Authors vs. Ideas

In November of 2017, Tyler Seguin’s name started popping up in hockey news headlines. That in and of itself is not so unusual; he’s a marquee player for the Dallas Stars and a damned pretty man. These headlines, however, were not about his on-ice skill or make-your-gate-swing-the-other-way smile…

Tyler Headline 1
They weren’t all quite that blunt….

Tyler Headline 2 
You get the idea. So what had he said?

An ESPN reporter was doing a piece on the different languages spoken in NHL locker rooms. Most players managed something relatively diplomatic, others were insightful and well-spoken. Not so much my man Tyler:

“Guys always talk in different languages. Sometimes you just put your foot down. We’re in North America, we’re not going to have a team of cliques.”

Maybe not his best moment. He sounds so… American. (He’s not – Seguin is from Ontario. The one in Canada. Where millions of folks speak French.)

He wasn’t the only player to give an arguably “tone deaf” response, but his comments drew the biggest backlash. Then someone noticed that only a few months before, USA Today and the Boston Globe had both done pieces on the Boston Bruins, each citing the approach of team captain Zdeno Chara about such things:

“Bruins captain Zdeno Chara has a strict rule that every player, no matter where they’re from, needs to speak English in the locker room and on the ice.”

“Nine languages are spoken in the Bruins locker room: English, French, German, Slovak, Czech, Serbian, Russian, Finnish, and Swedish. And that doesn’t even count the Italian that defenseman Zdeno Chara – who can speak six languages – is learning for fun through Rosetta Stone… To make the communication go smoothly, to make sure no one is left out, there is only one universal language in the locker room. That’s English.”

“Chara recalled Anton Volchenkov, a teammate with Ottawa who now plays for the Devils. Volchenkov came to the NHL from Moscow. He was a nice guy, Chara said, willing to do whatever was needed. But he couldn’t speak English, and he struggled to fit in… ‘It really comes down to how much you want it. If you really want to stay, if you really want to learn, then you do whatever it takes – take lessons or hire a tutor or whatever that might be.’”

And yet… no outrage. No criticisms. If anything, both pieces sang the praises of the Bruins’ locker room dynamics and of Chara in particular.

Why? What was the difference?

There are a few obvious things. While the gist of each comment was the same, Chara’s presentation was far more diplomatic. The bit about speaking English was part of a larger context about building team dynamics and the importance of mutual respect. Seguin’s comments came across as petty – maybe even snippy. They were part of a series of quotes about potential language problems among teammates.

Zdeno Chara is TallZooming out a bit, Chara is from Slovakia and speaks seven languages. He’d been in the NHL for twenty years at the time of the interview, over half of it with the Bruins, and he’s one of the most respected players in the game, on and off the ice. He still has the slightest bit of an accent, and while his most defining visual feature is that he’s about nine-and-a-half feet tall, you also can’t help but notice that he’s, you know… ethnic.

Seguin is tall, but in a normal-hockey-player kinda way. Between those smirking eyes and slightly-too-trendy beard, he looks, smiles, and struts like the bad boy for whom Rory Gilmore and her ilk will forever dump the earnest, dedicated lad who’d have otherwise loved them forever. Seguin had been in the league for about seven years at that point. He’d started with the Bruins (he and Chara won a Stanley Cup together) but was traded to Dallas amidst rumors of a party-boy lifestyle and lack of perceived commitment to the team, despite his elite skills. He’s also about as Caucasian as it’s possible to be without actually donning a MAGA cap and sidearm.

The point is, sources matter. What we know about a speaker, writer, or creator, shapes how we understand what they say, write, or create. Point of view – ours and our understanding of theirs – is everything.

“In order to stabilize the world population, we must eliminate 350,000 people per day. It is a horrible thing to say, but it is just as bad not to say it.”

Something from a younger, less-ambitious Thanos? Or maybe Al Gore during his failed Presidential bid, highlighting how out-of-touch he could be with that depressing environmental fixation of his? What if I told you it was actually St. Augustine, the revered Christian apologist, writing over a thousand years ago? Or Nelson Mandela? Or Barry Goldwater? Would it matter if it were Pope Francis or Hitler?

If you say the source doesn’t matter to how we read or react to something – that it’s secondary to a work’s quality or an idea’s merits, you’re lying. Or delusional. Maybe both. And you know I’m right because I’m the most reliable, entertaining, and profound source you’re reading at the moment.

It was Jacques Cousteau. If you’re over the age of forty, you just thought to yourself, “Oh, yeah – that explains it.” If under, it was probably closer to, “Who?”

