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The Learning Network Blog: Poetry Pairing | 'I Hear America Singing'

Written By Unknown on Kamis, 20 September 2012 | 08.02

This week's Poetry Pairing matches Walt Whitman's timeless poem "I Hear America Singing" with "Occupy Wall Street: A Frenzy That Fizzled," a DealBook column that assessed the impact of the Occupy Wall Street movement on its first anniversary.

After reading the poem and column, tell us what you think — or suggest other Times content that could be matched with the poem instead.


Poem

As June Jordan put it, "As Shakespeare is to England, Dante to Italy, Tolstoy to Russia, Goethe to Germany, Aghostino Neto to Angola, Pablo Neruda to Chile, Mao-Tse-Tung to China, and Ho Chi Minh to Vietnam, who is the great American writer, the distinctively American poet, the giant American 'literatus?' Undoubtedly, the answer will be Walt Whitman." His poem, "I Hear America Singing," appeared in Leaves of Grass:

I Hear America Singing
By Walt Whitman

I hear America singing, the varied carols I hear,
Those of mechanics, each one singing his as it should be blithe and strong,
The carpenter singing his as he measures his plank or beam,
The mason singing his as he makes ready for work, or leaves off work,
The boatman singing what belongs to him in his boat, the deckhand singing on the steamboat deck,
The shoemaker singing as he sits on his bench, the hatter singing as he stands,
The wood-cutter's song, the ploughboy's on his way in the morning, or at noon intermission or at sundown,
The delicious singing of the mother, or of the young wife at work, or of the girl sewing or washing,
Each singing what belongs to him or her and to none else,
The day what belongs to the day — at night the party of young fellows, robust, friendly,
Singing with open mouths their strong melodious songs.


Times Selection Excerpt

In the column "Occupy Wall Street: A Frenzy That Fizzled," Andrew Ross Sorkin writes:

It will be an asterisk in the history books, if it gets a mention at all.

A year ago this week, the Occupy Wall Street movement got under way in Zuccotti Park in Lower Manhattan. The loose group of protesters, frustrated by the economic downturn, sought to blame Wall Street and corporate America for many of the nation's ills.

While the movement's first days did not receive much news coverage, it soon turned into a media frenzy, with some columnists comparing its importance to that of the Arab Spring, which led to the overthrow of leaders in several Middle Eastern and African countries, spurred by social media. Images of the Wall Street protesters getting arrested were looped on news channels and featured on the covers of newspapers. Big banks — and the famous Charging Bull statue that is an icon of Wall Street — were fortified with barricades. By the end of the year, Time magazine had named the protester its Person of the Year, perhaps rightly given the revolutions taking place around the world, but the magazine also lumped Occupy Wall Street in among the many meaningful movements taking place.

But now, 12 months later, it can and should be said that Occupy Wall Street was — perhaps this is going to sound indelicate — a fad.

That is not to say that Occupy Wall Street had no impact. It created an important national conversation about economic inequality and upward mobility. The chant, "We are the 99 percent," has become part of the lexicon. Its message has subtly been woven throughout the Obama administration's re-election campaign, in the Democrats' position on everything from taxes on the highest earners to the soaring levels of student debt.


After reading the poem and column, tell us what you think — or suggest other Times content that could be matched with the poem instead.

See more about the collaboration and ideas for using any week's pairing for teaching and learning »

By SHANNON DOYNE 20 Sep, 2012


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Source: http://learning.blogs.nytimes.com/2012/09/20/poetry-pairing-i-hear-america-singing/?partner=rss&emc=rss
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The Choice Blog: When a Chronic Illness in College Forces You to Drop Everything

Ms. Altavena, a senior majoring in journalism and urban studies at New York University, is a former intern of The New York Times Learning Network and The Choice.

Your health should always be your number one priority. For many college students, taking care of themselves may only require basic hygiene, but for students with chronic illness, balancing a hectic college schedule and their disease is a constant uphill battle. Since sophomore year — when my Crohn's disease started flaring after being in remission — each semester of college has been defined by whether I was ill or not. In July, a week before I was hospitalized for my Crohn's, I was forced to leave an internship and move home, subsequently taking an incomplete in the adjoining credit course. Dropping everything to move home has not been easy. In fact, slowing down this past month has been one of the biggest challenges of my life and one of the most necessary.

