“Flexible”

Flexible GuyThe Offer

Several years ago, I was asked by a major edu-organization for whom I did some work to lead a week-long training in Jordan. Like, the country. In the Middle East. Far away. 

The workshop was for no less than the King’s Academy – a prestigious boarding school founded and regularly visited by, you know… the KING. Like, of Jordan. The country. In the Middle East. Far Away. 

Of course I said yes, and it turned out to an amazing experience in more ways than I’ll attempt to recount here. There was, however, something that confused me. 

I’m pretty good at the teacher workshop thing. I could fake some basic humility about it, but it would be disingenuous and – unless you’re new to the blog – you’d never buy it. 

What I’m not always successful at is making people in power happy with me. While I liked to think I carried some notoriety in my little corner of the world, I was hardly the first name that should have come to mind when someone in Manhattan said, “We have a chance to make a strong first impression and promote our rather uptight branding in a potentially lucrative foreign market – whom shall we send forth?”

How I was even on that particular list?

The Question

I kept wondering, so I called my primary contact at the all-seeing acorn and asked. Of all the legit, reliable options (many published and several revered in ways I find rather unhealthy), how many turned you down before my name came up?

None, it turned out. I was the first and only person in my content area who they’d asked. There’d apparently been a bit of a discussion about it – the details of which my contact was kind enough to blur over – and it was determined after much consideration that I was – wait for it…

Flexible.

My handler assured me my qualifications were perfectly solid. (I knew that, but I used to sometimes at least try to project some of that humility I mentioned earlier.) I had every right to be on the list, etc., etc. 

But this was going to be something potentially outside the norm. The flight itself would be nearly 13 hours, and the schedule once we arrived remained unsettled. I should have such and such resources available, but they couldn’t be certain. I should have X number of hours with Y number of teachers expecting this and that, but it might not be the same group every day.  

King's AcademyThe institution was unlike any they’d partnered with up to that point, and teachers with whom I’d be working would be a mix of the traditional adherents to Islam (in full burqas and with their own set of cultural norms), progressive American transplants (no doubt wearing hemp sandals and still carrying an unhealthy attachment to Dave Matthews), and a range of unknowns in-between and beyond. 

In short, I’d be operating with serious jet lag in an unfamiliar setting for high stakes in an unpredictable environment. Oh, and the King would be attending at least one major event while we were there. His wife was giving that year’s commencement speech and we had really good seats. 

It seemed, then, that while my other qualifications were a necessary precursor, what bumped me to the top was the perception that I was… 

Flexible

The Irony

I suppose I was a bit less uptight than some, particularly when being paid to be inspiring and promote good pedagogy and such. I always appreciated the accommodations and the endless food and the quality of the people with whom I worked during that time. 

Still, I can be impatient and rather elitist. I’m quick to judge and slow to listen at all the worst times. I enjoy antagonizing people and talk too much when I’m not sure what to say. I can be great company… IF I already like you and IF I find you entertaining and IF you’re appropriately enamored with me. 

Otherwise, I have stuff to do. Like, I dunno… Spider Solitaire. 

But I had been discussed. I had been debated – possibly with actual emotions involved! And I had been decreed… 

Flexible

For the rest of the prep time and throughout that trip, that’s exactly what I was. In retrospect, it became both a badge of honor and a battery pack of reserve energy. Clichéd as it sounds, I became what I was labeled – often without fully realizing it. 

The Flight 

As it turns out, roughly everyone on the planet was heading to Jordan at the same time as me. Apparently, many families who live in the states during the school year return home for the summer. They don’t vacation there so much as move back for ten weeks. Never in my life have I watched so many people check through so much luggage. I’m talking literally twenty or more large suitcases and duct-taped boxes per family.

Checking LuggageNeedless to say, this slowed down the ticketing process substantially. I was concerned I might miss my flight, despite having arrived well ahead of what would normally be necessary. Still, I didn’t fret. I hadn’t even left Chicago and the trip was already proving to be something of an adventure! Besides, I was…

Flexible.

The plane itself held around 14 million people, most of them children. The volume of their collective discomfort, boredom, colic, coughing, and – as the flight wore on – whining, was beyond anything I thought possible in a confined space. Passengers freely passed around whatever medications or home remedies they’d thought to bring, but in any other situation I’d have found the hours of mini-person bedlam unbearable. 

Except that I didn’t. I don’t mean that I faked it better than usual. I mean that for whatever reason I just kinda… accepted it. I was aware of the chaos, but atypically un-phased. You know…

Flexible

I’m told I radiate an anti-social mojo on planes so thick it’s literally venomous. It’s a rare journey when a stranger finds me in any way approachable. 

But one did this time. He wanted to know everything about me, why I was flying to Jordan, what I knew about it, etc. He shared his life story with me, up to and including his current plans, and everything I needed to know about the country while I was there. 

Strangely, I didn’t mind. Not this time. He wasn’t all that interesting, but he wasn’t overly boring. He happened, and that was OK. Apparently, I’m actually quite…

You get the idea.

Arrival

And so it went. Remember that endless luggage being checked when I was trying to depart? It had to be picked up when we arrived in Jordan. All of it. A single baggage retrieval station with a squeaky conveyor belt, inundated by approximately 19 million suitcases and large, duct-taped boxes. 

It took hours. Literally. I was very aware of the time because I was supposed to meet a driver from the Academy who couldn’t possibly know why I hadn’t appeared despite my flight having landed nearly two hours before. I didn’t panic, exactly, but neither was I sure I knew how to contact the Academy, or even call a taxi.

Actually, I wasn’t sure if they had taxis in Jordan. (They do.) How embarrassing. 

Still, I tried to focus on what I could control and what I couldn’t. Besides, people in the know consider me…

Flexible.

The week turned out to be a great success. I learned as much as my participants, many great discussions were had, and yada yada yada. It was totes nifty by any measure – no joke. 

The workshop schedule changed several times as predicted, and our social itinerary took some unexpected turns as well. The flight back was just as long, although I managed to sleep much of that one. (All those unhappy little children were still in Jordan.)

The Lesson

Labeled KidIn retrospect, I can’t get over the power of a simple label: “Flexible.” It’s not like I’m new to the concept that it matters what we assume about others. It especially matters how we speak to – or even about – our students. 

Not that we can manipulate this in any predictable way. It’s ridiculous how often it seems we can’t so much as dent their mindset despite nuclear effort, while other times a single comment on our part can save or destroy them – at least for that day. Sometimes for much longer. 

In my experience, such “labeling” also has to be real. If I were a genuinely inflexible personality, or otherwise fundamentally unsuited for this particular experience, no amount of rhetoric would change that. I don’t think we can just call kids “smart” or “hard-working” repeatedly and turn lead to gold. 

What we can do, however, intentionally latch onto positives which are genuinely there, however buried or corrupted at the moment. We can notice and appreciate them at opportune moments. Ideally, we’ll find ways to cultivate those characteristics in hopes they grow and gain prominence in the overall mix. Perhaps it’s not “labeling” so much as “recognizing” or “validating.” 

It’s impossible to predict what this looks like with a given teacher or a particular child, let alone guarantee what will work in any specific situation. So, we focus on building relationships and keep doing our best although sometimes we get it wrong. We find ways to maintain our convictions despite the insanity around us. The needs are so great, and our abilities so small, but we show up every day and try again – just like we ask them to do.

