Prize Winner of Newark, New Jersey

That rather precious title of this post refers to me, as the leader of one of the 25 teacher teams in Newark who won grants from the Teacher Innovation Fund from the Foundation for Newark's Future. (Reportedly there were several hundred applications.) FNF was created to administer what is popularly referred to as "the Facebook money," the large grant of Facebook stock gifted by Mark Zuckerberg to the city of Newark to invest in and improve its schools. In addition to the honor itself, we attended a nice reception on Thursday night, February 23rd, attended by Superintendent Cami Anderson and Mayor Cory Booker, both of whom I got to meet and speak to. So bully for me.

Even more exciting for me is the project itself, which is something I have been nurturing in my mind for nearly six months, since the possibility of working at History High first arose. Very simply, teachers will mentor students in conducting original historical research, which we will edit into a dramatic form and produce as a play. Such a play is part of a relatively new but fairly well-established genre with roots back into the early 20th century, with the work of Erwin Piscator and the Living Newspapers of the Federal Theater.

The form got a reboot in the mid-1980s with Emily Mann's play Execution of Justice, about the trial of Dan White for the murder of San Francisco mayor George Moscone and councilman Harvey Milk (an event popularly remembered for White's "Twinkie defense"). Unlike the tradition of historical drama represented by pieces such as Inherit the Wind and Sunrise at Campobello, Execution used multimedia and, most importantly, the actual words of participants and interviewees. It was the spiritual parent to The Laramie Project about the gay-biased murder of Mathew Shepherd and produced in literally hundreds of high schools across America; of the solo work of Ann Deveare Smith, most notably Twilight: Los Angeles and Fires in the Mirror some of them developed under Emily Mann's guidance; and The Exonerated, by Jessica Blank and Erik Jensen, who have popularized the term "verbatim theater" by which is meant that only documented words are used, without embellishment or comment by the playwrights.

Laramie and Exonerated are works of advocacy. Anna Deavere Smith and The Vagina Monologues are a sort of elevated journalism (the way that In Cold Blood is both journalism and art). This seems to us to be the proper approach for a school project. We have no business taking a point of view, not for a group project, nor do we feel entitled to draw a conclusion. In the manner of Piscator and Brecht, we will trust the audience to hear what we have found it and process it for themselves according to their own lights.

We considered a number of turning points in the modern history of Newark. (We selected Newark history as a matter of connecting to our students, as a matter of chauvinism, and by what primary sources will be most readily available, given reasonable limits of time and money.) The team picked the 1970 election of Kenneth Gibson, the first black mayor not only of Newark, but of any major northeastern city. It was the first major turn of events after the crisis of the 1967 riots which were both precipitated by, accelerated and crystallized the problem of white flight and the ensuing crumbling of the public and private infrastructure of the city. In the wake of these events, a Black Nationalist movement grew in strength, lead by, among others, the playwright and poet Amiri Baraka (formerly Leroi Jones, author of Dutchman). Baraka led the effort to focus this energy into putting Gibson in office, driving out the exceptionally cynical and corrupt administration of Hugh Addonizio.

So Gibson's election has a resonance and symbolism far beyond electoral politics; it goes to the heart of African-American power and self-determination in the course of American history.

As I write this, the plan is to begin research as soon as possible and to have the bulk completed by the end of the school year, to begin composition before the end of the year with the summer hiatus to gather our thoughts and to complete the script and produce the play in the fall semester, preferably before the winter holiday break. Naturally, the material will lead us, so the plans are subject to change.

What I am really looking forward to is to see what effect the students will have on the project and, hopefully, the project will have on them. I don't mind saying that if this is successful, I would like to see it became a tradition and a hallmark of History High.

But first, we begin.

Is Google+ the solution to school social media problems?

Most thinking administrators and teachers agree that there is tremendous power and reach to be harnessed and put into the service of education in the new social media. My former boss, Eric Sheninger of New Milford High School, with over 13,000 followers, has emerged as a national leader in the use of Twitter in connection with education. But the same group has to acknowledge there are problems and pitfalls aplenty.

The biggest problem is that of one's online identity. Or should I say, identities. As you can learn from watching Sesame Street, we have different identities for different people. We are sons or daughters AND parents AND aunts and uncles AND neighbors AND friends AND teachers AND classmates AND advocates AND hobbyists, ad infinitum. Google requires all those identities and circles of friends to rub up against each other rather indiscriminately. Thus, I get unsolicited comments from friends of friends about topics on which I may have no common ground with the commenter. Unless you want to spend all your free time micromanaging your privacy arrangements on Google, everything you do there will be tossed into one common pool.

Personally, I have elected to refrain from, for example, political comment, other than to defend my profession (which has become a political hot potato). But I like to able to share pictures of my family events, vacations and all those cute pet pictures that cause the InterWeb to break down from time to time from the sheer volume. And I don't care for my students to see that. Nor do I want to know what "crazy party" they are at and what they are doing there. When I first joined Facebook I told students I would friend them because I never went there or looked at anything there. But once I started using Facebook actively in early 2010, I unfriended all my students, rather apologetically. (That is a hideous verb, based on the misconception that the people you "friend" are your friends."

Google Plus steps neatly around this by organizing your friends into separate, discrete circles and giving each member complete control as to what circle or circles see what content. I can see the savvy teacher forming a specific circle for each course she teaches, each extra-curricular activity, with some circles sharing content, such as for all-school communications, and others being directed just to individual groups. And none of these people have to see each other with mayonnaise smeared on their face at a family picnic or playing with the family ferret. Obviously, I need to discuss this with my principal and pilot the idea, but I am really hoping that this can be a useful mode of communication before, after and outside the class.