“Words build bridges into unexplored regions.”

That one was Hitler, although it’s arguably taken out of context. It doesn’t make the statement false, but it sure changes the likelihood you’re going to use in on your next motivational poster, doesn’t it? (Then again, some very fine people on both sides, amiright?)

This sort of thing matters when we’re reading primary documents in history, and sometimes even when we’re using secondary sources. Author always matters, whether to better understand intent or more clearly analyze meaning. But it also matters when someone is trying to persuade us of something – maybe even more so.

“The tree of liberty must be refreshed from time to time with the blood of patriots and tyrants.” (Thomas Jefferson)

That one’s a favorite of militia members and gun nuts. It was on Timothy McVeigh’s t-shirt when he blew up the Murrah Building in Oklahoma City in 1995. It carries a punch it would lack if the author were, say, William Wallace, or even Thomas Paine. Jefferson was a Founding Father. He wrote the Declaration of Independence. He was a President, for gosh golly’s sake!

But understanding Jefferson means accepting his love of rhetorical flair over objective accuracy: “We hold these truths to be self-evident, that all men are created equal, and are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty, and the pursuit of Happiness…” is a marvelous statement of ideals, but hardly suitable as a practical foundation for statutory law. And in that same Declaration, Jefferson justifies revolution itself – “That whenever any Form of Government becomes destructive of these ends, it is the Right of the People to alter or to abolish it, and to institute new Government…” It’s a powerful sentiment, but are you OK with your child’s high school history teacher promoting it as a practical solution to the Trump administration or a seemingly corrupt, inept Congress?

Broken ClockIdeas and words matter, all by themselves – absolutely. Books, music, art, fast food – I don’t always need to know the motivations and political ideologies behind every song I crank up or every chicken sandwich I grab from drive-thru. But let’s be honest with ourselves about the extent to which author and context shape our understanding or opinions when we’re not feeling particularly analytical or cautious. Our favorite person in the world might occasionally be an idiot, while someone of whom we’re not personally a fan may from time to time speak great wisdom.
 
Whether or not English should be spoken in the locker room is not an exclusive function of the degree to which Tyler Seguin sounded like a tool or Zdeno Chara came across as a great guy. It’s an issue which no doubt involves a range of factors, interwoven and no doubt varying widely from situation to situation. In other words, it’s not a simple ‘yes/no’ issue.

I respectfully suggest we tread lightly when judging education policy, teaching style, grading policies, discipline guidelines, and pretty much everything else in our weird little world. There are many likeable, well-spoken people whose ideas aren’t right for your kids – maybe not for anyone’s kids. Knowing a bit about who they are and what they want can go a long way towards helping us see past the shiny, tingly stuff they bring.

Brett KavanaughBeyond that, there are some iffy people in our world saying and doing things which aren’t always horrible. I, for one, keep stumbling across recent legal opinions by Justice Kavanaugh with which I substantially agree – despite cringing a bit at the internal dissonance which results. And just last month, a student sent me a Ben Shapiro video in which he said TWO ENTIRE THINGS which weren’t horrifying or insane.

I know, right?

Sometimes our favorites are wrong, and sometimes the most annoying people have questions or insights we’d do well to consider – even if they present them in the most tone deaf or irritating ways. Besides, there may be hope for them.

Speaking of which, Dallas has been good for Tyler. He’s a dedicated team player, plugged in with the community, active with charity work, and has a last-guy-off-the-ice work ethic. I don’t know his innermost being, but he seems like a decent enough fellow, despite his comments on language barriers.

Besides, he’s still SO pretty.

RELATED POST: Hockey Bias and Edu-Paradigms

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What’s Up, Docs?

Travis LetterThese are some of the primary sources I’ve stumbled across over the years of which I just can’t seem to get enough. I realize this is weird and perhaps a bit sad, but I’m going to share them anyway so you can be strangely fixated as well.  

When I know where I got them, I’ve credited or linked or some such thing. Some I’ve had in electronic form for so long I don’t actually know where I got them. I have no desire to violate anyone’s copyright or take anyone’s credit, so if you’re pretty sure this is YOUR Federalist Essay #18 or whatever, let me know. 

In an effort to give some rough illusion of organization, I’ve added my own shorthand at the end of each description. DA=Document Analysis (primarily for learning/practicing), EA = Early American (1491 – Civil War), US = U.S. History (Post-Civil War), WH=World History, AG = American Government, OK = Oklahoma History, TX = Texas History. 

