Pittsburgh’s Bomber Mystery

This image was originally posted to Flickr by anyjazz65 at https://www.flickr.com/photos/49024304@N00/360485598

Dateline January 31, 1956

A B-25 Mitchell Bomber crash lands into the Monongahela River somewhere between the Homestead High Level Bridge and the Glenwood Bridge, these bridges are between Kennywood Park and Pittsburgh, PA for those not familiar with the Mon Valley Area.  There were a number of witnesses, thus many differing details to what happened that day.  There was no Internet at that time, social media as you know it did not exist, television was new, I do not believe we had helicopter breaking news stories, this limited access to first hand details for the populace.

The Backstory or How I Heard about the Event:

I have always been a History Buff, even as a child.  I love reading about history and I especially love hearing about history; add LOCAL HISTORY to the mix and I am hooked.  I first heard about this story as a kid in Leo Gigliotti’s barbershop in Duquesne, PA.  I knew him as “Mr. Leo” he was a great friend of my Grandpap.

I was in Mr. Leo’s shop getting a haircut around the anniversary of the bomber crash and several regulars were talking about it.  They mentioned one of their buddies who had assisted in the rescue efforts, he had just been driving by when he saw the bomber crash.  He helped pull crew members out of the river that day; when he showed up late to a family function his family accused him of being out at a bar, due to the peculiarity of his story.  The story hooked me immediately, I listened intently to the men discuss the actual crash details and how the crew was rescued.  Then the discussion turned to the conspiracy theories and my mind raced with images of the threads they weaved together.

I longed to find out more about this event, as I grew older I conducted research at the local library, but information was scarce.  From time to time information would be published in a newspaper, or there would be a brief but tantalizing segment on a local news station.

Stories such as this one piqued my interest with the conflicting details about the event and its aftermath.  I admit, I love to read these stories that are “off the beaten path” they give the mind a chance to wonder.  Due to meeting those gentlemen in Mr. Leo’s Barbershop all those years ago, I keep an open mind about the event.

The more traditional or “official” stories contain the same facts and some even mention the controversies surrounding the plane crash.  The most recent story published in the Pittsburgh Tribune Review can be found here.  The Heinz History Center has information posted on their History Blog, about the crash and the recovery efforts by Marion Hill Associates, a New Brighton based company.

Your assignment is to read the articles about the plane crash that are linked above, there are three articles.  After reading the articles, post a reply with your thoughts about the event, review the “Commenting Guidelines” that are posted on the Class Blog.  I will be posting a reply rubric here shortly.

You can check out the more information on Mr. Leo Gigliotti here.

 

 

Cartoons Go To War 2017

Enlightening-The United States’ effort to explain and teach both citizens and soldiers how to handle the war effort was truly enlightening.

In the video “Cartoons Go To War”…five examples.

The article”When Dr. Seuss Went to War” states 3 supporting details.

One lingering question that has intrigued me during this lesson was Ted Geisel’s use of anti-Japanese imagery and how he adjusted after the war to become more inclusive and accepting of others.

Digital Breakout.edu: My first attempt

At this past February’s PETE and C  in Hershey, PA, I learned more about a concept called Breakout.edu.  The premise is that students or adults solves a series of puzzles and/or problems to achieve a predetermined learning goal.  Breakout.edu allows for critical thinking,  collaboration, and creativity.

These lessons can be either digital in nature or actual physical lock and puzzle boxes.  There is a growing and strong support network for teachers online, with numerous resources, but that is a topic for another blog post.

I chose to work with a digital breakout to start, it is free and I have access to all of the necessary online resources.

This post is currently under construction.

EverFi Experiment

Recently I encountered the opportunity to try out EverFi, a free website/program that offer courses in Digital Citizenship and STEAM Activities.  Digital Citizenship fits nicely into my curriculum, so I am giving it a try.

I started out the pilot project today with several of my classes; our school’s Winter Semi-Formal is tonight and many students had early releases to prep for the dance.  I thought it best to work with start with small groups and see how things work.

Overall it was a fairly painless experience, I will post a bit later on how to set up classes and how to sign up students for the lessons.

Book Study The Jungle: Let the Adventure Begin

Today I rolled out a new concept for my Honors US History and Government I class, a semi-independent book study.

