STEM Wildfire Education Necessity

 

California Wildfires Are Getting Worse. Why Schools Must Teach Fire Survival Now

From science to social-emotional learning, a comprehensive approach is needed to safeguard communities from natural and man-made hazards

Wildfire in the Inland Empire of Southern California as seen from the desert. Photo by Matthew Bamberg

Communities in California and elsewhere have shown remarkable resilience in uniting to cope and heal after a wildfire. Yet wildfires will remain a critical challenge, especially during droughts. The future doesn’t have to mirror the past. To ensure a safer tomorrow, California’s education system must prioritize wildfire preparedness and mitigation as a core part of its curriculum.

A New Interdisciplinary Wildfire Curriculum

The current model of isolating academic disciplines is inadequate for preparing students to face the uncertain world shaped by climate change. A significant curriculum overhaul is urgently needed to equip students with the skills and knowledge to address wildfire challenges effectively.

Students can benefit from interdisciplinary units because “they require synthesis of knowledge from different disciplines, and is based on a thematic unit designed to solve a problem or issue” (Weinberg & Sample McMeeking, 2017). Wildfires must be addressed through specific problem-solving strategies incorporated into projects that cover mitigation and suppression to adaptation. Subtopics for various themes require knowledge of math, social studies, and language arts (reading and writing).

Any discussion about natural and/or man-made disasters begins with significant positive successes, including personal stories about wildfire survival and how working together has accomplished significant advances in fire management. Fu and Zang (2024) emphasize that teachers who approach disaster education by showing resilience. “Teachers are at the heart of community resilience, acting as conduits through which knowledge, skills, and coping mechanisms are disseminated. Their well-being and resilience are not just individual assets but communal strengths that ripple through societies, especially in times of adversity.”

Teachers can open a unit about wildfires with a social studies lesson using the video created by CALFIRE, which offers positive information about extinguishing active wildfires. After the video, a resilient teacher can conduct a class discussion about improvements the firefighting community has made in aviation, fighting fires at night, expanding firefighter training programs, technology use, and building relationships with other agencies.

The focus of a lesson researching the C-130 H is to create a diagram of the inside and outside that is used to fight fires and can amplify student engagement. the large C-130 Hercules air tanker and equipment, the “Modular Airborne Fire Fighting System, or MAFFS system that fights fires, demonstrates how fire-fighting technology has advanced. “The aircraft can discharge its load — 3,000 gallons weighing 28,000 pounds — in less than five seconds” (Department of the Air Force).

The One Requirement to Implement ChatGPT: Fact-Checking

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To understand and address wildfires, students must grasp the science behind them through speaking, reading, and writing. The latest technologies, such as Artificial Intelligence (AI), provide an innovative platform for students to explore fire behavior, weather patterns, and land management techniques. For example, platforms such as ChatGPT can generate fire science prompts, enabling students to quickly learn about the causes of wildfires and how weather conditions contribute to their spread. The research skill of fact-checking is a must for students and teachers who use AI.

The theme of wildfires can extend to math using statistics. Students can predict the changes in wildfire behavior over time by graphing incidents, acres burned, fatalities, and the number of damaged or destroyed structures with data from CALFIRE. Additionally, they can connect the science of global warming by researching an area’s average temperatures.

Studying how indigenous peoples manage wildfires can also inspire innovative solutions for today. For example, indigenous fire management practices — like controlled burns — offer valuable lessons for sustainable land stewardship. By exploring such historical approaches, students connect science with cultural heritage, enriching their learning experience.

Role-Playing

Finally, social-emotional learning (SEL) methods such as role-playing are integrated into a specific discipline. These interactive exercises are where individuals take on different roles to practice and develop their social and emotional skills by simulating real-life situations. Students gain real-world insights and achievement motivation (engagement) into fire management strategies by learning and role-playing. Role-playing can engage low-performing students. “The effectiveness of role-play technique is also supported by the changes in attitudes shown by underachiever students before and after treatment.” (Amir et al., 2020).

Well-prepared communities can significantly reduce the damage caused by wildfires. To this end, social-emotional learning (SEL) must intersect with traditional disciplines to provide a comprehensive understanding of resilience. SEL emphasizes effective communication and teamwork, both essential for wildfire prevention.

By respecting diverse perspectives and working together to solve problems, students are equipped to build stronger, more resilient communities. “When students interact with peers who are different in their achievement levels, cognitive functioning, levels of knowledge, and sociocultural backgrounds, they experience new perspectives of thinking” (Kim et al., 2024).