Oh, and along the way it helps if you’re able to stay, you know…

Slinky

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It’s A Structural Thing

Drill SergeantI’m sure it will surprise absolutely no one to learn that I’m not naturally the strict, by-the-book authoritarian type. In fact, I traditionally hate doing things that way – I really do.

That doesn’t mean I think those who manage their classrooms (or families, or companies) that way are necessarily doing anything wrong. I’ve worked with teachers who care deeply about each and every child in front of them but would nonetheless rather burst into flames than hang a motivational poster, let alone bend a rule. It’s their very consistency that works for them. (It’s hard to feel picked on or abused when the Superintendent’s kid is serving the same after-school detention you are for being the same 23 seconds late after lunch a second time.)

One of the best pieces of advice I was given as a student teacher (or as anything else, for that matter) was from a soccer coach and social studies educator who wasn’t even my assigned mentor at the time. It’s been over twenty years, but I remember his name (Coach Kinzer), his voice, and even his face as he spoke. I even remember the school library where we talked while his kids worked on a project of some sort. (The project I don’t actually remember.)

That stuff they cover in teacher school, that’s fine, I guess, but you’ll quickly discover not everything works that way once you’re actually doing it. So, here’s my advice, if you want it:

Figure out what’s going to work for you in how you’re gonna run your classroom, and then stick to it. Don’t draw lines you can’t or won’t hold or make promises you can’t keep. 

Now, me – I’m a hard-@ss. I don’t really see that working for you. But however you’re going to handle your classroom when it’s yours, make sure it’s something you’re willing to maintain all the time, because you can only fake it someone else’s way for just so long before it all falls apart.

I’ve had a few groups over the years which required more structure than others. And just because I prefer an informal approach to management and discipline doesn’t mean there aren’t critical boundaries. It’s not like I’m in tie-dye and wearing my gray hair in a ponytail every day, flipping the peace sign to the kids while they cuss me out, throw heavy objects, and light things on fire.

Hippie TeacherWhat it does mean is that I don’t tend to be rigid about things. Most issues I address only if they become a distraction or a safety issue, or when the school or district is particularly fixated on something. Historically, I’ve been pretty flippant with my kids as well. It’s high school, they’re practically people, and the more you abuse many of them, the more convinced they are that you’re establishing a true and lasting rapport. The crap I get away with saying just to poke at them would shock and horrify anyone who doesn’t actually work with young people, but for some reason it seemed to work. 

This choice comes with an obligation in return not to freak completely out when a student misreads the appropriate limits of such interactions and, in return, crosses lines which to the rest of us are still obvious. Sometimes they go from friendly barbs to tacky comments (which don’t crush my spirit but might negatively impact bystanders). Other times one of them will argue past the point of typical whining and it has to be shut down. The most common issue is that they simply haven’t developed a good natrual balance between “look at us building essential relationships” and the “shut up and get to work this is school.”

Each of those must be addressed, but if I’m going to play Mr. Flexible Cool-Teacher, I can’t respond to every poor choice by trying to become that “hard-@ss” Coach Kinzer was so good at. I’m particularly unwilling to escalate it beyond the doors of my classroom without multiple efforts to steer them back into the Realm of Reasonably Structured Learning.

It doesn’t always work. I’ve written referrals – even sent kids straight to an office a time or two, with a quick call and “paperwork to follow.” I’ve called parents, talked to administration, etc., when necessary… but I don’t like it. I’ve always figured I should be able to handle most of it with a little pluck and creativity. Well, that and their undying love for me based on how genuinely they know I care about them, whatever their weird personal issues. Honestly, I’ve always sort of taken pride in pushing my kids academically and personally based on love and mutual respect.

But you probably know that bit about what pride comes before…

Mr. KotterI’m in a new school and a new district this year, teaching a new subject (English Language Arts – *waves-to-ELA-peeps*) This is not like any place I’ve worked before, and it probably makes sense that comes with some limitations on my tried-and-true approaches to relationships and classroom management.

Please understand, I really like the school. I like the kids (so far). I wouldn’t have taken the gig if I wasn’t 100% enamored with the head principal’s philosophy and approach to, well… everything in the school day. None of the learning curve I’m about to share is criticism of any of my new little darlings – and certainly not of my colleagues. They’re pretty much miracle-workers, based on what I’ve seen so far.

That said, this is not a group with whom my “loose management” style is working, or going to work. Not any time soon. In fact, despite my efforts to be Mr. Consistency from Day One, I’ve already experienced the natural consequences of presuming preparation they haven’t had, internal mechanisms they haven’t developed, and a rapport they don’t want. It hasn’t been a total disaster or anything, but…

Well, some of it has. But not mostly.

These aren’t bad kids. Most of them aren’t consciously trying to drive me out of the profession. Nor do I believe they need for me to be angrier or more uptight or unreasonably restrictive about every detail. Structure isn’t about being loud. It’s not emotional. In fact, you establish structure so that you don’t have to be loud or emotional. It may require “winning,” but winning isn’t the goal.

I’ve never bought into the whole “don’t smile until Christmas” thing, but there’s some truth to the idea that there are times it’s more important that your class be a solid place – reliable, predictable, perhaps even unbending – than a warm-fuzzy zone. There’s much truth to the idea that some kids desperately need structure, and may never have experienced clear rules with immediate consequences but zero ugliness or personal judgment. I’ve worked with teachers who are GREAT at that stuff – it’s just never been me.

Framing Tiny HouseIt’s going to have to be this year. Not for me, and not for the state tests (which are a big issue in a school on all the wrong lists). I need to find that solidity. That almost detached, seemingly unsympathetic frame of mind necessary to have real school over time. It’s doable, and it’s the right thing to do in this case, for these students in this situation. It’s still nowhere near my natural way of doing things.

Then again, it’s not supposed to be about me and my preferred way of doing things. It’s not really supposed to be about me, period. I read a teacher book, once – I know some stuff. And I have a blog; that makes me an EXPERT!

But this is, like… hard. I’ve already had enough things in recent years be hard. I’d like to sit back and wisely counsel others on dealing with adversity – I’ve no time for more of it personally. The learning happens in the struggle, sure… but can I not just read a book or something and we’ll call it even? 

I’m not mad at anyone (well, myself sometimes) and I sure as hell don’t want to send any signals that I dislike or resent my kids – I don’t. I really, really don’t. (Some of them are already quite lovable, including the young man I’ve called security on twice already.) They need me to handle this well, and to be predictable, and to calmly make them mad by enforcing the policies, and to quietly assume the best about them when they’re trying to convince me otherwise, and to let them not like me because I’m so very “unfair.”

They need me to step back and not push relationship unless they decide they want it. To neither stereotype nor patronize them by believing I am in any way “down with kids.” (I’m so totally not.) Where my instinct is to connect, they need me to first be willing to contain. It kicks against everything I’ve loved about the gig for twenty years to so often and so calmly say, “no” and stand by it because anything else is chaos right now.

But I’m learning. And some of them are already asking some interesting questions. Not about English or History, unfortunately, but I suppose that will come. I don’t know them or their worlds and can’t read them the way I could so many others before, but in a way that’s probably just as well. This is going to take a while, and I should absolutely let it.

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Roe v. Wade (1973) – Written Opinions {Excerpts}

I’ve recently been working on something I’m hoping other teachers might find useful for their own reference or for use in the classroom. It’s a compilation of a dozen or so of the most “Have To” Supreme Court cases in U.S. History – case summaries, excerpts from the majority opinions and periodically from dissents as well, and a few guiding questions over both the summaries and the opinion excerpts.