I never thought that my illness would interrupt my life completely, however, until about a month ago. Previously, I had managed flares with tons of bed rest in between classes and persistent doctor's visits. This time, I was too malnourished and too anemic to attend my internship daily. At my parents' urging, I made the decision to quit my internship at a top magazine, take an incomplete for the internship credit course that was attached, and move home to Scottsdale, Ariz., for the rest of the summer. The week before I left was a blur. I spent most of it crying and in bed, feeling lost and sick.

A month into my stay at home, I was not yet fully recovered, but began to transform into someone I used to know. I was not as plagued by fatigue or dealing with constant Crohn's symptoms. I had the time to work out every day, read for pleasure, go to doctor appointments, and work on creative projects that I ignored during the year, as well as projects for my part-time, paying job as a student ambassador for Dell. I had the time to think about my post-graduation plans. I had time, period.

I had always imagined myself at a high-profile internship in the city during the summer before my senior year, but I don't mind where I ended up instead, spending time with my family and friends.

If you have a chronic illness, you should realize that leaving in the middle of the semester or in the midst of an internship is a real possibility. To that end, you should know that if this happens, it's not the end of the world. You are not a failure. You will come back and there are people at your university there to help you when you're ready. You'll also feel a lot better when you come back—if you stay dedicated to being healthy.

Here's some advice for what to do if your chronic illness forces you to take time off:

Get Out of the College Mindset and Recover

It might be tempting to try to make up for classes missed online or at a local college, but the first thing you should do is take care of your health. This might mean sleeping all day for a few weeks or working out to regain your strength. It might be tough, but think in the present; don't think about what you left behind.

Jane Boomer, the director of services for students with disabilities at Oberlin College, said that she's noticed some students feel guilty for having to take time off.

"My first suggestion would be to work on recovery, to not stress out," she said. "Students see college as four specific years, and it doesn't have to be that, they have to be able to find their health."

Take on a Project or Two, But Don't Overload

Depending on the amount of time you are taking off, you'll likely reach a point where you find yourself with a lot of free time. Take that time and focus on a project you never found time for at school — maybe studying for a graduate exam or learning a new language. Just remember that the goal of taking time off from school due to a chronic illness is to lessen stress, which often aggravates chronic conditions. While I was tempted to work on a long list of projects, I mostly focused my part-time job and on studying for the GRE. I gave myself plenty of time to hang out with friends and family, read, and work on my physical fitness.

Look Into a Tuition Refund Program

Leaving in the middle of the semester can also be a huge financial hit. Luckily, many schools have a tuition refund program through an outside program. Students should sign up at the beginning of the year with the bursar's office so that, in the event of an unexpected departure from campus, all tuition is reimbursed. These programs do cost money. At NYU, for example, the fee is $505 for students with a meal plan who live in a dorm. The easiest way to find out if your school has one is to ask the bursar's office.

Keep in Touch With Your Advisers and the Office for Students With Disabilities — and Register Before You Reach School

It's important to register with your school's office for students with disabilities as soon as possible—preferably before your illness flares. These offices can offer you help throughout the year, including giving academic advice specific to your disease and working with faculty if you have to miss a class.

"We set (students) up in the best way to be supported from all fronts in the administrative processes," said Kate Noonan, the director of student development and retention at Rice University.

Working with your academic adviser while you're away is also crucial. Call or e-mail your adviser with any questions and make sure you know your exact academic status for when you get back. Complete your registration and finalize your schedule for the next semester before you return to campus.

Have a Plan for When You Get Back

Be realistic about next semester's schedule and make your health a priority. Don't overschedule or commit to anything that might be too stressful or challenging. Ease yourself back into school. I know, for example, that I need to set aside at least an hour a day for the gym. Ms. Boomer sometimes suggests that students coming back from time away take a lighter load to manage their stress level. Most importantly, make sure you know where you'll be able to get any new medications, and which doctors you need to see. Make an appointment with any new doctors when you're back on campus, even if you are feeling well.

Know That Your College Career Will Wait for You While You Recover

"We want students to address their health," Noonan said. "They will be able to come back to our campus and start their academic life again, and we're looking forward to having them back."


This is Ms. Altavena's second post about her experience with Chron's disease. Please feel free to read her first post on this subject, and to share your thoughts in the comments box below.

