Do or Die! The Inside Scoop on the Last Few Weeks of 7th Grade

If you're the parent of a 6th grader headed for RSM Intermediate, you might want to know what next year's assignment schedule will look like.  My advice:  prepare for war.  Here's an inside view of the biggest challenges facing our 7th grader, right now, during the last 18 days of the 2013-14 school year.  To see the final data revealing just how many hours of homework are involved, feel free to scroll to the bottom.  But..I must warn you...before you see the numbers, I would suggest having an asprin and a cookie ready.  You're going to need them. 

Day-by-Day Schedule

Thursday

June 5 English:  Begin study of the historical fiction novel, The Clay Marble.  The novel revolves around the story of a family in a Cambodian refugee camp formed after Pol Pot's genocide.  The teacher began reading the novel aloud in class; no hard copy is available for the students.  Homework based upon the novel must presumably be completed from memory or from copious notes taken in class (plus wild guessing on the page numbers for citations.)

Parents:  Open a pint of Ben & Jerry's, then click here to view the packet...

...and here to view the dialectical journal instructions.

Yup, I checked:  

• Barnes and Noble does not have "The Clay Marble" in stock
• The local library does not have a copy (or any other libraries in towns with names I recognize)
• There is no Kindle or e-version available for download.  

Monday
June 9 English:  Research the Vietnam War online (no website in particular), type ten facts using Google Docs and have submitted online by today.  Personal note:  photos of the Vietnam war on Wikipedia are gruesome. 

Wednesday
June 11 English:  Quiz covering Chapters 1 - 5 

Friday
June 13 English:  Vocabulary test  
June 13 Pre-Algebra:  Ch 11 test 
June 13 History:  Online social media discussion and comments due, covering a series of questions on the topic:  "Tension between Catholics and Protestants Over Last Supper Room."  (As of Sunday, June 8, the students to not yet have a copy of the article to be debated.)  [3 discussion questions + 1 required response to another student = 
(4 short answers x 20 minutes) + 20 minutes' reading = 100 minutes of homework = 1 hour, 40 minutes]

Monday
June 16 Pre-Algebra:  Math presentation due (5% of entire grade)  
June 16 History:  Aztec/Inca Project due 

Tuesday
June 17 English:  Quiz covering Chapters 6 - 10  

Friday
June 20 English:  8 essays due (Dialectical Journals) [8 Essays x 30 minutes each =  4 hours of homework]

Tuesday
June 24 English:  "Clay Marble Packet" due.  The "Packet" is the 16 pages of instructions mentioned above.  It requires:

12 essays, 1/2 page each
06 bullet point paragraph "notes"
06 cause & effect short answers
118 written short answers to "study questions" (complete sentences)
16 character traits detailed in a chart (4 characters x 4 traits each: Feelings, Actions, Quotes, Reactions to others)

*Assuming each question (essays included) takes no more than 15 minutes to research and write, this adds up to:

15 minutes x 158 essays/short answers  = 2,370 minutes 

2,370 minutes = 39.5 hours of homework

*Warning:  Each question might not take 15 minutes.  No one has a hard copy of the book, so the assignment adds up to roughly 158 ghost stories.  Add or subtract time accordingly...

June 24 English:  Final Exam  

Wednesday
June 25 Pre-Algebra:  Final Exam  
June 24 or 25 (to be announced) Science:  Final Exam  (Tuesday or Wednesday)
June 24 or 25 (to be announced) History:  Final Exam  (Tuesday or Wednesday)

Do or Die!  The Raw Statistics...  Here's a look at the homework time data for the next 18 days, including assumptions and estimates of error.  Now would be a good time to open another pint of Ben & Jerry's...

