Abe Rothberg and Peter Pappas

Two weeks ago, I lost a very important person in my life. For more than 25 years Abe Rothberg served as friend, mentor, surrogate father and personal curmudgeon. Over long lunches in diners or late afternoons in his study we’d discuss politics, history, literature, journalism and gossip about everyone we knew.

By the time I met Abe in the early 1980’s he had many achievements – a distinguished career as a journalist, university professor and author of thirteen novels, two books of history, a collection of short stories, two children’s books, and a volume of literary criticism. Abe was the most learned (and opinionated) person I ever knew. While I never saw Abe in the classroom, he was beloved or feared (or both) by legions of English literature students from his days teaching at Hofstra, Columbia and St. John Fisher.

For more on Abe’s accomplishments see the New York Times obituary
Abraham Rothberg, Who Wrote of Golem and Stalin, Dies at 89 

Rothberg-nyt
Following his retirement from teaching, I knew Abe hoped to devote more time to his writing. There were some successes – like an occasional journal piece,  but many of our lunches were punctuated by his growing disappointment that yet another book manuscript had been rejected. So beginning around 2000, I began to try to convince Abe that we could use new print-on-demand technology to by-pass the big publishing houses and do it ourselves. “I will never stoop to vanity press,” he’d bellow.

I pressed on and a few years later (did I say he was stubborn?)  I convinced him to let me publish The Holy Warriors a novel that had been rejected by a few publishers despite the fact that it had, in a way, anticipated 9/11. “OK Abe, let’s get this started – give me the Word doc of the book and I’ll get going on design.” Abe replied, “What’s a word doc?” (Did I mention that Abe refused to even LOOK into a computer screen?) So before beginning work on book design, step one was finding someone who was willing to scan / proof  his typewritten and heavily edited manuscript into OCR.

Eventually the book was finished and sent off to Lulu for publication. I’ll never forget bringing the finished paperback to Abe. He took the book in his thick hands and kept turning it over  – like a baker patting down dough. His face beamed as he asked,  “So when do we get started on the second book?”

Over the next six years we published another twelve books. (That’s right – all 12 started as typewritten manuscripts.) The scope was a remarkable testimony to the breadth of Abe’s interest and expertise – collections of  short fiction On A Darkling Plain, essays and literary criticism What Time Is It Now? novels set in Japan The Torii Gate and the Soviet eastern block The Former People. Subject ranged from a children’s story – Pinocchio’s Sister ~ A Feminist Fable  to an exploration of the justice system through the lens of a serial killer The Trials of Arthur John Shawcross.

In 2010, a group of his friends held a tribute to Abe  – the man and his writing – as part of a Jewish Book Festival. Here’s an excerpt of the reflection that Abe shared with us. (I learned he always liked the last word)

… Serious fiction is a lie that tells the truth. Fiction can introduce you into the lies and truths of other people’s minds and hearts, to your own country and time, or strange, foreign places and other eras, into the most public forums and the most private scenes of human intimacy; it can make you see, hear, feel, love, hate, forgive, judge, understand, and yet not be bound by the consequences of all those activities, though you are there as a participant-observer in the most personal and informed ways. … And so, tonight, you will hear some of the lies I have written I take to be important truths, serious fictions about our lives and times. I thought my books might contribute to the cultural and political conversations and dilemmas of our epoch. If that has not taken place as I wished– and I am sorry to say it has not–it was not for the want of my trying.

To read more about Abe, download or order his books click here.

The National Writing Project Needs More Than Praise, It Needs Funding

Seven-valleys On March 2, President Obama signed a bill eliminating direct federal funding for the National Writing Project (NWP), the nation’s leading effort to improve writing and learning in the digital age.

Contact members of Congress and President Obama and tell them why the National Writing Project needs more than praise – it needs funding!

Image credit: The Seven Valleys Writing Project at SUNY Cortland 

Think All Journalism is Migrating to the Web? These Students Publish Hardcopy Newspaper

The-Fowl Or perhaps you think that high school students are unmotivated, unwilling to take on complex tasks and totally disinterested in anything that isn't digital?

Well these kids run counter to all these stereotypes and more.

Students at Bolder High School in Colorado are 3 issues into publishing their own "underground" newspaper. And they're producing "The Fowl" in old school manner – hard copy with hand drawn illustrations. No InDesign processing for them. As one of the student editors says – "People our age don't get heard that often, because we're not seen as that credible. But we have things to say that we're the only credible sources on."