For instance, students can role-play scenarios involving homeowners, landscapers, and firefighters collaborating to create defensible spaces around homes. Activities include designing fire-resistant gardens, clearing dead vegetation, and establishing evacuation routes.

These lessons can extend to making public service campaigns or interactive tools that encourage residents to take proactive steps in fire prevention. These lessons extend to community action, involving the schools to use student-created public service campaigns or interactive tools that encourage residents to take proactive steps in fire prevention.

Researching information about these professionals or inviting them to the classroom provides up-to-date information, making classroom lessons relevant and credible and preps students to emulate fire prevention, mitigation, and recovery effort scenarios. Additionally, this collaboration cultivates an atmosphere of trust and cooperation, which students can carry into their communities.

Equally important is addressing the psychological impact of wildfires, ensuring students learn coping strategies for the trauma and stress that often accompany these events.

Wildfire Education Takeaway

Building on this foundation, students can work collaboratively on practical solutions. Projects might include developing strategies for prescribed burning, designing firebreaks in high-risk areas, and using satellite imagery to track fire activity under different weather conditions. These activities deepen their understanding and foster critical thinking and creative problem-solving skills.

Some may dismiss these educational efforts as idealistic, but they must prepare young people for future challenges. This is not about promoting one worldview over another but equipping students to safeguard their communities actively.

State education officials must act by revising the Next Generation Science Standards (NGSS) to include wildfire science. Surprisingly, a dearth of wildfire-related information, standards, and lessons exist in the NGSS California Science Standards. The section of the standards that do include fire is included in the “Earth and Space Science” content area under “Natural Hazards” for grades 6 to 8, saying, “Examples of technologies can be global (such as satellite systems to monitor hurricanes or forest fires) or local (such as building basements in tornado-prone regions or reservoirs to mitigate droughts).” This isn’t adequate.

Topics that address wildfire science, prevention management, and community action and impacts are desperately needed. Adding interdisciplinary standards would enhance STEM education and align with real-world needs.

Programs integrating fire education and community resilience can transform how students view their societal roles. From learning the science of fire behavior to fostering collaboration among diverse groups, these efforts are critical for a sustainable and safe future.

Wildfires will continue challenging California, but the next generation must not face them unprepared. By integrating wildfire science and community collaboration into education, we can equip students with the tools they need to build a safer, more resilient future. This is not just an opportunity; it is an obligation to ensure that today’s students are ready to address the challenges of tomorrow.

Personal Story

Your house burned down in a wildfire — now what?

I was 15 years old when we lost our home in the 2007 Witch Creek fire in San Diego County. The night before I went to…

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References

Amir, M. A. A., Rachmaniar, A., Rismayadi, H., & Julius, A. (2020). Improving students’ achievement motivation through role-play. International Journal of Global Operations Research, 1(3), 96–102. Link

Department of the Air Force. Modular Airborne Firefighting System. Link

Fu, Q., & Zhang, X. (2024). Promoting community resilience through disaster education: Review of community-based interventions with a focus on teacher resilience and well-being. PloS one, 19(1), e0296393. Link

Kim, S., Lin, T.-J., Glassman, M., Ha, S. Y., Wen, Z., Nagpal, M., Cash, T. N., & Kraatz, E. (2024). Linking knowledge justification with peers to the learning of social perspective taking. Journal of Moral Education, 53(2), 321–341. Link

Weinberg, A. E., & Sample McMeeking, L. B. (2017). Toward meaningful interdisciplinary education: High school teachers’ views of mathematics and science integration. School Science and Mathematics, 117(5), 204–213.

Matthew Bamberg is a part-time Sanford School of Education professor at National University in San Diego.

Article originally published at https://medium.com/educreation/how-california-must-adapt-to-prepare-future-generations-7946cb13816e

Eight Steps to Use ChatGPT for Student Learning about Wildfire Prevention and Fighting Methods

ACTION AND CHANGE NEEDED NOW

When educators share the latest strategies for preventing and combating fires with students at all levels, local communities can collaborate to adopt these methods in the future.

However, many of these methods may currently be prohibited by city and county fire ordinances, which would need to be revised.

Students can explore how to unite communities to fight and prevent wildfires and stimulate drastic changes in how land is managed.

ChatGPT can be a valuable resource for teaching how Indigenous communities have prevented and fought fires for centuries and how fire departments have implemented these methods. 

Students can be educated in two areas. 

1. Wildfire Prevention and Management
2. Bringing Communities Together

Steps to Use ChatGPT for Gathering Information to Create a Thematic Unit 

What follows are prompts given to ChatGPT to create a curriculum for teaching about fire prevention and fighting. 