The project has evolved from numerous ideas. After reading over my archived Tweets from PETE & C, a #KTIchat, and a #PAedchat on Twitter, I am intent on fostering a culture of learning in my class, not a system of work and grading. I want my students to be motivated to learn instead of just wanting to earn a score.

At first, I wanted them to become Muckrakers and find things about town and school that could be improved. However they will be my students again next year and I want them to have a meaningful Summer Reading Experience, this new project will be a test run for that adventure. On a side note, we may still do the Muckraker project later time permitting.

Anyway, I chose The Jungle by Upton Sinclair since we are studying the Progressive Era AND we have enough copies of the books for my class. (The Pennsylvania budget impasse has our district on a purchasing freeze.).  School finances are a major inhibitor of new things this year.

I borrowed a study guide from a colleague who used to teach the book in her class and adapted it towards student publishing.  Only the first 20 chapters are used in the book study, the last 10 can be completed for Accelerated Reader enrichment points.   The reading is grouped into four project sections, with each section needing some sort of published project to explain the discussion questions.  Students must create a blog post, a podcast, a video, and then have one project of their own design.  The project styles can be created in any order of their choosing.  The final aspect would be to create some sort of Book Trailer we would publish.  I created a very open-ended rubric of expectations, more to keep me somewhat objective in my grading than for restricting student creativity.  Students are not required to be on video in my class, they may have “Special Guest Actors” in their stead, but they must create on multiple medias.

When I explained the project to my students, they were not phased by the reading and the questions.  When explaining the project sections, some were nervous about the technology.  When I explained that the rubric leaves much room for THEIR creativity, I saw shear terror in some students eyes, and much trepidation in most eyes.

I asked the question, “Truthfully, how many of you are nervous or scared about this project?”  All students raised their hands, I joined in too.  I explained that it was okay to be nervous, we have not done something this open-ended yet this year.  I was even nervous because I was not sure how smoothly things would run.  But I tried to reassure them that we will adjust to any “bumps in the road” that we may encounter and we will work together for success.  This seemed to calm most of the students’ fears, some will take longer to calm down.

My goal is to get them to learn, create, and share as a second nature.  I want my students to be able to express themselves well and gain their voice on a public platform.  I want them to want to learn and be inquisitive, not just perform for a number or grade.  Hopefully this project in a step in that direction.  As we move forward I plan to record our progress, our missteps, our adventures, and my reflections on the journey here.

Hour of Code: March 2 2016

My students participated in another Hour of Code today after school. I had to cover Senior Interviews so I let my students in the volunteer Hour of Code group work independently with another teacher as a monitor. The started using the Ozobots while I covered the interviews. One of my students had worked with the Ozobots in our last session, so he was given the role of chief facilitator for the session; he seemed to enjoy the role.

After Interviews were over I crossed the hall to the library and saw four intrepid students working intently on creating their ow pathways for the Ozobots to follow.

We moved back to my room and continued working on various endeavors.  One of our computer teachers came in while the students were working.  They explained to her in detail and with a lot of enthusiasm as to how the Ozobots worked.

Our Hour of Code evolved into setting up our Class Internet Radio Station on BlogTalkRadio.com.  One of my students created a music file on JamStudio for the show’s intro, other students looked over the BlogTalkRadio dashboard and our class site.  We ran out of time before we could run a broadcast.  I am hoping next Monday will be our first broadcast.

Thinking Outside the Box

Today I had two seniors ask me a question about a project they are working on…I was blown away by their thinking.  The project is a video on one of Freud’s Defense Mechanisms.  They are to be acted out to either explain the mechanism or quiz students about the mechanism.

Long story short, these two students asked if they could act out their idea via text message, instead of shooting video of themselves.  They explained further by stating that they would carry on the conversation on their phones, all dialog and details, while recording the screens.

Considering texting or some form of texting via multiple apps is one of the main forms of communication between that age group, I believe it could be a phenomenal idea and a first in the time this project has been in my curriculum.  Just a focus on the message, if well written can be very powerful and true to their form of normal communications.  Even more importantly, it is an idea and initiative all their own.

I hope plan on updating everyone once the project is complete.