English:

  1.5 hrs Vietnam assignment

  4.0 hrs Dialectic journal writing

39.5 hrs "Clay Marble" packet

  1.0 hrs Test prep for quiz covering chapters 1-5

  1.0 hrs Test prep for Vocabulary test

  1.0 hrs Test prep for quiz covering chapters 6-10

  2.0 hrs Test prep for Final Exam (end of the year)

English subtotal:  54 hours 

(Error bar estimate, +/-5 hrs)

History:

1.5 hrs Social Media Discussion

2.0 hrs Preparation, Aztec/Inca Project

2.0 hrs Test Prep, Final Exam (end of the year)

History subtotal:  5.5 hours 

(Error bar estimate, +/-1 hr)

Pre-Algebra

7.0 hrs Textbook assignments & YouTube videos, combined (9 individual assignments to hand in)

1.0 hrs Test prep; Chapter 11 Test

2.0 hrs Presentation prep

2.0 hrs Test prep; Final Exam (end of the year)

Math subtotal:  11 hours 

(Error bar estimate, +/-2 hrs)

Science

1.0 hrs Test prep; Final Exam (end of the year)

Science subtotal:  1 hour 

(Error bar estimate, +/-2 hrs)

 

Elective and P.E.

0 hrs 

(Error bar estimate, +2 hrs)

Total = English (75.5%) + History (7.7%) + Pre-Algebra (15.4%) + Science (1.4%) + Elective/PE (0%)

Total = 54 hrs + 5.5 hrs + 11 hrs + 1 hrs + 0

= 71.5 (+12/-10) hours of homework  / 18 days

7th Grade Homework = 4 hours per day*, 7 days a week

(+.67/-.56) Error means as much as 4.6 hours/day, or as little as 3.41 hours/day

*Rounded from 3.97 

Reality check

According to the RSM Intermediate website, students should set aside 1-2 hours per day for homework, though long term assignments may require more.  To view the Assistant Principal's homework time estimate, click here:  Mr. Bajorek's Information Zone.  It's...amusing.

  

    

Part 6. News Flash: Crichton's "Timeline" Removed from 7th & 8th Grade History Curriculum (SVUSD)

Rancho Santa Margarita, CA.  It's official!  7th graders at RSM Intermediate no longer have to worry about the horrors of Michael Crichton's techno-thriller, Timeline, as an honors history assignment.  According to a personal message from the office of the Superintendent, Timeline has been pulled from both 7th and 8th grade classrooms.

School motto:  "Soar Above the Line"

Long journey.  SVUSD officials' bold move to remove the book follows in the wake of a long and storied journey. It began with the harrowing protests of a 12 year old boy, disturbed by graphic depictions of violence.  Passionate letters of protest were written to the Principal of RSM Intermediate--and rebuffed.  (See Part 1.)  Next, letters were written to the SVUSD Board of Education.  When they evoked no response, more letters were written and sent to members of RSM's City Council and Mayor, desperately asking for help.

It was Mayor Gamble's advice that finally turned the corner for families of RSM Intermediate.  Speak to the Board of Education in person, she said.  And we did.

Success.  Today, my cell phone chimed an alert--a message was waiting.  I pressed a button and the good news flooded in.  It was the Director of Secondary Education, SVUSD, calling to say thank you for the heads up about Timeline.  She wanted to make sure we knew the book title had been removed from 7th and 8th grade classrooms.

Thank you!  I wish to offer heartfelt thanks to the SVUSD officials who took action.  We also owe thanks to Mayor Gamble, and fellow parents, neighbors, teachers, and citizens of California, Florida, Washington, and Ohio who supported this effort.  It is a tremendous relief to know that next year's incoming middle school students will be safer.

What happened to the 7th grader who began this journey?  The most immediate effect of the book was a sharp drop in grades--in almost every class--coupled with a general loss of academic motivation.  If this is what it meant to be a scholar, by his thinking, then he didn't wish to be one.  

As for our own attempts to help him handle the mature content of the book, I can only say that we didn't know what to do or say--but we tried.  (Sodomizing and executing a gay king, among other things, wasn't something we could look up in a developmental health book.)   

Just recently, our son's academic efforts have again gained steam and we are hopeful for the future.  He was embarrassed by this journey, but strengthened by those who came together to "soar above the line."   Our protest was too late to prevent his exposure to sexual violence, but he could appreciate why it was important for the benefit of others.  