The goal is not breakthrough research on the cases themselves, but a practical guide for use by teachers as they see fit. None of us are experts on everything. Even the most informed among us have to stop and refresh our memory about any number of people and events as they arise, and unless you teach some form of American Government or Constitutional Law, that probably includes many of these landmark cases. More than that, I’ve found there to be a severe gap in existing resources – the “too basic to be engaging” variety in one pile and the “too detailed to be practical” flavors in the other.

“Have To” History: Landmark Supreme Court Cases looks to fill that gap. Plus, there’s all the money and glory that comes from posting curriculum on Teachers Pay Teachers or persuading some edu-publisher to roll the dice on you. Forget giving back or paying forward – deep down, this is about babes and bling.

I shared an “in progress” summary of Roe which is still a bit longer than I’d like, and I’m open to suggestions that don’t involve ideological outrage. Below are excerpts from the various written opinions, also too long at the moment but OH SO DIFFICULT to edit because theyr’e so fascinating! I haven’t written the guiding questions yet, and the final version will also include a single-page summary of the case and a single-page of excerpts from the majority opinion in order to give teachers greater flexibility depending on the level of their class and how much time they wish to devote to each case. A PDF is attached if you’d prefer reading it that way.

Excerpts from Roe v. Wade (1973), Majority Opinion by Justice Harry Blackmun

{Edited for Classroom Use – Subheadings Added for Clarity}

Introduction and Contextualization

We forthwith acknowledge our awareness of the sensitive and emotional nature of the abortion controversy, of the vigorous opposing views, even among physicians, and of the deep and seemingly absolute convictions that the subject inspires. One’s philosophy, one’s experiences, one’s exposure to the raw edges of human existence, one’s religious training, one’s attitudes toward life and family and their values, and the moral standards one establishes and seeks to observe, are all likely to influence and to color one’s thinking and conclusions about abortion.

In addition, population growth, pollution, poverty, and racial overtones tend to complicate and not to simplify the problem.

Our task, of course, is to resolve the issue by constitutional measurement, free of emotion and of predilection. We seek earnestly to do this, and, because we do, we have inquired into, and in this opinion place some emphasis upon, medical and medical-legal history and what that history reveals about man’s attitudes toward the abortion procedure over the centuries. We bear in mind, too, Mr. Justice Holmes’ admonition in his now-vindicated dissent in Lochner v. New York (1905):

[The Constitution] is made for people of fundamentally differing views, and the accident of our finding certain opinions natural and familiar or novel and even shocking ought not to conclude our judgment upon the question whether statutes embodying them conflict with the Constitution of the United States.

Justiciability

The usual rule in federal cases is that an actual controversy must exist at stages of appellate or certiorari review, and not simply at the date the action is initiated… But when, as here, pregnancy is a significant fact in the litigation, the normal 266-day human gestation period is so short that the pregnancy will come to term before the usual appellate process is complete. If that termination makes a case moot, pregnancy litigation seldom will survive much beyond the trial stage, and appellate review will be effectively denied. Our law should not be that rigid. Pregnancy often comes more than once to the same woman, and in the general population, if man is to survive, it will always be with us. Pregnancy provides a classic justification for a conclusion of nonmootness. It truly could be “capable of repetition, yet evading review.” (Southern Pacific Terminal Co. v. ICC, 1911)…

We, therefore, agree with the District Court that Jane Roe had standing to undertake this litigation, that she presented a justiciable controversy, and that the termination of her 1970 pregnancy has not rendered her case moot…

History of Abortion Laws in Western Culture

It perhaps is not generally appreciated that the restrictive criminal abortion laws in effect in a majority of States today are of relatively recent vintage. Those laws, generally proscribing abortion or its attempt at any time during pregnancy except when necessary to preserve the pregnant woman’s life, are not of ancient or even of common law origin. Instead, they derive from statutory changes effected, for the most part, in the latter half of the 19th century…

By 1840, when Texas had received the common law, only eight American States had statutes dealing with abortion. It was not until after the War Between the States that legislation began generally to replace the common law. Most of these initial statutes dealt severely with abortion after quickening, but were lenient with it before quickening… Gradually, in the middle and late 19th century, the quickening distinction disappeared from the statutory law of most States and the degree of the offense and the penalties were increased. By the end of the 1950’s, a large majority of the jurisdictions banned abortion, however and whenever performed, unless done to save or preserve the life of the mother… In the past several years, however, a trend toward liberalization of abortion statutes has resulted in adoption, by about one-third of the States, of less stringent laws…

It is thus apparent that, at common law, at the time of the adoption of our Constitution, and throughout the major portion of the 19th century, abortion was viewed with less disfavor than under most American statutes currently in effect. Phrasing it another way, a woman enjoyed a substantially broader right to terminate a pregnancy than she does in most States today. At least with respect to the early stage of pregnancy, and very possibly without such a limitation, the opportunity to make this choice was present in this country well into the 19th century. Even later, the law continued for some time to treat less punitively an abortion procured in early pregnancy…

Three reasons have been advanced to explain historically the enactment of criminal abortion laws in the 19th century and to justify their continued existence.

It has been argued occasionally that these laws were the product of a Victorian social concern to discourage illicit sexual conduct. Texas, however, does not advance this justification in the present case, and it appears that no court or commentator has taken the argument seriously…

A second reason is concerned with abortion as a medical procedure. When most criminal abortion laws were first enacted, the procedure was a hazardous one for the woman… Modern medical techniques have altered this situation… Mortality rates for women undergoing early abortions, where the procedure is legal, appear to be as low as or lower than the rates for normal childbirth… Moreover, the risk to the woman increases as her pregnancy continues. Thus, the State retains a definite interest in protecting the woman’s own health and safety when an abortion is proposed at a late stage of pregnancy.

The third reason is the State’s interest — some phrase it in terms of duty — in protecting prenatal life. Some of the argument for this justification rests on the theory that a new human life is present from the moment of conception. The State’s interest and general obligation to protect life then extends, it is argued, to prenatal life… In assessing the State’s interest, recognition may be given to the less rigid claim that as long as at least potential life is involved, the State may assert interests beyond the protection of the pregnant woman alone.

Parties challenging state abortion laws have sharply disputed in some courts the contention that a purpose of these laws, when enacted, was to protect prenatal life… {T}hey claim that most state laws were designed solely to protect the woman. Because medical advances have lessened this concern, at least with respect to abortion in early pregnancy, they argue that with respect to such abortions the laws can no longer be justified by any state interest… They claim that adoption of the “quickening” distinction through received common law and state statutes tacitly recognizes the greater health hazards inherent in late abortion and impliedly repudiates the theory that life begins at conception…

The “Right to Privacy”

The Constitution does not explicitly mention any right of privacy. In a line of decisions, however, going back perhaps as far as Union Pacific R. Co. v. Botsford (1891), the Court has recognized that a right of personal privacy, or a guarantee of certain areas or zones of privacy, does exist under the Constitution. In varying contexts, the Court or individual Justices have, indeed, found at least the roots of that right in the First Amendment (Stanley v. Georgia, 1969); in the Fourth and Fifth Amendments (Terry v. Ohio, 1968, Katz v. United States, 1967, Boyd v. United States, 1886)… in the penumbras of the Bill of Rights (Griswold v. Connecticut, 1965); in the Ninth Amendment…; or in the concept of liberty guaranteed by the first section of the Fourteenth Amendment (Meyer v. Nebraska, 1923). These decisions make it clear that only personal rights that can be deemed “fundamental” or “implicit in the concept of ordered liberty,” (Palko v. Connecticut, 1937), are included in this guarantee of personal privacy. They also make it clear that the right has some extension to activities relating to marriage (Loving v. Virginia, 1967); procreation (Skinner v. Oklahoma, 1942); contraception (Eisenstadt v. Baird, 1972); family relationships (Prince v. Massachusetts, 1944); and childrearing and education (Pierce v. Society of Sisters, 1925, Meyer v. Nebraska, 1923)