I know – brilliant, right?

DaVinci & Elvis Apply for Jobs – One way to promote close reading and document analysis is to give students a document with identifying information removed. Without the name of the Author, Place & Time, etc., they must use internal clues to infer the relevant information. This is a pair I used to use regularly. They’d analyze each one – usually with APARTY – then do a Venn to Compare & Contrast them. Neither are overly difficult and both contain plenty of internal clues, but they’re not overly easy for kids born in the 2000’s either. These make for a nice C&C to wrap up the process. (DA)

Ben Franklin & Charles Darwin Talk About Sex – Not with each other. This is another pairing of documents with identifying information removed. I haven’t used the Franklin letter in class, but it’s very popular with teachers – especially the tawdry ones. These C&C well also. (DA)

The Federalist Essays #10 and #51 – Excerpts (1787/1788) – The two that seem to come up over and over again, although there are years I’m not sure why. I have two edits of these which I use, depending on the group. (EA/AG)

The Workingman’s Committee of Philadelphia on the State of Public Instruction in Pennsylvania (1830) – Wonderful plee for meaningful public education system as foundational to democracy. I often use an excerpt of this together with the Horace Mann document below, but this fuller version is worth a perusal or seven. (EA/AG)

Andrew Jackson On ‘Indian Removal’ – Excerpts (1830) – Makes you wish YOU were being forcibly removed to Indian Territory! Those lucky savages… they don’t know how good they’re getting it. (EA/OK)

Alexis de Tocqueville, from Democracy in America (1835) – There’s an unwritten rule that you must include something from Tocqueville any time you compile documents, write an article, or even think about 19th century America. I’m not sure what happens to you if you don’t, but I believe it’s similar to violating the Unbreakable Vow from those Harry Potter books. (EA/AG)

Horace Mann Pleads for Public Libraries (1840) – Everyone’s favorite 19th Century education reformer argues the value of libraries with many words and much aplomb. I use an excerpt of this with the Workingman’s Committee document above, but this longer version is pretty sweet if you can get through the verbage. (EA/AG)

Chattel Slavery vs. Wage Slavery (Orestes A. Brownson, 1840) – Brownson argues that whatever the criticisms of slavery in the South, wage workers in the North had it worse. Stinging critique of factory owners and the factory system. (EA/AG)

Henry David Thoreau – Life Without Principles (1863) – Excerpt from everyone’s favorite Transcendentalist. Turns out those students who are destined to do nothing but sit and stare blankly may be more enlightened than the rest of us. Huh. (EA)

Jourdon Anderson Letter (1865) – This Reconstruction-era letter is a rich source of both content and structure-related discussion. I won’t tell you what to love about it, but I like it better every time I work through it with students. Tone, and inference, and race, and society, and faith, and finance, and… you get the idea. (EA/US/AG)

Edward Bellamy – Looking Backward (1888) – When did novelists start thinking they were supposed to be doing allegory or making social commentary? This excerpt suggests folks in the future (the year 2000, to be precise) will be horrified by the way people used to treat one another socially and economically in the primitive past. Now if he just commanded a starship… (US/AG)

William Jennings Bryan – The Cross of Gold Speech (1896) – Excerpts from the roaring lion of Populism. “There are those who believe that if you just legislate to make the well-to-do prosperous, that their prosperity will leak through on those below. The Democratic idea has been that if you legislate to make the masses prosperous their prosperity will find its way up and through every class that rests upon it.” So… that’s not topical or anything. (OK/US)

Zitkala-Sa: The School Days of an Indian Girl (1900) – Poignant account of a young Amerindian girl sent to boarding school to be educated and Americanized. (OK/US)

MLK and Malcolm X Excerpts (1963/1965) – Excerpts of the letter from those silly clergy who prompted MLK’s famous “Letter from a Birmingham Jail,” sections of the Birmingham letter itself, and one of my favorite Malcolm X speeches from his post-Mecca life, one week before his death. Good C&C if you’re into that sort of thing. (US/AG)

These are just some of my favorites. Below are some links to various websites heavy on Primary Sources. If you have others you like as well or better, please let me know!

The Gilder Lehrman Institute of American History – A gold mine of legit primary sources, historian podcasts, and other goodies. You may have to register at some point, but it’s free and they send very little unsolicited email. They also do some pretty impressive Teacher Workshops I hear.