STEP One:

Ask Chat GPT: How have Indigenous communities successfully managed their ecosystems and natural resources?

Indigenous communities worldwide have a long history of successfully managing their ecosystems and natural resources through traditional knowledge, practices, and governance systems. Here are some examples of how Indigenous communities have achieved this:

1. Traditional Ecological Knowledge (TEK): Indigenous communities deeply understand their local environments, gained through generations of observation and experience. They have intricate knowledge of ecosystems, biodiversity, weather patterns, and the interconnections between different elements of nature. This knowledge is passed down through oral traditions and plays a vital role in managing resources sustainably.
2. Sustainable Resource Use: Indigenous communities often have a strong sense of stewardship and a holistic approach to resource management. They utilize traditional practices such as rotational farming, selective hunting and fishing, and fire as land management tools to ensure the long-term sustainability of resources. These practices are often based on an understanding of the ecological limits of the environment.
3. Conservation and Biodiversity Protection: Many indigenous communities have developed effective strategies for conserving biodiversity. They establish sacred sites, protected areas, and customary laws restricting the exploitation of particular species or habitats. Indigenous people also play a significant role in safeguarding endangered species by implementing local hunting and fishing regulations and participating in monitoring and conservation efforts.
4. Community-based Governance: Indigenous communities have governance systems often deeply rooted in their cultural values, customary laws, and collective decision-making processes. These systems empower the community to make decisions about resource management, resolve conflicts, and enforce regulations. The participation and involvement of community members in decision-making foster a sense of ownership and responsibility towards the ecosystem.
5. Collaboration and Traditional Practices: Indigenous communities often partner with researchers, conservation organizations, and government agencies to combine traditional knowledge with modern science. This collaboration recognizes the value of indigenous knowledge and practices in ecosystem management. By incorporating conventional practices into conservation efforts, indigenous communities have successfully restored habitats, managed wildlife populations, and revitalized traditional agricultural systems.
6. It is essential to acknowledge that the success of indigenous resource management practices varies across different communities and regions. However, the above examples highlight Indigenous communities’ invaluable contributions and expertise to sustainable ecosystem management and conservation efforts.

I conclude that controlled burning has been necessary for indigenous people to keep fires at bay.

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STEP Two:

Ask Chat GPT: How do Indigenous people use fire as a land management tool to ensure the long-term sustainability of resources?

Indigenous people have a long history of using fire as a land management tool to ensure the long-term sustainability of resources. Fire has been employed by indigenous communities worldwide for various purposes, including agriculture, hunting, and ecological stewardship. Here are some ways Indigenous people use fire for land management:

1. Agriculture and Food Production: Indigenous communities have used controlled burning to clear land for agriculture. Burning away vegetation creates nutrient-rich ash that fertilizes the soil, making it more suitable for planting crops. Fire also helps control pests and unwanted plant species, allowing preferred crops to thrive.
2. Habitat Management: Indigenous peoples use fire to shape and manage habitats for plants and animals. For example, in grassland ecosystems, periodic burning promotes the growth of certain grasses and reduces woody vegetation, creating an open landscape that benefits grazing animals. Fire helps maintain a balance between plant species, supports biodiversity, and prevents the encroachment of invasive species.
3. Firebreaks and Fire Suppression: Indigenous communities often strategically burn areas around their settlements or important resources to create firebreaks. By removing flammable vegetation, they reduce the risk of uncontrolled wildfires spreading and threatening their communities. Controlled burning can also suppress or manage natural wildfires, reducing their intensity and impact.
4. Cultural Practices: Fire plays a significant role in many indigenous communities’ cultural practices and traditions. Ceremonial or cultural burns are conducted to maintain cultural connections, renew spiritual ties, and pass down traditional knowledge. These intentional burns may have specific purposes, such as healing the land, promoting regeneration, or signaling the start of a new season.
5. Forest and Resource Management: Indigenous peoples often use fire to sustainably manage forests and other resources. Controlled burning can help regenerate forests by promoting the growth of desired tree species, enhancing seed germination, and reducing competition from invasive species. It can also help facilitate hunting by improving visibility and creating more open hunting grounds.

It’s important to note that indigenous fire management practices are based on a deep understanding of local ecosystems, developed through generations of observation and traditional knowledge. These practices are often guided by careful consideration of ecological processes and respect for the interconnectedness of all living beings.