This right of privacy, whether it be founded in the Fourteenth Amendment’s concept of personal liberty and restrictions upon state action… or… in the Ninth Amendment’s reservation of rights to the people, is broad enough to encompass a woman’s decision whether or not to terminate her pregnancy. The detriment that the State would impose upon the pregnant woman by denying this choice altogether is apparent. Specific and direct harm medically diagnosable even in early pregnancy may be involved. Maternity, or additional offspring, may force upon the woman a distressful life and future. Psychological harm may be imminent. Mental and physical health may be taxed by child care. There is also the distress, for all concerned, associated with the unwanted child, and there is the problem of bringing a child into a family already unable, psychologically and otherwise, to care for it. In other cases, as in this one, the additional difficulties and continuing stigma of unwed motherhood may be involved…

On the basis of elements such as these, appellant… argue{s} that the woman’s right is absolute and that she is entitled to terminate her pregnancy at whatever time, in whatever way, and for whatever reason she alone chooses. With this we do not agree. Appellant’s arguments that Texas either has no valid interest at all in regulating the abortion decision, or no interest strong enough to support any limitation upon the woman’s sole determination, are unpersuasive. The Court’s decisions recognizing a right of privacy also acknowledge that some state regulation in areas protected by that right is appropriate. As noted above, a State may properly assert important interests in safeguarding health, in maintaining medical standards, and in protecting potential life. At some point in pregnancy, these respective interests become sufficiently compelling to sustain regulation of the factors that govern the abortion decision. The privacy right involved, therefore, cannot be said to be absolute…

We, therefore, conclude that the right of personal privacy includes the abortion decision, but that this right is not unqualified, and must be considered against important state interests in regulation…
Where certain “fundamental rights” are involved, the Court has held that regulation limiting these rights may be justified only by a “compelling state interest” (Kramer v. Union Free School District, 1969, Shapiro v. Thompson, 1969, Sherbert v. Verner, 1963) and that legislative enactments must be narrowly drawn to express only the legitimate state interests at stake (Griswold v. Connecticut, 1965, Aptheker v. Secretary of State, 1964, Cantwell v. Connecticut, 1940)…

{In} recent abortion cases…, courts have recognized these principles. Those striking down state laws have generally scrutinized the State’s interests in protecting health and potential life, and have concluded that neither interest justified broad limitations on the reasons for which a physician and his pregnant patient might decide that she should have an abortion in the early stages of pregnancy. Courts sustaining state laws have held that the State’s determinations to protect health or prenatal life are dominant and constitutionally justifiable.
….

At What Point Should Government Step In to Protect the Unborn?

The Constitution does not define “person” in so many words. Section 1 of the Fourteenth Amendment contains three references to “person.” The first, in defining “citizens,” speaks of “persons born or naturalized in the United States.” The word also appears both in the Due Process Clause and in the Equal Protection Clause. “Person” is used in other places in the Constitution… But in nearly all these instances, the use of the word is such that it has application only post-natally. None indicates, with any assurance, that it has any possible pre-natal application.

All this, together with our observation, supra, that, throughout the major portion of the 19th century, prevailing legal abortion practices were far freer than they are today, persuades us that the word “person,” as used in the Fourteenth Amendment, does not include the unborn… This conclusion, however, does not of itself fully answer the contentions raised by Texas, and we pass on to other considerations.

The pregnant woman cannot be isolated in her privacy. She carries an embryo and, later, a fetus, if one accepts the medical definitions of the developing young in the human uterus… The situation therefore is inherently different from marital intimacy, or bedroom possession of obscene material, or marriage, or procreation, or education, with which Eisenstadt and Griswold, Stanley, Loving, Skinner, and Pierce and Meyer were respectively concerned. As we have intimated above, it is reasonable and appropriate for a State to decide that, at some point in time another interest, that of health of the mother or that of potential human life, becomes significantly involved. The woman’s privacy is no longer sole and any right of privacy she possesses must be measured accordingly.

Texas urges that, apart from the Fourteenth Amendment, life begins at conception and is present throughout pregnancy, and that, therefore, the State has a compelling interest in protecting that life from and after conception. We need not resolve the difficult question of when life begins. When those trained in the respective disciplines of medicine, philosophy, and theology are unable to arrive at any consensus, the judiciary, at this point in the development of man’s knowledge, is not in a position to speculate as to the answer. It should be sufficient to note briefly the wide divergence of thinking on this most sensitive and difficult question… {but} the unborn have never been recognized in the law as persons in the whole sense.

In view of all this, we do not agree that, by adopting one theory of life, Texas may override the rights of the pregnant woman that are at stake. We repeat, however, that the State does have an important and legitimate interest in preserving and protecting the health of the pregnant woman, whether she be a resident of the State or a nonresident who seeks medical consultation and treatment there, and that it has still another important and legitimate interest in protecting the potentiality of human life. These interests are separate and distinct. Each grows in substantiality as the woman approaches term and, at a point during pregnancy, each becomes “compelling.”

With respect to the State’s important and legitimate interest in the health of the mother, the “compelling” point, in the light of present medical knowledge, is at approximately the end of the first trimester. This is so because of the now-established medical fact… that, until the end of the first trimester mortality in abortion may be less than mortality in normal childbirth…

With respect to the State’s important and legitimate interest in potential life, the “compelling” point is at viability. This is so because the fetus then presumably has the capability of meaningful life outside the mother’s womb… If the State is interested in protecting fetal life after viability, it may go so far as to proscribe abortion during that period, except when it is necessary to preserve the life or health of the mother.
Measured against these standards, {Texas laws} restricting legal abortions to those “procured or attempted by medical advice for the purpose of saving the life of the mother,” sweeps too broadly. The statute makes no distinction between abortions performed early in pregnancy and those performed later, and it limits to a single reason, “saving” the mother’s life, the legal justification for the procedure. The statute, therefore, cannot survive the constitutional attack made upon it here…

Summary and Clarification

To summarize and to repeat:

1. A state criminal abortion statute of the current Texas type, that excepts from criminality only a lifesaving procedure on behalf of the mother, without regard to pregnancy stage and without recognition of the other interests involved, is violative of the Due Process Clause of the Fourteenth Amendment.

(a) For the stage prior to approximately the end of the first trimester, the abortion decision and its effectuation must be left to the medical judgment of the pregnant woman’s attending physician.

(b) For the stage subsequent to approximately the end of the first trimester, the State, in promoting its interest in the health of the mother, may, if it chooses, regulate the abortion procedure in ways that are reasonably related to maternal health.

(c) For the stage subsequent to viability, the State in promoting its interest in the potentiality of human life may, if it chooses, regulate, and even proscribe, abortion except where it is necessary, in appropriate medical judgment, for the preservation of the life or health of the mother.