Stanford History Education Group – This one is pretty new to me, but it’s been recommended to me by several other teachers and looks pretty impressive so far. It’s also got a pretty sweet wine-colored background… or is it magenta? No – ruby! Hmmm…

The Library of Congress Online – They seem to have tried to reorganize this to make it a bit more useful when you’re looking for something specific. In years past, I’ve found it most entertaining when just kinda… browsing. In any case, as the name suggests, there’s a mother lode of documenty goodnees here. 

The National Archives – Our government isn’t known for using our tax dollars usefully, but this is one of their better efforts. Musta been an accident. More than primary sources, there are all kinds of things here.

EyeWitness to History – This is one of my favorites. “History through the eyes of those who lived it.” Or at least through their words.

Digital History – This is first and foremost a kind of online textbook for American History, Pre-Columbus to Present. It’s a nice summary of major eras and issues, although there are some organizational and navigational elements with which I’d quibble if anyone asked my opinion (they haven’t). BUT, most of the “Eras” have a number of documents linked to them, and they’ve tried to do some interesting thematic things as well, so check it out.

Best of History Websites – You’ll never guess what this one is about! What, you guessed already? Well, damn.

RELATED POST: Primary Sources w/ Mr. Miyagi (Introducing Basic Document Analysis using APARTY or SOAPSTone)

RELATED POST: re: Your Brains (APARTY Sample Song)

Cedric Villani

re: Your Brains (APARTY Sample Song)

If you haven’t read my explanation of the “Mr. Miyagi” approach to document analysis, you might want to check that out first – otherwise this page probably won’t make as much sense.

I change songs from time to time just to keep myself interested, but here’s one I used successfully off and on for years – “re: Your Brains” by Jonathan Coulton.

I don’t have any particular rights to use this one any more than I do anything else, but Coulton is that modern troubadour sort who’s generally pretty cool about his music being used as long as properly credited. If you decide to use this or any of his stuff (he has several that work) in class, you should cough up your 99 cents or whatever and buy your own copy. It’s the right thing to do.

Here’s an audio only video of the song from YouTube followed by the full lyrics…

re: Your Brains

Heya Tom, it’s Bob from the office down the hall. Good to see you buddy, how’ve you been? Things have been OK for me, except that I’m a zombie now – I really wish you’d let us in.

I think I speak for all of us when I say I understand why you folks might hesitate to submit to our demands. But here’s an FYI: you’re all gonna die screaming…

All we want to do is eat your brains – we’re not unreasonable, I mean, no one’s gonna eat your eyes. All we want to do is eat your brains – we’re at an impasse here, maybe we should compromise: if you open up the doors, we’ll all come inside and eat your brains.

I don’t want to nitpick, Tom, but is this really your plan? Spend your whole life locked inside a mall? Maybe that’s OK for now, but someday you’ll be out of food and guns… and then you’ll have to make the call.

I’m not surprised to see you haven’t thought it through enough; you never had the head for all that “bigger picture” stuff. But Tom, that’s what I do, and I plan on eating you slowly…

All we want to do is eat your brains – we’re not unreasonable, I mean, no one’s gonna eat your eyes. All we want to do is eat your brains – we’re at an impasse here, maybe we should compromise: if you open up the doors, we’ll all come inside and eat your brains.

I’d like to help you Tom, in any way I can. I sure appreciate the way you’re working with me. I’m not a monster, Tom – well, technically I am… I guess I am.

I’ve got another meeting Tom, maybe we could wrap it up. I know we’ll get to common ground somehow. Meanwhile I’ll report back to my colleagues who were chewing on the doors – I guess we’ll table this for now.

I’m glad to see you take constructive criticism well. Thank you for your time I know we’re all busy as hell. And we’ll put this thing to bed when I bash your head open…

All we want to do is eat your brains – we’re not unreasonable, I mean, no one’s gonna eat your eyes. All we want to do is eat your brains – we’re at an impasse here, maybe we should compromise: if you open up the doors, we’ll all come inside and eat your brains.

There’s no script for how this discussion unfolds, although I summarized the basic steps previously. The overall approach we’re modeling is one of unpacking the whole by starting with the pieces.

I play the song once for general overview, then again while students identify words or phrases which might be important but which not everyone might know. When it ends the second time, I ask for word or phrase that might be important but unfamiliar, and we build from there.

Often someone mentions “impasse” as a term not everyone might know, so we discuss it – what is an ‘impasse’? What’s the impasse in this document? Maybe the next term brought up is “compromise”, so we discuss.