By LILY ALTAVENA 20 Sep, 2012


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Source: http://thechoice.blogs.nytimes.com/2012/09/20/chronic-illness-2/?partner=rss&emc=rss
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The Learning Network Blog: Student Opinion | Would You Ever Go Through Hazing to Be Part of a Group?

In April Binghamton University stopped all fraternity and sorority pledging in response to an "alarmingly high number of serious hazing complaints." These complaints include descriptions of pledges being forced to walk barefoot in the snow (while getting frostbite) and being branded on their legs.

Hazing rituals that incorporate some form of physical or emotional abuse are not unique to campus Greek life. Many groups, including athletic teams, military units and high school clubs, use some form of hazing to initiate new members.

While 44 states have passed anti-hazing laws and many universities have outlawed hazing, the practice persists. Would you ever go through hazing to be part of a group?

In the article "At a Campus Scarred by Hazing, Cries for Help," Peter Applebome writes:

One student said she feared for her boyfriend's health and ability to do his schoolwork because he was coming home from fraternity pledging around 4 a.m. with gashes and cuts on his hands and elbows that reopened daily.

A parent said her son returned home with a shaved head and injuries, from running barefoot on a bed of rocks, that required an emergency room visit and subsequent treatment.

Another student said he was hazed night after night, until right before morning classes. He wrote in an anonymous e-mail to the university, "I was hosed, waterboarded, force-fed disgusting mixtures of food, went through physical exercises until I passed out, and crawled around outside in my boxers to the point where my stomach, elbows, thighs and knees are filled with cuts, scrapes and bruises."

It is a new school year at Binghamton University, one of the most prestigious public institutions in the Northeast. But the most urgent order of business is one left over from the last school year — a hazing scandal that forced the university to suspend pledging and induction at all fraternities and sororities.

Students

  • Would you ever go through hazing to be part of a group you really wanted to join? What are the lines you would refuse to cross to gain membership to a group?
  • Hazing rituals on college campuses like Binghamton University often involve drinking large amounts of alcohol. Why do you think alcohol is part of the hazing process, and how do you think it makes hazing more dangerous?

Students 13 and older are invited to comment below. Please use only your first name. For privacy policy reasons, we will not publish student comments that include a last name.

Teachers: We ask a new Student Opinion question each weekday, and leave most open to comment indefinitely. Here is a list of the 163 questions we asked during the 2011-12 school year.

By MICHAEL GONCHAR 20 Sep, 2012


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Source: http://learning.blogs.nytimes.com/2012/09/20/would-you-ever-go-through-hazing-to-be-part-of-a-group/?partner=rss&emc=rss
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The Learning Network Blog: 6 Q's About the News | Reference to Jesus' Wife Found on Fourth Century Papyrus

6 Q's About the News

Use the photo and related articles to answer basic news questions.

WHO is Dr. Karen L. King?

WHERE is she a historian?

WHAT is her area of expertise?
WHAT did she find?
WHAT does the fragment say?
WHAT questions does the discovery raise?

WHEN did Dr. King first learn about the fragment?

HOW did Dr. King acquire the fragment?

According to Dr. King, WHY shouldn't the fragment be taken as proof of any details about Jesus' life?
According to the article, WHY is the fragment most likely authentic?


Related: Our page of resources on world religions.

By MICHAEL GONCHAR 20 Sep, 2012


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Source: http://learning.blogs.nytimes.com/2012/09/20/was-jesus-married-an-ancient-papyrus-raises-questions/?partner=rss&emc=rss
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The Learning Network Blog: Test Yourself | English, Sept. 20, 2012

The question was written by Shannon Doyne. It comes from the Opinion piece "Don't Just Sit There."

After you've clicked "submit answer," more information will appear.

Use our questions for test prep or just for fun. Find more here:

By THE LEARNING NETWORK 20 Sep, 2012


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Source: http://learning.blogs.nytimes.com/2012/09/20/test-yourself-english-sept-20-2012/?partner=rss&emc=rss
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The Learning Network Blog: News Quiz | September 20, 2012

Written By Unknown on Rabu, 19 September 2012 | 23.41

See what you know about the news below. To prepare, you might scan the articles or summaries on today's paper. Good luck!