2. The State may define the term “physician”… to mean only a physician currently licensed by the State, and may proscribe any abortion by a person who is not a physician as so defined…

This holding, we feel, is consistent with the relative weights of the respective interests involved, with the lessons and examples of medical and legal history, with the lenity of the common law, and with the demands of the profound problems of the present day. The decision leaves the State free to place increasing restrictions on abortion as the period of pregnancy lengthens, so long as those restrictions are tailored to the recognized state interests. The decision vindicates the right of the physician to administer medical treatment according to his professional judgment up to the points where important state interests provide compelling justifications for intervention…

{The following footnotes, technically still part of the Majority Opinion as written by Justice Blackmun, are included not as essential elements of the decision but because they might be of interest to those who’ve read this far.}

Footnote 54. When Texas urges that a fetus is entitled to Fourteenth Amendment protection as a person, it faces a dilemma. Neither in Texas nor in any other State are all abortions prohibited. Despite broad proscription, an exception always exists. The exception contained in Art. 1196, for an abortion procured or attempted by medical advice for the purpose of saving the life of the mother, is typical. But if the fetus is a person who is not to be deprived of life without due process of law, and if the mother’s condition is the sole determinant, does not the Texas exception appear to be out of line with the Amendment’s command?
There are other inconsistencies between Fourteenth Amendment status and the typical abortion statute. It has already been pointed out… that, in Texas, the woman is not a principal or an accomplice with respect to an abortion upon her. If the fetus is a person, why is the woman not a principal or an accomplice? Further, the penalty for criminal abortion specified by Art. 1195 is significantly less than the maximum penalty for murder prescribed by Art. 1257 of the Texas Penal Code. If the fetus is a person, may the penalties be different?

Footnote 67. Neither in this opinion nor in Doe v. Bolton {a related case whose decision was announced on the same day}, do we discuss the father’s rights, if any exist in the constitutional context, in the abortion decision. No paternal right has been asserted in either of the cases, and the Texas and the Georgia statutes on their face take no cognizance of the father. We are aware that some statutes recognize the father under certain circumstances…

Excerpts from Roe v. Wade (1973), Concurring Opinion by Justice Potter Stewart

{Edited for Classroom Use}

“In a Constitution for a free people, there can be no doubt that the meaning of ‘liberty’ must be broad indeed.” (Board of Regents v. Roth, 1972) The Constitution nowhere mentions a specific right of personal choice in matters of marriage and family life, but the “liberty” protected by the Due Process Clause of the Fourteenth Amendment covers more than those freedoms explicitly named in the Bill of Rights…
As Mr. Justice Harlan once wrote:

[T]he full scope of the liberty guaranteed by the Due Process Clause cannot be found in or limited by the precise terms of the specific guarantees elsewhere provided in the Constitution. This “liberty” is not a series of isolated points pricked out in terms of the taking of property; the freedom of speech, press, and religion; the right to keep and bear arms; the freedom from unreasonable searches and seizures; and so on. It is a rational continuum which, broadly speaking, includes a freedom from all substantial arbitrary impositions and purposeless restraints . . . and which also recognizes, what a reasonable and sensitive judgment must, that certain interests require particularly careful scrutiny of the state needs asserted to justify their abridgment. (Poe v. Ullman, 1961, Dissenting Opinion)

In the words of Mr. Justice Frankfurter,

Great concepts like… “liberty”… were purposely left to gather meaning from experience. For they relate to the whole domain of social and economic fact, and the statesmen who founded this Nation knew too well that only a stagnant society remains unchanged. (National Mutual Ins. Co. v. Tidewater Transfer Co., 1949, Dissenting Opinion)

Several decisions of this Court make clear that freedom of personal choice in matters of marriage and family life is one of the liberties protected by the Due Process Clause of the Fourteenth Amendment. (Loving v. Virginia, 1967, Griswold v. Connecticut, 1965, Pierce v. Society of Sisters, 1925, Meyer v. Nebraska, 1923, Prince v. Massachusetts, 1944, Skinner v. Oklahoma, 1942) As recently as last Term, in Eisenstadt v. Baird, we recognized the right of the individual, married or single, to be free from unwarranted governmental intrusion into matters so fundamentally affecting a person as the decision whether to bear or beget a child.

That right necessarily includes the right of a woman to decide whether or not to terminate her pregnancy.

Certainly the interests of a woman in giving of her physical and emotional self during pregnancy and the interests that will be affected throughout her life by the birth and raising of a child are of a far greater degree of significance and personal intimacy than the right to send a child to private school protected in Pierce v. Society of Sisters (1925), or the right to teach a foreign language protected in Meyer v. Nebraska (1923).

Clearly, therefore, the Court today is correct in holding that the right asserted by Jane Roe is embraced within the personal liberty protected by the Due Process Clause of the Fourteenth Amendment.

Excerpts from Roe v. Wade (1973), Dissenting Opinion by Justice William Rehnquist

{Edited for Classroom Use}

I have difficulty in concluding, as the Court does, that the right of “privacy” is involved in this case. Texas, by the statute here challenged, bars the performance of a medical abortion by a licensed physician on a plaintiff such as Roe. A transaction resulting in an operation such as this is not “private” in the ordinary usage of that word. Nor is the “privacy” that the Court finds here even a distant relative of the freedom from searches and seizures protected by the Fourth Amendment to the Constitution, which the Court has referred to as embodying a right to privacy. (Katz v. United States, 1967).

If the Court means by the term “privacy” no more than that the claim of a person to be free from unwanted state regulation of consensual transactions may be a form of “liberty” protected by the Fourteenth Amendment, there is no doubt that similar claims have been upheld in our earlier decisions on the basis of that liberty. I agree with the statement of MR. JUSTICE STEWART in his concurring opinion that the “liberty,” against deprivation of which without due process the Fourteenth Amendment protects, embraces more than the rights found in the Bill of Rights. But that liberty is not guaranteed absolutely against deprivation, only against deprivation without due process of law. The test traditionally applied in the area of social and economic legislation is whether or not a law such as that challenged has a rational relation to a valid state objective…

The Due Process Clause of the Fourteenth Amendment undoubtedly does place a limit, albeit a broad one, on legislative power to enact laws such as this. If the Texas statute were to prohibit an abortion even where the mother’s life is in jeopardy, I have little doubt that such a statute would lack a rational relation to a valid state objective… But the Court’s sweeping invalidation of any restrictions on abortion during the first trimester is impossible to justify under that standard, and the conscious weighing of competing factors that the Court’s opinion apparently substitutes for the established test is far more appropriate to a legislative judgment than to a judicial one.

The Court eschews the history of the Fourteenth Amendment in its reliance on the “compelling state interest” test. . But the Court adds a new wrinkle to this test by transposing it from the legal considerations associated with the Equal Protection Clause of the Fourteenth Amendment to this case arising under the Due Process Clause of the Fourteenth Amendment. Unless I misapprehend the consequences of this transplanting of the “compelling state interest test,” the Court’s opinion will accomplish the seemingly impossible feat of leaving this area of the law more confused than it found it…

The decision here to break pregnancy into three distinct terms and to outline the permissible restrictions the State may impose in each one… partakes more of judicial legislation than it does of a determination of the intent of the drafters of the Fourteenth Amendment.

The fact that a majority of the States reflecting, after all, the majority sentiment in those States, have had restrictions on abortions for at least a century is a strong indication, it seems to me, that the asserted right to an abortion is not “so rooted in the traditions and conscience of our people as to be ranked as fundamental.” Even today, when society’s views on abortion are changing, the very existence of the debate is evidence that the “right” to an abortion is not so universally accepted as the appellant would have us believe.