Indigenous fire management has gained recognition as an effective and sustainable approach to land management. Collaborative efforts between indigenous communities, governments, and conservation organizations increasingly focus on supporting and integrating traditional fire practices to achieve long-term ecological sustainability.

STEP Three:

Ask ChatGPT: How did indigenous communities create firebreaks?

ChatGPT Response: Indigenous communities have employed various techniques to create firebreaks and areas cleared of vegetation to prevent the spread of wildfires. These methods have been developed over centuries and vary depending on each indigenous group’s specific practices and knowledge. Here are a few examples:

1. Controlled Burning: Indigenous communities have traditionally used controlled or prescribed burning to manage their lands. By intentionally setting small, controlled fires during specific times of the year, they would reduce the accumulation of dry vegetation and promote new vegetation growth. These controlled burns created natural firebreaks by clearing away potential fuel sources and reducing the intensity of future wildfires.
2. Clearing and Pruning: Indigenous communities would clear and prune vegetation strategically to create firebreaks. This involved removing undergrowth, dead trees, and low-hanging branches around settlements or essential resources. By creating gaps in vegetation, they reduced the likelihood of fire spreading across the landscape.
3. Landscaping and Design: Indigenous communities often designed their settlements and cultivated landscapes to incorporate natural firebreaks. They would select locations with natural features such as rivers, rocky outcrops, or open meadows that acted as barriers against fires. Additionally, they practiced selective clearing and planting of fire-resistant species near their communities to create additional firebreaks.
4. Firebreak Maintenance: Regular maintenance of firebreaks was crucial for their effectiveness. Indigenous communities would continuously monitor and maintain firebreaks by removing new growth, fallen debris, or any potential fire hazards. This ongoing management ensured the firebreaks prevented the spread of wildfires.

It’s important to note that these practices were based on the deep understanding and ecological knowledge that Indigenous communities developed over generations. They recognized the role of fire as a natural and essential part of ecosystem health. They used their traditional knowledge to coexist with fire and minimize its destructive impact on their communities and lands.

I’m on to something here: A great idea. A firebreak lesson for high school students.

STEP Four:

Ask ChatGPT: How do you create a firebreak in California?

Creating a firebreak is an important wildfire prevention and management strategy in California. Here are some general steps to create a firebreak:

1. Check Regulations and Obtain Permits: Before creating a firebreak, it’s crucial to check local regulations and obtain the necessary permits. Contact your local fire department or authorities to understand your area’s requirements or restrictions.
2. Plan and Assess the Area: Evaluate where you intend to create a firebreak. Consider factors such as topography, vegetation types, and the proximity of structures or other sensitive areas. Identify the appropriate width and location for the firebreak based on these considerations.
3. Clear Vegetation: Remove vegetation and combustible materials within the firebreak area. This typically involves clearing away shrubs, grass, fallen leaves, and dead vegetation. Use appropriate tools such as rakes, shovels, chainsaws, or brush cutters to create a fuel-free zone.
4. Maintain a Safe Distance: Ensure the firebreak is safe from structures, fences, or other flammable materials. The exact distance required may vary, but it is generally recommended to maintain a minimum distance of 30 feet from structures.
5. Create Defensible Space: Extend the firebreak by creating a defensible space around structures. Clear a wider area around buildings, removing any flammable materials and maintaining proper clearance from vegetation.
6. Consider Natural Features: Utilize natural features, such as roads, driveways, or water bodies, as additional components of the firebreak. These features can serve as barriers to slow or stop the spread of wildfires.
7. Manage Debris: Properly dispose of the cleared vegetation and debris from the firebreak area. Follow local regulations for disposal methods, including chipping, hauling, or controlled burning if permitted and safe.
8. Regular Maintenance: Once the firebreak is established, regular maintenance is essential. Monitor the area for vegetation regrowth, fallen debris, or other fire hazards. Regularly remove any new growth or combustible materials to ensure the effectiveness of the firebreak.

Remember, creating a firebreak should be done cautiously and by local regulations. Consult with local fire authorities or land management agencies for specific guidelines and recommendations tailored to your area in California.

STEP Five:

Ask ChatGPT: Lesson plan using a map to create a firebreak on a parcel of land in California.

Title: Creating a Firebreak Using a Map in California

Grade Level: High School

Subject: Environmental Science/Geography

Objective:

• Students will understand the importance of firebreaks in preventing the spread of wildfires.
• Students will learn how to use maps to plan and create a firebreak on a specific parcel of land in California.
• Students will analyze the geographical features and vegetation types to determine the most effective location for the firebreak.
• Students will develop critical thinking and problem-solving skills in addressing wildfire prevention and management.