As reported in the DailyCamera,

The eight-page February issue, adorned with a hand-drawn bird on the cover, includes an opinion piece on the real-life superhero movement, a rant about Valentine's Day, an ode to the Absolute Vinyl record store and a story about a new exhibit at the Boulder Museum of Contemporary Art.

…The students lay out the pages by hand, make an initial copy at Kinkos and send it to a Denver printer to print 1,500 copies. They said the hours and hours it takes to produce the paper have been daunting, but worth it.
"It's just students writing for students, without any in-between man," said senior Tomas Hernando Kofman.

How to Use Web 2.0 to Teach Literacy Strategies to Struggling Readers

This week I’m heading out to work with intermediate (grade 4-6) teachers on strategies to assist struggling readers.

We’ll focus on three core skill areas central to the Common Core standards – defining, summarizing and comparing using my guide to 18 Strategies for Struggling Readers. (free PDF file)

Plus I’ll introduce some great websites that they can use with the strategies – the new digital literacy meets the old text literacy.

There are two key elements in each skill area that can help students construct meaning and build background knowledge.

Defining

  • Before the formal definition has been introduced, students should be asked to make connections between their prior knowledge and the term.
  • After the term has been defined, students need activities to more deeply process the term. The focus should be on descriptions, not definitions

Summarizing

  • Students should be asked to make their own judgments about what’s important to them (instead of just repeating the details the teacher highlights).
  • Students will be able to more readily summarize, if they are asked to share what they’ve learned with an audience other than the teacher. They need use a text structure to organize their thinking.

Comparing

  • Students should develop the comparison, not simply repeat the model that we present to them.
  • Student should be asked to share what they learned from the comparison. They need use a text structure to organize their thinking.

I’ve selected some Web 2.0 sites that will enable students to use the strategies in a variety online settings. I’ve picked free sites that have easy learning curves.  For example, we will use One Word to negotiate meaning through images, explore summarizing text structures with Five Card Flickr and design comparisons with Wordle and Books nGram Viewer.

Working with words

  1. Explore word frequency with Wordle
  2. Search published works with Google Books Ngram Viewer
  3. Foster writing skills with One Word writing prompts
  4. Expand vocabulary and word choice with TelescopicText 

Working with words and images

  1. Create mindmaps and graphic organizers with Bubbl.us  
  2. Drag and drop words to create poem based on a photo with Pic-Lits
  3. Foster visual thinking and creative writing with Five Card Flickr

Kid-friendly search sites

  1. SweetSites
  2. Ask Kids

For more ways to use Web 2.0 sites in the classroom
download a free PDF at my post
87 Free Web 2.0 Projects For the K-12 Classroom

Image credit flickr/Mike Licht

Historypin – Make DBQs with a Digital Time Machine That Layers Image, Story and Location

While planning for my next document based question (DBQ) workshop, I discovered Historypin. It’s a great mashup of digital photos with stories layered over Google maps. Users can search images by geography / time and post historic photos with stories to maps. It’s fascinating to view historic photographs set against the backdrop of current Google map street view.

Historypin

Here’s a circa 1894 photo I uploaded to Historypin showing a bridge crossing the Erie Canal in downtown Rochester NY. It’s layered over a functioning “street view” in Google maps.

In Historypin’s story section, I provide a brief history of the canal’s impact on the growth of the city.

Then I pose a question. “I wonder if the people in the old photograph still appreciated the canal’s role in creating the city of Rochester, or if they had come to see it as outmoded nuisance which divided the city in half?”

For more ideas for classroom see:  image guide | story guide | teachers’ notes

What I like most about Historypin is that it adds a new dimension to the DBQ approach to instruction – students don’t simply learn from historic documents – they get to document their world for future generations.

More from Historypin:

Historypin was created as part of our current campaign to get people from different generations spending more time together. From a lot testing, we found old photos are a great way of getting people talking about how their street used to look, what their grandparents were like and what’s changed (or not) over time. 

We decided to create a website where people everywhere could share their old photos and the stories behind them, pinning them to a map of the world. We also thought it would be neat if you could compare these old photos with how the world looks today, making the site a bit like a digital time machine. So we asked Google if they’d help. They let us use their map and Street View functionality and helped us build the site. 

The great thing about Historypin is that when they’re using the site, loads of people are spending time with someone from a different generation. Older people have attics full of old photos, younger people know when to click and when to double click.