To reach its result, the Court necessarily has had to find within the scope of the Fourteenth Amendment a right that was apparently completely unknown to the drafters of the Amendment… By the time of the adoption of the Fourteenth Amendment in 1868, there were at least 36 laws enacted by state or territorial legislatures limiting abortion… Indeed, the Texas statute struck down today was, as the majority notes, first enacted in 1857, and “has remained substantially unchanged to the present time.”

For all of the foregoing reasons, I respectfully dissent.

Roe v. Wade (1973) – Draft from “Have To” History: Landmark Supreme Court Cases

This is an early draft of a chapter from “Have To” History: Landmark Supreme Court Cases. The final version is more concise and, I believe, a bit more clear.

“Have To” History: Roe v. Wade (1973)

Stuff You Don’t Really Want To Know (But For Some Reason Have To) About Tiananmen Square

Roe v. WadeThree Big Things:

1. Roe v. Wade (1973) established the right for women to have an abortion, at least at some stages of pregnancy, as part of a constitutionally implied “right to privacy.”

2. Roe codified a trimester approach to abortion’s legality, with legal guidelines shifting as a pregnancy progressed. (This was later modified to more specifically reflect the viability of the fetus at various stages.)

3. Roe is one of the best-known and most-debated cases in Supreme Court history, despite its efforts to anchor its findings in historical approaches to abortion in western culture and an only recently-discovered “right to privacy” in the U.S. Constitution.

Background

Norma McCorvey was 21-years old when she discovered she was pregnant with her third child in the summer of 1969. Her friends in Dallas suggested she claim to have been raped, believing (incorrectly) that this would allow her to get a legal abortion in Texas. (State law at the time only allowed abortion “for the purpose of saving the life of the mother.”) She soon rejected this strategy and attempted to secure an illegal abortion instead, but the facility she chose had been shut down by authorities before she could do so.

It was at this point that McCorvey met two attorneys fresh out of University of Texas Law School – Linda Coffee and Sarah Weddington. Together they filed a lawsuit claiming McCorvey’s constitutional rights were being violated by anti-abortion legislation which was vaguely framed and overly restrictive. Henry Wade was the District Attorney in Dallas at the time, so he was named as the defendant. The name “Roe” was a standard pseudonym (like “John Doe”) used for women whose identity was either unknown or who – as in this case – wished to avoid public scrutiny.

Abortion at this time was regulated (or prohibited) on a state-by-state basis. Most had laws restricting the circumstances in which abortion was legal, and many had banned it outright, generally with exceptions for saving the life of the mother. At the same time, the nation was just emerging from the 1960s, a time of expanded sexual freedom and a dramatic shift in what sorts of rights – including those related to sex or sexuality – the Supreme Court was willing to protect. While Chief Justice Earl Warren had retired just as McCorvey was learning about her third pregnancy, the impact of the Court under his tenure was still very much in play. There was little reason to expect dramatic shifts in judicial philosophy under the new Chief Justice, Warren Burger.

The Decision

The Court ruled 7 – 2 that the Texas law prohibiting all abortions was unconstitutional. They did not, however, embrace the argument that women should have unrestricted access to abortions; the state could limit the practice to some extent. The Majority Opinion, written by Justice Harry Blackmun, can be broken into five basic sections addressing the various issues involved:

1. Justiciability. Is this something the Supreme Court should even be ruling on? By the time the case came before the Supreme Court, Norma McCorvey had had her baby – she wasn’t pregnant any longer, and the Court doesn’t do “theoretical” cases. Was the issue “moot”?

“Pregnancy provides a classic justification for a conclusion of nonmootness,” Justice Blackmun wrote. Because of the unique nature of pregnancy, following typical procedures would mean that no woman could ever bring suit on an issue related to her pregnancy since the system moves too slowly. He cites a wonderful phrase from an otherwise unremarkable 1911 case, Southern Pacific Terminal Co. v. ICC: “It truly could be ‘capable of repetition, yet evading review.’” The Court could hear the case. 

2. History. Blackmun starts with abortion policies under the Greeks and Romans and follows the thread all the way into the 20th century. Limitations or prohibitions of the practice, he notes, were far from universal. Those which did exist generally attempted to distinguish between the fetus as part of the mother’s body and the fetus as distinct living entity by identifying the moment of “quickening” – the point in the pregnancy in which the child moved under its own apparent volition, thus demonstrating one of the defining features of “life.” Other times it was the moment of “animation” – the state at which the fetus starts to look more like a baby than a glob or a stomach tumor. Neither was particularly scientific, but the takeaway was that it mattered how developed a “potential life” seemed to be when creating legal restrictions on eliminating it.

Overall, Blackmun found relatively few legal limitations of any sort on abortion prior to the late-19th century. Even when pregnancies were ended in violation of existing statutes, penalties were mild, and almost never impacted the mother directly. In short, while abortion was discussed and somewhat debated prior to the 20th century, it was hardly the explosive source of controversy it had become.

3. The “Right to Privacy.” The First Amendment protects, among other things, an individual’s right to be left alone in matters of faith or their choice of friends. The Third protects the privacy of citizens’ homes from soldiers in need of a place to crash. The Fourth protects that same property, along with any private “papers and effects,” from search or seizure without a compelling and well-documented reason. The Fifth protects individuals from sharing anything they don’t wish to, even in their own trials, and introduces due process into any situation where the government wishes to limit individual freedom or take your stuff.
The Ninth Amendment specifies that just because an individual right hasn’t been addressed in the previous eight, that doesn’t mean it doesn’t exist. The Framers may not have codified your prerogative to dye your hair, to own ferrets as pets, or to privatize space flight, but (the Ninth suggests) you absolutely have those freedoms unless the government (including the judicial branch) finds legitimate reasons you don’t.

Then, of course, there’s the Fourteenth Amendment. It’s here the “right to privacy” is most often discovered:

No state shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States; nor shall any state deprive any person of life, liberty, or property, without due process of law; nor deny to any person within its jurisdiction the equal protection of the laws.

McCorvey’s team claimed that she was unable to get a “safe, legal” abortion because she could not afford to travel to where the procedure was allowed. The Texas statutes involved were “unconstitutionally vague” and violated her right of personal privacy as protected by the First, Fourth, Fifth, Ninth, and Fourteenth Amendments. She claimed to be suing not only for herself, but “on behalf of herself and all other women” similarly situated. The Court largely accepted this argument. Blackmun cites numerous precedents – none of which addressed abortion specifically, but all of which inferred some version of a “right to privacy” guaranteed by the Constitution. There’d been three particularly poignant examples in the decade leading up to Roe:

Griswold v. Connecticut (1965) – State restrictions on contraception were overturned based on the “zone of privacy” found in the First, Third, Fourth, Ninth, and Fourteenth Amendments, at least in reference to married couples. A few years later, Eisenstadt v. Baird (1972) extended this to unmarried couples as well. (In addition to laying the groundwork for Roe, Griswold would be cited decades later in cases decriminalizing various homosexual behavior and applying Fourteenth Amendment protections to same-sex couples.)