Materials:

• Maps of the parcel of land in California
• Topographic maps or satellite imagery
• Markers, pencils, or colored pencils
• Rulers or measuring tapes
• Calculators
• Field notebooks

Procedure:

1. Introduction (15 minutes): a. Begin the lesson by discussing the importance of wildfire prevention and the role of firebreaks in containing wildfires. b. Explain the objective of the lesson: to plan and create a firebreak on a specific parcel of land using maps. c. Engage students in a discussion about the factors influencing wildfire behavior, such as vegetation type, terrain, and weather conditions. d. Introduce the concept of topographic maps or satellite imagery as tools for analyzing geographical features.
2. 
   
3. Map Analysis (30 minutes): a. Provide students with maps of the parcel of land in California. b. Instruct students to identify and mark on the map the key features that can influence the spread of wildfires, such as forests, vegetation types, slopes, and nearby structures. c. Guide students in using rulers or measuring tapes to measure the distances between essential features and the parcel’s boundaries.
4. Firebreak Planning (30 minutes): Divide students into small groups and assign each group a specific section of the parcel to plan a firebreak. b. Instruct the groups to analyze the maps and consider the factors discussed earlier to determine the most suitable location for the firebreak. c. Encourage students to consider the natural features that can act as barriers or aids, such as rivers, roads, or open fields. d. Guide the groups in drawing and labeling their proposed firebreaks on the maps, ensuring they connect with existing barriers or extend to the parcel’s boundaries.
5. Firebreak Implementation (30 minutes):
6. a. Take the students outside to the designated parcel of land (if feasible) or use a larger-scale map or satellite imagery. b. Instruct each group to compare their proposed firebreaks with on-site terrain and vegetation. c. Encourage students to discuss any necessary modifications to their plans based on the reality of the ground. d. Discuss the practical aspects of implementing a firebreak, such as clearing vegetation, maintaining a suitable width, and considering environmental impacts.
7. Reflection and Discussion (15 minutes): a. Bring the students back inside and facilitate a class discussion about the challenges and considerations encountered during the planning and implementation of firebreaks. b. Encourage students to reflect on the effectiveness of firebreaks in wildfire prevention and management. c. Discuss the broader implications of wildfire prevention strategies and the importance of community involvement.
8. Conclusion (5 minutes): a. Summarize the key concepts discussed during the lesson and emphasize the significance of proactive measures, such as creating firebreaks, in reducing the impact of wildfires. b. Encourage students to apply the knowledge gained in their local communities and promote awareness about the importance of fire safety and prevention.

Note: Ensure that safety measures and local regulations are followed when conducting outdoor activities or visiting specific locations.

STEP Six

Find map at https://www.blm.gov/maps/frequently-requested/california

Using a map to create firebreaks:

Creating firebreaks using a map involves strategically identifying and marking areas where vegetation is cleared or modified to prevent the spread of fires. Here’s a step-by-step guide on how to use a map to create firebreaks:

1. Obtain a map: A detailed map of where you want to create firebreaks. This could be a topographic map, satellite imagery, or any other map that provides sufficient detail.
2. Assess the area: Study the map to identify essential features such as vegetation types, potential fuel sources, roads, water bodies, and structures. These features will help you determine where firebreaks should be established.
3. Identify firebreak locations: Look for natural features that can act as firebreaks, such as rivers, roads, or rocky terrain. These features can serve as practical barriers against the spread of fires. Also, mark areas where you must create new firebreaks by clearing or modifying existing vegetation.
4. Consider fire behavior: Evaluate the prevailing wind patterns in the area. Fire tends to spread more rapidly against the wind. Identify areas where fires are likely to ignite and spread quickly and prioritize those areas for firebreaks.
5. Determine firebreak width: Decide on the appropriate width for your firebreaks based on the vegetation and the fire risk. In some cases, wider firebreaks are necessary to prevent the passage of larger fires, while narrower firebreaks may suffice in areas with less dense vegetation.
6. Mark firebreak locations on the map: Use a pen or marker to mark the locations of firebreaks directly on the map. Indicate the width and extent of each firebreak.
7. Implement firebreaks on the ground: Take the marked map with you to the field and use it as a guide to create firebreaks physically. Depending on the situation, this may involve clearing vegetation, creating a bare soil strip, or modifying the existing landscape to interrupt the flow of fires.
8. Maintain firebreaks: Regularly inspect and maintain them to ensure they remain effective. Remove any vegetation that grows back or encroaches upon the firebreaks.