By ANASTASIA ECONOMIDES 20 Sep, 2012


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Source: http://learning.blogs.nytimes.com/2012/09/20/news-quiz-september-20-2012/?partner=rss&emc=rss
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The Learning Network Blog: Word of the Day | elixir

elixir •\i-ˈlik-sər\• noun

1. a substance believed to cure all ills
2. a sweet flavored liquid (usually containing a small amount of alcohol) used in compounding medicines to be taken by mouth in order to mask an unpleasant taste
3. hypothetical substance that the alchemists believed to be capable of changing base metals into gold

The word elixir has appeared in 76 New York Times articles in the past year, including on April 27 in the Arts review "The Emperor Is Dead. His Army Marches On" by Holland Cotter:

Victories bred further ambitions. Why stop at China? Why not rule the cosmos, or a healthy slice of it?

That was the aim of the penultimate and greatest Qin ruler, Ying Zheng, who was born in 259 B.C., assumed the throne at 13 and bestowed on himself a freshly invented title: Qin Shihuangdi, or First Emperor of Qin, which really meant first emperor of China. Power, for him, was the elixir of life. He couldn't get enough, and seemed neurotically afraid to stop trying.


The Word of the Day and its definitions have been provided by Vocabulary.com and the Visual Thesaurus.

Learn more about the word "elixir" and see usage examples across a range of subjects on the Vocabulary dictionary.

Click on the word below to map it and hear it pronounced:

By MARY WILLIAMS WALSH 20 Sep, 2012


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Source: http://learning.blogs.nytimes.com/2012/09/20/word-of-the-day-elixir/?partner=rss&emc=rss
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Joshua Morse III, Law School Dean Who Defied Segregation, Dies at 89

Joshua Morse III, who as dean of the University of Mississippi School of Law in the 1960s defied segregationist tradition by admitting the school's first black students, a move that led to the desegregation of Mississippi's legal profession and judiciary, died on Friday at his home in Tallahassee, Fla. He was 89.

His family announced the death.

In a time of civil rights marches and often violent racial strife in the Deep South, Mr. Morse challenged prejudice and parochialism by fostering a markedly progressive period at the school. He used Ford Foundation money to recruit minority students, promoted a student legal assistance program for the poor, exposed students to liberal ideas and hired Ivy League professors from the North.

But his efforts lasted only six years. Pitted against the state's legal establishment, he stepped down in 1969, and the school reverted to more conservative leadership.

Mr. Morse admitted Ole Miss's first black law students in 1963, a year after James Meredith became the first black to enroll at the university, a watershed event in the civil rights struggle. By 1967 black enrollment at the law school had expanded to about 20 in a student body of 360.

Black graduates were soon admitted to the state bar, joining a legal fraternity defined by alumni of Ole Miss, the state's only law school, which Time magazine called the "prep school for political power in Mississippi."

Reuben Anderson, the first black graduate of the school, in 1968, went on to become the first black appointee to the State Supreme Court and the first black president of the Mississippi bar. The school's first black woman to graduate, Constance Slaughter-Harvey, in 1970, became the first black woman to be named a judge in Mississippi.

Mr. Morse's achievements remain legend in legal education circles. John Egerton, in his 1991 book, "Shades of Gray: Dispatches From the Modern South," wrote: "The Ole Miss Law School's six-year orbit into activism was a spectacular aberration, a reversal of form that briefly turned a conservative institution into one of the most progressive and experimental in the nation."

Joshua Marion Morse III was born on March 1, 1923, in Poplarville, Miss., a sawmill town. He was a graduate of Ole Miss and its law school and served in the Army during World War II.

After law school he joined his father's law practice in Poplarville, where he defended 23 people accused of murder and won not-guilty verdicts for 22. (The 23rd was convicted of a lesser charge.) He successfully defended several black men who had violent altercations with the police.

Mr. Morse joined the Ole Miss faculty as an associate professor in 1962 and was named dean in 1963. Instead of starting immediately, however, he attended Yale on a one-year graduate fellowship. But before he left, he helped orchestrate admission offers to several black students.

When he returned, he brought two Yale graduates with him to teach. The next year he hired another and received a $437,000 grant from the Ford Foundation to recruit minorities. In 1965, he invited eight Yale professors to teach two-week courses on individual rights. The next semester, he brought a group of Harvard professors to lecture on federalism. Professors from Columbia and New York University came later.