One day, we hope this unfortunate experience will give him the courage to face the most difficult topics--choose the most important battles--and be stubborn when the future is at stake.  Plus, he now loves math and science more than ever.  Some of the very best teachers at RSM Intermediate, are part of that, too.          

Part 5. Testimony presented to SVUSD Board of Education, May 13, 2014

May 13, 2014:  Testimony on the use of Michael Crichton's Timeline for 7th grade history instruction was presented to the SVUSD Board of Education's Regular Meeting.  The following is a transcript of Global Microscope's testimony:

Techno-Thriller Controversy Hits RSM Intermediate. Photo: Yelp

Thank you very much for the opportunity to address the board today...  I have two children in SVUSD schools.  One attends Robinson Elementary, and the other, RSM Intermediate.

I am here to address RSM Intermediate's 7th grade curriculum, and the literature used to support the education of honors history students. 

In the beginning of the current trimester, my son brought home a long list of books assigned for history instruction.  Choosing one, passing a test on it--and discussing it in class--was mandatory. 

Only two books on the list were marked "honors," however.  One was Michael Crichton's, Timeline. 

Vaguely familiar with Michael Crichton as the author of Jurassic Park, I consented when my son chose Timeline.   

I had no idea this meant he would soon be reading about a woman who trades sex for safe passage to a castle; about a professor locked in a cage and lowered into a stinking pit of effluence; about the humor of raping and executing a homosexual king.  I offer the following direct quote for illustration: 

"...Know you how your namesake, our late king, Edward the Foolish, met his end?  I see by your face that you do..."
Johnston nodded slowly.  "His screams could be heard for miles."
Kate looked questioningly to Marek, who whispered, "They're talking about Edward II of England.  He was imprisoned and killed.  His captors didn't want any sign of foul play, so they stuck a tube up his rectum and inserted a red-hot poker into his bowels until he died."
Kate shivered.
"He was also gay," Marek whispered, "so it was thought the manner of his execution demonstrated great wit." 

According to the California Department of Education's website, Timeline is recommended for a grade level span of 9-12.  Not 12 and 13 year old children.  The book's overview on the state website also includes the following warning: 

"This book was published for an adult readership and thus contains mature content.  Before handing the text to a child, educators and parents should read the book and know the child." 

I wish to formally request that the Superintendent look into the use of Michael Crichton's fictional novel, Timeline, for 7th grade history instruction.  I also request that the Superintendent's findings be reported back to the Board of Education. 

Every book assigned to a student at school is a learning experience.  This is not just how teachers convey academic information, but also how they teach our children to write and address assigned topics.  When assigning a work of violent, sexually explicit fiction to young students attempting to learn about real history, a tragic lesson is being taught. 

What would happen if my son wrote a similar, fictional essay about Sir Isaac Newton being tortured, sodomized and executed, and then turned it in to his science teacher as a research paper?  Just how fast would the Principal pull our child out of class and dial our phone number?  Or...perhaps he would dial the Sheriff's department instead.  Either way, I would certainly understand.  Thank you for your time.

*P.S.  To my fellow parents and guardians who came to the meeting, and all who have otherwise expressed support and encouragement:  

Thank You!

Author's Note:  

Check out Erin Johnson's articles on examiner.com!  Erin is a self-described O.C. native and mother of three children.  She writes about family-friendly topics from the triple perspectives of mom, MBA, and global traveler.  Click HERE to look her up.  Dashing the rights of parents might be one of her concerns, too. 

Part 2. Disappointed, Speechless: Public Reaction to Porn & Torture Content of Materials at RSM Intermediate, SVUSD

(Updated May 1, 2014)

By Speedy Scott,  globalmicroscope@gmail.com

Overview.  This month--April 2014--Dr. Jameson, Principal of RSM Intermediate, stated his administrative policy:  "...it [is] impossible to set criteria for restricting use [of media] based upon age alone."  As you might imagine, the publication of this policy has inspired strong opinions among community members, not to mention urgent questions: 

1.  Is Principal Jameson's statement consistent with California law?  
2.  Is it right for our kids?  

Recap.  To assist in answering these questions, a brief sample of the RSM materials assigned or shown in history class is detailed below.    The ages of the children involved are generally 12 to 13.