Loving v. Virginia (1967) – The Court declared unconstitutional a state law prohibiting marriage between citizens of different races. Their decision was founded on the Due Process protections of the Fourteenth Amendment. While less founded on “privacy” than other cases listed here, the Court’s decision did strengthen the idea that the government needed pretty strong justification for controlling private lives. (Not surprisingly, this one will also be cited a half-century later during arguments over same-sex marriages.)

Stanley v. Georgia (1969) – Individuals have the right to possess and view pornography in the privacy of their own homes. “If the First Amendment means anything, it means that a State has no business telling a man, sitting alone in his own house, what books he may read or what films he may watch.”

4. Is the Fetus A “Person”?

The majority carefully avoided taking a spiritual, ethical, or even medical stand on this one. Blackmun instead explored the use of the term “person” in the Constitution and concluded that it does not include anyone or anything pre-natal. “Persons” run for office or endure servitude, both of which would require first being born. The Fourteenth Amendment defines “citizens” in terms of “persons born or naturalized in the United States.” Blackmun was quick to clarify, however, that just as the State had an obligation to consider a woman’s health and safety, it could also be legitimately concerned with “potential life.” That’s not quite on par with being a citizen, or even a person, but it certainly implies a legal status better than, say, an extra kidney.

5. The Trimester Plan

The Court rejected McCorvey’s claim to unrestricted abortion rights as well as Texas’s mandate that life begins and conception and must not be interfered with except in extreme cases. Blackmun and the majority instead implemented a three-trimester approach based on historical precedents and medical understanding circa 1973.

During the first trimester (roughly the first three months of pregnancy), decisions about abortion are left to the woman and her doctor. There’s insubstantial evidence of “potential life” or viability as traditionally understood – certainly not enough to override a woman’s “right to privacy” or to medical decisions about her own body. During the second trimester, the state may begin regulating abortion procedures to protect the mother’s health. The State at this point has acquired a “compelling interest” in the well-being of the mother. It is only during the third trimester, the point at which the smaller entity could conceivably live outside the womb, that the state has “compelling interest” in the “potential life” of the unborn child. This may be offset by concern for the mother’s life or well-being, but otherwise the State may prohibit abortion at this stage or not, as it sees fit.

Aftermath 

As in many decisions made by the Warren Court before it, the majority in Roe was criticized for moving beyond the role assigned to it by the constitution. Even supporters of abortion rights have at times expressed a desire for more substantive foundation than the reasoning offered therein. On the other hand, variations of “give it more time, let the legislature get there on its own” have become a bit clichéd whenever rights are extended to those not already in social or political power, be they pregnant women, people of color, or others. Often it simply means, “we’d prefer to keep stalling on this indefinitely.” 

The issue is not simply one of legal specifics, of course. For those who frame the issue in terms of a woman’s “right to choose,” abortion laws are one more example of the misogynistic, oppressive, blame-and-shame culture of the political right. The idea that the conservatives who generally support such limitations intend to protect women and children is perceived as self-evidently ludicrous and entirely inconsistent with the remainder of their dogma and political choices. “Pro-choice” advocates are quick to point out how many of those opposing abortion rights are old white men unlikely to become pregnant themselves, and who’ve historically opposed any threats to their elite status – women’s suffrage, labor unions, civil rights, etc. “They’re not pro-life, just pro-birth” is a succinct expression of this frustration and the inherent accusations thereof.

For those who genuinely believe that life begins at conception, however – especially if they’re under the impression this is specified in the Bible – the question of abortion is far more than the political fulcrum it’s often become. For “pro-life” proponents, arguments about separation of powers, judicial activism, or substantive due process only obscure the central question behind them all: “Is it OK to kill babies?” It has pushed many to become “single-issue voters,” accepting an array of positions with little or no relation to fetal viability in order to demonstrate their opposition to what they see as a horrific, unforgivable practice.

The issue continues to rise to the forefront of political and social debate from time to time and has arguably been used to both rally and outrage voters by both sides of the proverbial aisle. As of this writing, the decision in Roe has been periodically challenged and somewhat modified but has not been overturned. Its place in case law is by no means entirely secure, however. There are many still anxious to revisit the issue, usually in the name of validating universal bans of abortion regardless of circumstances. We’ll see what happens.

You Want to Sound REALLY Smart? (Related Jurisprudence and Legislation)

Doe v. Bolton (1973) – Decided at the same time as Roe, Doe clarified that in matters of determining the impact of pregnancy on the “health” of the mother, “the medical judgment may be exercised in the light of all factors – physical, emotional, psychological, familial, and the woman’s age – relevant to the well-being of the patient.” This gives doctors (and their patients) subjective leeway and has subsequently been cited in cases involving abnormalities revealed by prenatal screening,

Supreme Court nominees are regularly asked their thoughts on Roe during confirmation hearings, and while most refuse to discuss it in detail, it’s become something of a “litmus test” for both liberals and conservatives. It rarely guarantees anything related to the issue once appointed.

The Hyde Amendment – Passed by Congress in 1976, this prohibits the use of federal funding to pay for abortions, particularly through Medicaid. It was upheld by the Court in the 1980 case of Harris v. McRae and has been in effect ever since with periodic modifications. It’s still a hot topic whenever the issue of abortion comes up during political campaigns.

Webster v. Reproductive Health Services (1989) – A split Court (5–4) upheld several abortion restrictions and adjusted the trimester system in Roe to reflect improved medical technology. 

Planned Parenthood v. Casey (1992) – Another split Court (5–4) decision, involving an array of Pennsylvania statues not entirely banning abortion, but clearly making it difficult for women to access (a mandatory “waiting period,” parental consent for minors, permission slips from husbands, etc.). The Court invoked the standard of “undue burden” to uphold parts of the legislation while invalidating others. The Court also shifted the focus from trimesters to viability to accommodate medical progress.

Stenberg v. Carhart (2000) – Yet another 5-4 decision (see a pattern?), this one involved so-called “partial birth abortions,” a term which meant absolutely nothing medically but certainly stirred up imagery and emotions. The Court struck down attempts by Nebraska to ban these procedures because they did not meet the basic requirements of Roe or Casey. There was no exception for the life or health of the mother, and the prohibition included pre-viability pregnancies, despite the methods so labeled were often the safest for the mother during the second trimester. Nebraska’s legislation thus triggered the “undue burden” on women referenced in Casey.

Gonzales v. Carhart (2007) – Another “partial birth abortion” ban, this time by Congress itself, and another 5-4 decision, this time allowing the legislation banning the procedure. The Court accepted government arguments that the statue referred only to a specific procedure, not to all abortion, and thus did not create “undue burden” and did not require an exception for the life or health of the mother since other options remained available.

Whole Woman’s Health v. Hellerstedt (2016) – The Court in a 5-3 vote struck down Texas legislation imposing heightened requirements on abortion providers, finding they did little to increase safety or otherwise protect the mother but were mostly thinly veiled efforts to make it difficult to get an abortion – “undue burden.”

Practicing Inquiry w/ Robert E. Lee

Robert E. SignsIt’s summer conference time, and if you’ve been paying attention, my Eleven Faithful Followers, you’ve noticed that I’ve been even scarcer than usual. In most of my workshops, just like in class, it’s not long before talk about asking good questions. Sometimes it’s about probing for content, sometimes it’s an effort to be deep and thoughtful, and sometimes it’s just about pretending to be interested. With teachers as with students, I’m happy to have their sincerity, but I’ll settle for their cooperation.

Besides, if they’ll PRETEND to be interested, most of the time they’ll gradually BECOME interested – at least a little. Because… psychology.

