Table of Contents

    Issue Theme
  • Free The Big One

    Teaching about climate change

    By Bill Bigelow

    The environmental crisis requires a profound social and curricular rethinking.

  • Cover Story
  • Free A Pedagogy for Ecology

    By Ann Pelo

    Helping students build an ecological identity and a conscious connection to place opens them to a broader bond with the earth.

  • The Wonder of Nature

    By Bob Peterson

    A review of The Last Child in the Woods: Saving Our Children from Nature-Deficit Disorder, The Sense of Wonder, and A Sand County Almanac.

  • Rethinking Lunchtime

    Making lunch an integral part of education

    By Michael Stone

    Lunch is too important to be thought of as the ritual pit stop between classroom and playground.

  • Educating Heather

    First-person narratives bring climate change closer to home

    By Lauren G. McClanahan

    First-person narratives about climate change bridge the gap for students between theory and reality.

  • Teachable Moments Not Just for Kids

    By Susan Naimark

    When parents avoid connecting, they model for children how not to talk about race and racism.

  • Beat It! Defeat It! Racist Cookies

    Promoting activism in teacher education

    By Bree Picower

    How racist cookies spurred a teacher and her education students to take action.

  • "Bait and Switch"

    New report pushes voucher fans to fast-talk around problems

    By Barbara Miner

    Voucher advocates are fast-talking their way around a new report that cast doubts on the value of the program.

  • America's Army Invades Our Classrooms

    The military’s stealth recruitment of children

    The Army's new high-tech strategy for winning recruits.

  • Teaching for Joy and Justice

    By Linda Christensen

    An excerpt from Christensen's new book, Teaching for Joy and Justice: Re-imagining the Language Arts Classroom.

  • Boycott!

    Los Angeles Teachers Say NO to More Testing

    By Sarah Knopp

    Los Angeles teachers take on LAUSD's mandated tests.

  • Free Connected to the Community

    An effective model for preparing and retaining teachers

    By Marianne Smith, Jan Osborn

    A look inside I-Teach, an effective model for preparing and retaining teachers.

  • Izzit Capitalist Propaganda?

    By Julie Knutson

    DVDs from follow a familiar free-market script.

  • "It Was So Much Fun! I Died of Massive Blood Loss!"

    The problem with Civil War reenactments for children

    By Karen Park Koenig

    A mock battle highlights the line between role-playing and re-enactment.

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Izzit Capitalist Propaganda?

Izzit Capitalist Propaganda?

Free teaching materials intrigue me. I could spend hours perusing Curriki and TeacherTube for appropriate, anti-biased resources for my 8th-grade U.S. History students. So, when forwarded a link to allegedly serves 195,000 teachers, 44,000 schools, and 18 million students?I took the bait. As the basic but inviting website opened, my eyes were immediately drawn to the free DVD offerings for educators. I began scanning the list of films, entertaining the possibility that the cryptically titled Yours and Mine: The Lessons of 1623 might provide a fresh perspective on life in the Plymouth colony.

Admittedly, after all that excitement, the DVD sat shrink-wrapped and unwatched on my bookshelf for nearly a year. I came across it again a few weeks before launching a unit on early colonial life in the Americas. Hoping it could offer some compelling details about 17th-century New England, I decided to watch it. No stranger to the world of teaching materials, I prepared myself for some hackneyed but harmless reenactments and some overly brief accounts of colonial history. Nevertheless, the DVD's description promised some "surprising facts"?such as the Pilgrims' affinity for "colorful clothes"?so I remained vaguely optimistic. Several minutes into the film, however, I realized I was watching an unabashed ode to free-market capitalism and private property.

We begin with our young narrator, Priscilla, whose stated purpose is to debunk some common myths about the Pilgrims. As she prepares us to venture into the main storyline, she stresses that we should think of the Pilgrims not as brass-buckle-wearing religious zealots, but rather as social pioneers whose image should be conjured "every time we use our cell phone or iPods." As if sensing my confusion, Priscilla looks into the camera with a raised eyebrow and asks, "Curious?" Not knowing where her odd digressions were taking me, I mentally replied with a cautious, "Yes."

On this myth-busting expedition, our host is accompanied by her father, an economics teacher and direct descendant of the Fullers of Plymouth. Hellbent on discussing the role of private property in the nascent years of the colony, Priscilla's father attempts to reeducate his daughter and a misinformed reenactor named Samuel about the devastating effects of sharing on the Plymouth Plantation.

Through a series of interviews with the local townspeople, we learn of the Pilgrims' trials and tribulations that first winter on Cape Cod Bay. While the colonists managed to produce a good harvest the following fall (thanks to whom the teacher's guide calls "a friendly native"), a ship bringing 35 more colonists meant that food needed to be rationed. Malnourished and still relatively unskilled at growing food, we're told that the Pilgrims' initial attempts at sharing the labor and harvests began to unravel. "It left the opportunity for some to take advantage," a woman in period garb explains through what is apparently a Puritan accent, "and leave the work for others." To combat these "leeches," as Samuel calls them, Governor William Bradford decides to parcel the farmlands into private individual properties and order is restored in Plymouth. Therein lies the great Lesson of 1623: that privatization and ownership provided the Pilgrims with an incentive "to work harder and be more productive in a strange land."

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