1.  Pornography, Horror / Michael Crichton's Timeline:  

Low-resolution image from Wikipedia thought to
 qualify as "fair use" under US copyright law for
non-profit book identification purposes.

"He was imprisoned and killed.  His captors didn't want any sign of foul play, so they stuck a tube up his rectum and inserted a red-hot poker into his bowels until he died.' 

Kate shivered.

'He was also gay,' Marek whispered, 'so it was thought the manner of his execution demonstrated great wit,'" (p.210, 48%).

2.   Horror / Michael Crichton's Timeline:

"While they waited, Chris felt something drip on his shoulder.  Looking up, he saw a man hanging directly above him, twisting slowly on a rope.  Urine dribbled down his leg.  Chris stepped away from the wall and saw half a dozen bodies, hands tied behind their backs, hanging from ropes tied to the second-floor balustrade," (p. 343, 77%).

3.   Torture / Barbarians--The Mongols, a History Channel production:   

Audio voiceover:  "A special fate is assigned to the greedy governor; dragged from his hiding place in the citadel, he is held down as molten silver is poured into his ears and his eyes."  

Visual/audio:  A man is shown being carried, tied to a stick.  He is then set down on the ground, and held down by a group.  The camera pans to a dipper of molten metal, which begins to pour.  The audience hears blood-curdling screams.  (Clicking the title, above, will take you to the film on YouTube.)

A community reacts.  When children experience disturbing events, it can be difficult to discuss.  Even parents of children in middle school are often isolated, with little ability to reach out to other parents and ask, "Am I the only one concerned about this?"  For that reason, I have copied a representative sample of Face Book comments to the April 21st article, below:

1.  KKB:  "Oh my gosh.  I lack the words for a response."

2.  SKW:  "Wow...I'm disappointed."

3.  ALC:  "With the availability of vast amounts of reading material it seems like more than two books could/should have been listed for honors approval.  Deciding between bad and worse seems unnecessary."

3.  MM:  "Wow...unbelievable.  And I thought LAUSD was the "careless" district:-/

4.  TR:  "I want to defend RSM a little bit by saying that my daughter had two great years there with no experience like this..."

5.  HL:  "I use an app called 'kids media' to get ratings on everything from apps to books to video games.  It gives very detailed information about themes and specific words.  The age appropriate scale slides up to 17. It's interesting that the book in question "Timeline" doesn't have a rating listed under books.  Must be too mature.

6.  DA (Teacher):  "Such a complex topic.  I think adults often assume that because a child can read at a high school level, that allows us the freedom of letting kids read "whatever".  Just like parents, teachers do need to think about the content and whether or not it is something a child can emotionally handle, regardless of their reading ability.  That being said, I continue being amazed at parents who let their five year old read Harry Potter or their 3rd grader read Twilight [just] because they can.

7.  DC (Former teacher):  "The teacher/school clearly went against the state dept. of ed. recommendations.  A complaint would not be out of order..."

8.  DK (Former School Board Director):  "Wow - thanks for sharing!!  When I served on the school board, it was so disappointing the other Directors would not take home the novels we were being asked to approve, and review them!  Unfortunately, the other Directors bought into the belief it was micromanaging and second guessing the administration and the Curriculum Instruction Material Committee, making me a lone voter against many novels!"

9.  DC:  Just want to input, that at 18, I went and checked out every single censored from High School curriculum book, in the mid and late 70s and read them.  And where possible, I read them before I graduated, when I could buy them.  With my parent's permission.  I was not harmed in the least, I don't think.  I do agree with respecting parental prerogatives, and would support the assigning of any book known to be controversial, to require parental permission.  My strict and observant Catholic parents, never censored anything in literature, but some strident conversations did come about, and were good.  I never censored my children, and I have raised independent thinkers and am so proud of this.  Truly, it gives me great satisfaction to have well informed, and exposed to children.  But as said, I would bow to parental prerogative.  