I’ve talked and written about Level Questions for years. It’s actually the most-viewed page anywhere on Blue Cereal – like, by a LOT. (I’m not actually sure how I feel about that, but hey – I’m glad it’s apparently useful for so many people.) Earlier this summer, as I was circulating during an activity, a small group of teachers in my care were deep in discussion, drawing my curiosity. It turns out they were speaking NOT of the current activity, amazing though it was, but of a spontaneous example I’d used discussing Level Questions a bit earlier.

I wasn’t bothered by this; it was a pretty good conversation. Then again, it was a pretty good example.

The whole thing starts with the conviction that helping students learn to ask better questions MATTERS, whether we frame it in terms of Level Questions or not. I’ve shared my basic approach before, but I’ll recap for context.

First, we discuss practicing inquiry and its power. It’s great for developing interest, noticing detail, and promoting understanding. Failing that, it’s a wonderful way to fake it hard enough that teachers almost always buy it. 

Second, we practice using provocative visuals or a short video clip like THIS ONE or THIS ONE or even THIS ONE. We go around the room, and everyone has to ask a different question and sound as if they mean it. Repeats don’t count. Neither do any questions that come across as perfunctory. Pay attention, and SELL IT.

None of this is difficult. That matters because we have plenty of times throughout the year when students claim to be overwhelmed, or confused, or “struggling” with our class. If you can’t watch a 5-minute video and ask a few semi-interesting questions about it, that’s not “struggling” – that’s “don’t choke on your own apathy.”

Sorry, I seem to have become distracted. Back to the issue at hand…

Third, we introduce Level Questions.

I’ve written before about my take on Level Questions, but I’ll repeat some of it here for clarity.

Heavily Armed HistoryLevel One Questions deal with factual information you can find printed in the text, covered by the video, etc. They usually have ONE correct answer. They’re great for clarifying vocabulary, checking for basic understanding, seeking further information, etc. Level One Questions get a bad rap in history because we have this weird idea that for generations, history teachers drilled their students senselessly on names and dates, with neither context nor purpose, despite how few of us have ever actually had that experience.

It is difficult to ask or answer Level Two Questions effectively without sufficient Level One knowledge.  

Examples: 

  • What does ‘Amerindian’ mean?
  • Which tribes were part of the ‘Five Civilized Tribes’?
  • What are three reasons does your textbook give for why President Jackson supported Indian Removal?

Level Two Questions are anchored in facts and reality but have more than one good answer. Responses must be supported (or refuted) with facts and reasoning. Level Two Questions require more than knowing information; they require processing information. They often involve analyzing, synthesizing, evaluating, and all those other fancy learny-thinky things.

Level Two Questions are the boom-diggity of history and social studies. They’re the stuff we wish more people in our world could ask, ponder, and answer intelligently.

Examples: 

  • Why did Islam have such limited impact across India?
  • In what ways did Islam shape or refine existing cultures and belief systems in the post-Classical and pre-Modern eras of Southeastern Asia?
  • To what extent did Islam spread through cultural diffusion vs. proselytization in its first several centuries?

Level Three Questions go beyond the objective and require opinions, beliefs, or otherwise subjective elements in order to respond. (Some teachers include overly broad questions in this category as well.) Facts and reason may be useful in responding to Level Three Questions, but they are insufficient. Level Three Questions are useful as interest-builders, big-picture questions, or conversation-starters.

Examples:

  • Did Ulysses S. Grant go to Heaven? Was he a good person or a bad person?
  • When is it OK to push American values, medicine, education, or other cultural elements on other peoples? (Remember, if the answer comes quick’n’easy, you’re not thinking about it enough.)
  • What’s the deal with Russia?

Sometimes what ‘Level’ a question is depends on how much information you have, or exactly how something is phrased. Don’t get too hung up on correct categories so much as stretching the sorts of questions students ask. It’s not really about putting them into the “correct” categories. 

What I do hope they’ll see, however, is the importance of asking better questions in terms of both quality and variety – whether we’re trying to dig around in history or address modern-day dilemmas. So often we think we’re arguing intensely when we’re not even talking about the same things.

Which brings us back to that teacher conversation I mentioned, and my brilliant example which sparked it.

Robert E. NamesTexas newspapers and TV stations have been reporting recently on local schools and related entities named after Robert E. Lee. Boards and administrators have been feeling some heat over this lately; some Texans apparently don’t love the way he tried to destroy the nation in a violent uprising. Even districts willing to change some names, however, have run into a logistical challenge – it’s crazy expensive to replace every façade, logo, sign, painting, or other marker of the name you’ve used for the past fifty years. It’s like trying to get a divorce after you’ve monogramed all the towels.

Several, though, have found a compromise. Robert E. Lee Elementary is now Bucky Lee Elementary, or some such thing, named for the obscure folk singer from Tennessee. Robert E. Lee Academy is now Roger D. Lee Academy, in tribute to the first shoe store owner in Amarillo. You get the idea.

My favorite is the new Learning Excellence Emporium (I’m working from memory here, but you get the idea); it’s no longer even a name so much as an acronym. Districts are still having to change anything with “Robert” on it, but it’s still a MUCH easier transition.

Tulsa did this several years ago with Brady Street, named for Tate Brady, who no one’s ever heard of but who was no doubt a racist since that described 94.7% of white people in Tulsa a century or so ago. To avoid having to rebrand everything, the city decided to honor Matthew Brady, the Civil War photographer, who as far as could be ascertained never so much as visited the area, let alone lived there.

So that’s… symbolic, I guess.

Brady StreetYou may remember recent kerfuffles over Confederate statues, particularly those of Lee (Robert E., not Bucky or Roger) in various locales. Half the town wants to keep them; the other half demands they be removed. Experts are called in to discuss. 

First up is a history professor from some local university. He talks about what Lee did. How he impacted American history, both in the Civil War and before/after. He throws out as many facts as he can in the time he’s given, and that’s great. It’s important. And it’s almost all Level One.

Next is a local community leader. She talks about how the statue makes her feel and how it’s perceived by people around her. She may include some facts about Lee, but her focus is on experiences and reactions. These are important, but largely Level Three.

The problem isn’t that they disagree; they’re not even arguing about the same thing. They’re working on totally different levels of information. And I respectfully suggest they’re not addressing some critical questions.

For example, if we’re talking about a statue, there are better questions to ask before “should we tear it down?”

  • When was this statue built? (That’s Level One, but an 1865 statue of Lee and a 1965 statue of Lee are two very different statues, even if they look exactly the same.)
  • What was the context in which the statue was built? In other words, what was going on at the time that would help us frame the significance of this statue? (This could be Level One, but because it’s not always clear cut it I think it’s Level Two. Like real history, it’s messy.)
  • Why did the people building say they were building it at the time? (Level One, but so easily overlooked.)
  • What are our foundational values as Americans today? (Level Three, and extra-messy.)
  • What does this statue mean today? (Without yelling at one another, please.)
  • What’s an reasonable balance between remembering our history and appreciating our collective past while still accommodating the evolving nature of national values and proclaimed ideals? What’s a practical economic, social, and/or political compromise between competing interests in this situation?

Yes, that’s a hard one. It’s pretty meaty even to ask, let alone begin to answer. But if it were easy, we wouldn’t be having the argument in the first place. Maybe the final question it would be nice to hear would be something along the lines of…

Can we go somewhere and talk?

I know, I know. But sometimes you have to ask. 

Coffee Together

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