Creating firebreaks and managing wildfires can be complex and potentially dangerous tasks. It’s crucial to work with local authorities and fire management professionals and follow applicable regulations and safety guidelines when implementing firebreaks.

Teaching Students the Importance of Residental Landowners Taking Responsibility for Implementing Fire Prevention Efforts

STEP Seven:

Now that students grasp what’s required to manage and control wildfires, they can learn how to change the cumbersome legalities of fire management.

Project learning can supply the students with tools to build community and seek collaboration with local fire authorities.

Two compelling articles to begin this process are linked here:

Private Property Controlled Burns

Prescribed Burns and Fire Preparedness

STEP Eight:

Read through steps one to seven of ChatGPT's statements for misstated facts. Correct any errors in statements, spelling, grammar and usage. 

ChatGPT permits teachers to quickly find resources essential for fire science, a subject required for middle and high school students.

Using the above steps, categorizing the lessons into a month-long unit ensures they have the tools they need to manage wildfires:

Lesson One: Traditional Indigenous Methods for Managing the Environment

Lesson Two: PBL Presentations on Specific Cultures Ecological Management of Land, Water, and Air

Lesson Three: California Wildfire Study

Lesson Four: Indigenous Methods versus State of California Methods for Wildfire Prevention

Lesson Five: Tech Lesson–Using Google Maps for Locating Fire Zone Topography

Lesson Six: Culminating Lesson–Creating Firebreaks for Parcels of Land

Takeaway

Collaboration and action are vital for change in the control of wildfires. The next generation requires tools to manage the community around them. Steps to do this begin with all community members.

No one wants their homes and businesses to burn down.

Matthew Bamberg, MA, is a part-time professor of education, freelance writer, and photographer.

Originally published at https://matthewbamberg.substack.com.

Matthew Bamberg Climate Change Education Articles

Purchase Climate Change is Everyone's Business Poster

Climate Change Education Articles by Matthew Bamberg

Essential Climate Change Education: Why Teaching and Learning Matter

Thinking Critically about Global Warming Proves it’s Real

How to Teach Climate Change to Kids and their Communities: Engaging Strategies for Taking Action

Teaching Climate Change: Engaging Kids and Communities Through STEAM

What's the Future of Climate Change under Trump? Five Important Links

News Links to Trump Climate Change Plan

Trump's achievements in safeguarding the environment are not monumental. 

Courts defeating trump's anti-climate initiatives.

Private sector clean energy industry execs plan on working with Trump to continue developing clean energy sources as costs decline. 

Chris Wright, Trump's pick for Secretary of Energy has said "there there is no such thing as clean energy or dirty energy."

Majorities in Congress might not support Trump’s desired changes.

Critical Theory Taught in the Context of a Specific Subject Discipline is One of the Most Important Facets of Understanding How It's Inclusion Can Benefit Students

Photo by Matthew Bamberg

Through research, critical theory and critical race theory need to be approached with caution. For example, approaching it as a generalized concept, you risk misrepresenting many ethnic and social groups. 

It's a much better practice to include this type of education as it comes up in each subject so students can understand how it can change from one discipline to the next.

ChatGPT explains this well. I've researched the issue for two decades and found what the platform remarks about integrating critical theory into K-12 education. 

I asked ChatGPT the following statement that I have researched and found studies that substantiate the claim to be correct: 

Isn't critical theory best taught in each specific subject discipline?

I couldn't have written a better response. (Please note that no sources are stated here, yet I'm convinced support for it could be easily found in educational databases at university libraries. 

Response from AI: 

Yes, Critical Theory is often most effectively taught within the context of specific subject disciplines. When integrated into the unique frameworks and methodologies of a particular field, it can enrich students' understanding by highlighting how power, inequality, and bias shape knowledge production and social structures in that specific area. Here's why teaching Critical Theory within distinct disciplines can be more meaningful:

1. Tailored to Subject Matter

• History: In history, Critical Theory can provide a lens for analyzing how power and ideology shape historical narratives and which perspectives are elevated or marginalized. For example, students might study how colonization, slavery, or civil rights movements are portrayed differently depending on the perspective of the historian or the prevailing social attitudes of the time.
• Literature: In literary studies, Critical Theory is often used to analyze texts through various lenses, such as feminist theory, postcolonial theory, or Marxist theory. This helps students understand how literature reflects and critiques societal power dynamics, and how different interpretations of the same text can arise based on theoretical perspectives.
• Sociology: In sociology, Critical Theory plays a central role in examining societal structures, institutions, and power relations. It helps students understand how systemic inequalities are perpetuated through laws, policies, and social norms. Concepts like institutional racism, patriarchy, and class struggle are foundational in sociological applications of Critical Theory.
• Law: In legal studies, Critical Race Theory (CRT) offers a framework for understanding how the law and legal institutions perpetuate racial inequalities. By teaching CRT within law, students can critically examine landmark cases, legal precedents, and the role of law in both maintaining and challenging systemic oppression.