10.  DK (Former School Board Director):  ...this is not about banning books or censorship, and those trying to portray it as such, are merely trying to refocus the conversation.  One only has to read this part to understand it's clearly inappropriate - "His captors didn't want any sign of foul play..."  Parents should be in arms, and not just for their own children, but do you really want your child's fellow students reading that such behavior is viewed as "great wit"?

11.  DC:  Hopefully most parents would say no on a permission slip.  Any controversial book, video, activity, should be deferred to parental decisions...I have no problem with parental permission being required.  I do have a problem with censorship.  Censorship is a parental prerogative.  Parenting choices respected.  And no, I would not want my children's classmates to read such ugly spew..."

So...What are we going to do?  Written letters of complaint have been sent to the Principal of RSM Intermediate, the Superintendent, and all members of the School Board.  The only response received to date is the one from Principal Jameson, in which he states age guidelines are "impossible."  In order to protect our children, however, it may first be necessary to examine state and federal laws as they pertain to children and teachers:


California Penal Code, Section 313-313.5, covering the fines and jail time associated with showing harmful materials to minors.  The issue hinges upon several factors, including:

(1) Intended audience.  According to the CA Board of Education, Crichton's Timeline was written for a mature audience.  State recommendations on the use of cable movies in the classroom have not yet been located, but The History Channel production was probably produced for the entertainment purposes of individual, paying customers.

(2) Contribution to education.  Unlike anatomical drawings shown in health class, both forms of media contain fictional or dramatic elements that range from fantasy to unsupported conjecture.  Some of the information was obtained from academic sources--but both author and producer intended the transition from fact to fiction to be seamless.  In the context of a 7th grade history class, it is difficult to argue that presenting fiction as fact is educational.

(3) Intent.  The exact intent is not known, but it is quite possible--even likely--that the two history teachers intended nothing more than to use popular media to inspire student interest in history.  Plus, commercial profit was definitely not an issue.  Other possibilities are quite awful, however, and impossible to confirm or deny without more information.  If it weren't for the Principal's message (reprinted in the previous blog; family names have been changed to protect the identity of a minor), it would likely not have entered the community discussion.  Here's why:

Conflict of interest.  All honors classes are known to be "weed-out" classes.  According to the presentations of teachers at Back to School Night, students must do much more than make good grades.  If their level of participation is viewed as insufficient, they will not receive permission to continue honors-level work the following year.  In this atmosphere, students and parents are much less likely to protest inappropriate material, fearing their children will be judged too immature to continue the honors program.

Subjective evaluation.  Since honors students are are already being evaluated subjectively, the next question is whether or not shocking, violent, sexual media is being used to further cull the honors-student population.  Given the administration's position on the topic, parents are wondering if the ultimate intent of the school is to foster voluntary drop-outs.

Another possibility is that disturbing, adult materials are being used as a rite of initiation.  If any group is being humiliated or embarrassed because they show aversion to torture and pornography in class--even 7th graders in general--then hazing may be an additional issue to consider.

Author's note (May 1st):  A group discussion on Timeline is still scheduled to take place in the classroom, at a future date.


More information on how the State of California defines "harmful materials" can be found here:

http://www.leginfo.ca.gov/cgi-bin/displaycode?section=pen&group=00001-01000&file=313-313.5

Information on hazing can be found here:

National Federation of State High School Associations: 

 http://www.nfhs.org/content.aspx?id=3775

According to the NFHS:

1.  The definition of hazing:  "The Federation defines hazing as any humiliating or dangerous activity expected of a student to belong to a group, regardless of their willingness to participate."  (Author's note:  emphasis on humiliating.)

2.  Connection between bullying and hazing:  "In many respects, hazing is similar to bullying, but hazing has the tendency to be institutionalized form of harassment/intimidation centering on initiation rights connected to certain school clubs and activities.  Hazing can be seen as an organized form of bullying.  One difference between these behaviors is that bullying typically attempts to exclude a person from the bully's activities while hazing is often a condition of acceptance or initiation into a group."

Thank you for your time.  Please note that this article was not posted by a lawyer--just a concerned parent and member of the RSM Intermediate STPO, working to inform our community about matters we care about most.

~Speedy Scott