This particular document has some interesting phrases usually thought of as cliches of the business world – “table this for now” and such. We discuss denotation as well as connotation, and at some point I transition to asking questions that will lead me into introducing APARTY or SOAPSTone, or whatever other document analysis acronym I want to use.  Here I’ll use APARTY elements (Author, Place & Time, Audience, Reason, The Main Idea, Yeah – So What?)

“What can we tell about the Author based on this document?” Because we’re treating this as a legit document, I don’t mean Jonathan Coulton – I mean the ‘narrator’.  If I’m not already recording information on the board, It’s important to start doing so with this step. A common first response is that he’s a zombie. “How do you know?” “Show me.” Students will point out lines from the document in which he admits he’s a zombie, and that he wants to eat brains, etc. I ask for other specifics from the document which support or refute this interpretation, and eventually ask how strong our inference is that the author is a zombie. In this case, it’s pretty strong.

What else? (His name is Bob, he works with Tom, he likes brains, he’s a bit condescending, he seems to be the spokesman or leader of the other zombies, etc.) The important pattern to be established here is the “show me” element – why do you think so?. Justify it. What evidence supports or refutes this inference? How strong is our inference here?

It’s OK to have weaker inferences as long as we recognize them as such. A case can be made that Bob is a former underling of Tom’s now parroting back snarky things Tom used to say or do, now that he’s in a position of some power (as a monster and all). This is a plausible and reasonable inference, but without more information it’s a much weaker inference than, say, the idea that Tom is the spokesmen for humans in a mall with locked doors, food, and guns.

We work through the other elements in similar fashion – what can you tell me about the Audience for this document? How do you know? What clues are there as to Place & Time? What’s the Reason this was written? (It’s intended to persuade.)

You remember how crazy it used to make you when your math teacher would make you show your work? Part of why they do this, even when the problem being solved is relatively easy and you don’t really need to, is they want you to become comfortable with the process. They know eventually the problems will grow much more difficult, and it’s important you be comfortable with the steps most likely to help you solve them. That’s all we’re doing here – practicing an approach. Don’t worry – the documents will get much more difficult very quickly.

This is also a chance in class to model and become more comfortable with productive, professional disagreement. One student may infer that Tom is clearly trapped in an office of some sort, and point to lines which seem to indicate that to be the case. Another student may then argue that while they know each other from the office, they’re clearly in a mall of some sort, and point to evidence supporting this understanding instead. That’s exactly what we want to happen, and for students to be comfortable being wrong, or disagreeing, without it ever becoming personal.

NOTE: I find that both students and teachers have trouble with The Main Idea. This should be a one sentence summary of the what the document SAYS. Most students and teachers want to tell me what it’s ABOUT – which is not the same thing. I respectfully suggest it’s worth the extra time spent in small groups and as a class wrestling with and refining The Main Idea – this will pay off later. FWIW, my Main Idea for this particular document would be something along the lines of, “Tom, this is Bob and I’m a zombie now; I get why you want to resist this, but we’re going to eat your brains and it would make things better for everyone if you’d just accept this and open up.” There are probably better ones and shorter ones, but this one at least conveys the guts of the document in a single sentence.

As we transition into doing an APARTY (or SOAPSTone) over real primary sources, I suggest students shoot for one full side of one page for their analysis. This requires more than some shallow scribbling, but still keeps things at a concise, manageable length for both them and you

If your kids are like mine, you’ll have to push them a bit the first few times. Don’t tell me “Publius” was the author and stop there – tell me that really James Madison wrote it, and who he was, and why HIS opinions about the new Constitution might matter, etc. Don’t tell me the cartoon was created in 1978 and move on – tell me about the energy crisis and public perceptions of President Carter and why their are peanuts and that scary rabbit in the foreground, etc. (The exception is The Main Idea segment, which should – as the term suggests – be simply the main idea, most likely a sentence or two at most.)

I’ll leave you with several other songs I’ve used over the years to introduce basic document analysis. I sometimes use lyrics videos, but don’t generally use actual music videos since a large part of the exercise is about pulling meaning from text. If there are visuals, students will naturally be drawn to those first and that kinda misses the point of this particular activity.

For purposes of sharing online with other educators, however, linking to YouTube is simply too convenient to pass up. Obviously if you use a song in class, you should legally purchase an actual download so you can sleep at night.

APARTY (Document Analysis) – PDF

APARTY (Blank for Assignments) – PDF

Good APARTY Examples – PDF

Bad APARTY Example – PDF

SOAPStone (Document Analysis) – PDF

HIPPO (Document Analysis) – PDF