2. Contextual Application

Teaching Critical Theory within specific disciplines allows students to see how the abstract concepts of power, bias, and inequality manifest in concrete, discipline-specific contexts. For example:

• In economics, students can use Critical Theory to explore how global economic systems are shaped by capitalism, class disparities, and the distribution of wealth and resources.
• In education, Critical Theory can help future educators understand the hidden curricula, school funding disparities, and the ways schools can either reproduce or challenge social inequalities.

3. Deepening Critical Thinking Skills

In each discipline, Critical Theory can push students to engage more critically with the subject matter by encouraging them to question assumptions, power structures, and traditional knowledge. For example:

• In science, students might explore the ways in which scientific research has been influenced by political and economic interests, or how certain voices have historically been excluded from the scientific discourse.
• In art, Critical Theory can help students understand how art reflects and challenges societal norms, and how different groups have used creative expression as a form of resistance against dominant power structures.

4. Avoiding Over-Simplification

By teaching Critical Theory across different disciplines, educators can avoid the risk of oversimplifying or generalizing its concepts. Critical Theory is complex, and its application differs across fields. For example, race might be a central focus in CRT, while gender or class could be more prominent in feminist or Marxist critiques. Teaching it within specific disciplines allows students to explore these nuances in greater depth, rather than applying a one-size-fits-all approach.

5. Promoting Intellectual Diversity

Integrating Critical Theory into each discipline creates space for intellectual diversity and debate within that subject. Students can engage with Critical Theory as one of many lenses through which to analyze their field, alongside other perspectives. For example:

• In philosophy, students might explore both Critical Theory and classical liberalism, comparing their views on individual rights, justice, and freedom.
• In political science, students might debate the merits of Critical Theory versus more traditional approaches like realism or liberalism in understanding international relations.

6. Encouraging Balanced Perspectives

When taught within specific disciplines, Critical Theory can be presented as one tool among many, rather than the only framework for understanding a subject. This encourages students to weigh the strengths and limitations of Critical Theory in light of other approaches, fostering balanced and nuanced critical thinking.

Conclusion

Teaching Critical Theory within specific subject disciplines allows students to see how the theory applies to real-world issues in a nuanced and contextualized way. This approach not only enhances their understanding of the subject matter but also develops their critical thinking skills by encouraging them to question and analyze the power structures, biases, and assumptions inherent in each field. It provides a more balanced, discipline-specific exploration, avoiding the pitfalls of generalization or indoctrination.

Navigating the 2024 Presidential Election: Key Resources for Students and Voters Ahead of Election Day and Debates

Matthew Bamberg photo collection.

Tuesday, Nov. 5, 2024, is Election Day in the United States. Tuesday, Sept. 10th, is the big Harris vs. Trump debate. Millions of Americans are expected to listen in.

Having resources for teaching and learning is valuable for students and others interested in the who, where, when, what, and how (rules) of the upcoming presidential election. In this election in 2024, use text and images to find your way around many issues of the Democratic and Republican campaigns.

Here’s the skinny for adults and children alike:

Who:

Donald Trump (R)

Kamala Harris (D)

Where: National Constitution Center in Philadelphia

Broadcast on ABC (live-streamed on ABC News Live, Disney+ and Hulu)

When: Tuesday, Sept. 10, 2024, 9 pm Eastern Time (6 pm Pacific Time)

What: PBS. Election Central. Interactive Lesson (1), Video (63), Media Gallery (6), Interactive (3), Lesson Plan (1) for Grades 3–5, 6–8, 9–12 , Resources in Spanish (2)

How: Debate Rules for Candidate Conduct

Election 2024 Text and Image Resources

English Without Borders. English Teaching Forum. The Great Mini Debate.

University of Colorado, Boulder. Preparing Your Classroom for the 2024 National Election.

PBS. What is the Electoral College? Why does it matter?

PBS. Should the Electoral College stay or go? Lesson Plan.

PBS. Lesson plan: Hosting a presidential debate.

Scholastic News. Election 2024

Publisher’s Weekly. 2024 Election and Voting-Themed Books for Young Readers

kidsimpact. Our Handy Guide: What You Can Do for Kids in This Election Cycle

US Vote Foundation. Every Citizen is a Voter.

Election 2024 Education Takaway

Education is the key to keeping democracy alive. Every American, adults and children, should be taught what elections in the United States are all about. Technology is the key to educating everyone about elections. The materials in this article are an opportunity to educate yourself and your family about the upcoming 2024 presidential election, including the historic debates of the two presidential and two vice presidential broadcasted debates.

Matthew Bamberg is a freelance writer and part-time professor based in Palm Springs, California, with over two decades of experience with students of all ages.

Published initially on Substack.

Understanding African American Vernacular English (AAVE): Definition, History, and Examples

Photo by Kiana Bosman on Unsplash

First and foremost, when a child walks into the classroom, he/she comes with his language as it is, whether AAVE (African American vernacular, which is what Ebonics is) or Spanish. More than just African Americans speak Ebonics. 

Everyone uses it at one time or another, and within popular culture, it's everywhere, from rap music lyrics to the sounds of hip/hop, expressions for some, which are a right of passage. 

Its evolution from African languages to the current nonstandard English goes as far back as the time when slaves were brought to North America. First and foremost, any well-educated person knows this dialect is contained in classic literature, from books like "To Kill a Mockingbird " to Richard Wright's writings. 

Put your hands together for a warm welcome to Ebonics in the classroom, as many programs teach it through literature within the context of its relationship to standard language. 

"So go 'head, knock some sense into dem head of urs. You be better off accepting everyone and da language dey speak." 

Translate that into standard language, and you'll know how ebonics is taught. I taught from a publication entitled "Toothy Ruthie," a book to help all kids (including African Americans) learn to pronounce the "th" sound. 

Yo, Big Daddy upstairs,
You be chillin'
So be yo hood
You be sayin' it, I be doin' it
In this ere hood and yo's
Gimme some eats
And cut me some slack, Blood
So's I be doin' it to dem dat diss me
Don' be pushin' me into no jive
And keep dem crips away
'Cause you always be da man, 
Straight up!

10 Metacognitive Learning Strategies for Students and Beyond: Boost Your Learning Skills in Any Setting

Photo by Matthew Bamberg

 

Generally, adults can figure out how to talk to themselves internally for optimum communication with others.

The challenge of self-talk is remembering to use the strategy, even in the most stressful conversations.

To increase the chances that I use self-talk and self-reflection to monitor my social and cognitive awareness, I intermittently teach myself learning methods for maintaining my responsibility to recognize that there are other people in the world besides myself.

Those same learning strategies I use with my students for them to learn to think about their own thinking or metacognition.

As a professor of education, my favorite course to teach was about the explicit teaching of learning strategies.

When it comes down to it, many adults, myself included, believe that there are a few ideas on self-improvement that need to be learned…and relearned.

My thoughts about learning to be a rational person lie in necessity.

Without re-educating myself that thinking about my own thought process, I lean toward such behaviors as:

• compulsive disclosure
• exaggeration
• self-centeredness
• interrupting
• impatience
• cognitive distortion

One set of learning strategies is related to metacognition, or thinking about your own thinking.

I have updated Boghian's (2016) learning strategies for students to be instructed in, which were developed by Ana Chamot (1990) in order for others and myself to increase the time we are present in the current moment.

The learning strategies I teach myself are:

1) Setting goals: developing/ planning personal objectives such as listening effectively and identifying the purpose of tasks that are necessary, important, and, yes, enjoyable.

2) Directing attention: deciding in advance to focus on listening more than speaking and engaging in tasks by removing myself from distractions.

3) Activating background knowledge: thinking about and using what I already know to learn what I don’t.

4) Predicting: anticipating information to prepare and give me direction for tasks.

5) Brainstorming and prioritizing, creating lists, marking calendars.

6) Self-management: arranging for conditions that help me proceed to future steps to complete a project.

7) Asking myself if my thoughts are based on reality and updating them if they’re not.

8) Selective attention: focusing on keywords, phrases, and ideas to increase engagement in conversations.

9) Deduction/ induction: consciously applying learned or self-developed rules; using/making rules that I am consistently willing to follow.

10) Awareness of what I say in terms of truth, necessity, and kindness.

These strategies help me make life less stressful, from limiting the number of personality conflicts that come my way to creating a mindful serenity…and better mental and physical health.

Boghian, I. (2016). Metacognitive learning strategies in teaching English as a foreign language. Journal of Innovation in Psychology, Education and Didactics, 20(1), 53–62.

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