He ended up hiring new graduates of Yale Law School to fill 8 of 21 positions. Besides teaching, they prepared federal lawsuits on voting rights and civil liberties and recruited students for a legal assistance program for the poor.

In 1966, when state education officials sought to rescind an invitation to the liberal Democratic senator Robert F. Kennedy to speak at the law school, Mr. Morse threatened to resign. Mr. Kennedy spoke to an appreciative audience.

Mississippi's legal and political establishment began to see the school as a hotbed of revolution, where students were brainwashed by liberal "one-worlders." The Mobile Press, in neighboring Alabama, said the school had chosen to "smugly point the finger of scorn" at the entire South.

Mr. Morse answered that he was trying to make students aware of a world beyond Mississippi — to let them know "that there were places to look other than across the street or at the courthouse."

The state bar association made its feelings clear in 1968 when he was not invited to speak at its annual meeting, though the speech by the Ole Miss law dean was historically a high point of the program. He was also denied a salary increase, though all his underlings received one.

In 1969, the university chancellor responded to mounting political pressures by ordering professors to choose between teaching and helping the poor. Mr. Morse left — whether he resigned or was fired was never clear — and moved to Florida State University, where he was dean of the College of Law until 1980 and a professor until 2003.

After Mr. Morse left, the Ole Miss law school "reverted to form," Mr. Egergon wrote, with the "patricians" back in control of the faculty. The school continued to admit minorities but curtailed its social activism, as did many law schools after the 1960s.

Mr. Morse is survived by his wife of 66 years, the former Eva Triplett; his son, Joshua; his daughters, Anne Morse Burris and Mary Jeanne Morse Lykes; and six grandchildren.

By MOTOKO RICH 20 Sep, 2012


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Source: http://www.nytimes.com/2012/09/20/us/joshua-morse-iii-law-school-dean-who-defied-segregation-dies-at-89.html?partner=rss&emc=rss
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Segregation Prominent in Schools, Study Finds

Brandon Thibodeaux for The New York Times

Students at F. M. Gilbert Elementary School in Irving, Tex. Segregation of Latino students is most pronounced in California, New York and Texas.

The United States is increasingly a multiracial society, with white students accounting for just over half of all students in public schools, down from four-fifths in 1970.

Yet whites are still largely concentrated in schools with other whites, leaving the largest minority groups — black and Latino students — isolated in classrooms, according to a new analysis of Department of Education data.

The report showed that segregation is not limited to race: blacks and Latinos are twice as likely as white or Asian students to attend schools with a substantial majority of poor children.

Across the country, 43 percent of Latinos and 38 percent of blacks attend schools where fewer than 10 percent of their classmates are white, according to the report, released on Wednesday by the Civil Rights Project at the University of California, Los Angeles.

And more than one in seven black and Latino students attend schools where fewer than 1 percent of their classmates are white, according to the group's analysis of enrollment data from 2009-2010, the latest year for which federal statistics are available.

Segregation of Latino students is most pronounced in California, New York and Texas. The most segregated cities for blacks include Atlanta, Chicago, Detroit, Houston, Philadelphia and Washington.

"Extreme segregation is becoming more common," said Gary Orfield, an author of the report who is co-director of the Civil Rights Project.

The overlap between schools with high minority populations and those with high levels of poverty was significant. According to the report, the typical black or Latino student attends a school where almost two out of every three classmates come from low-income families. Mr. Orfield said that schools with mostly minority and poor students were likely to have fewer resources, less assertive parent groups and less experienced teachers.

The issue of segregation hovers over many discussions about the future of education.

Some education advocates say that policies being introduced across the nation about how teachers should granted tenure or fired as well as how they should be evaluated could inadvertently increase segregation.

Teacher evaluations that are based on student test scores, for example, could have unintended consequences, said Rucker C. Johnson, an associate professor of public policy at the University of California, Berkeley.

Teachers would be reluctant to take assignments in high-poverty, high-minority communities, he said. "And you're going to be at risk of being blamed for not increasing test scores as quickly as might be experienced in a suburban, more affluent area," Mr. Johnson said.

The report's authors criticized the Obama administration as failing to pursue integration policies, and argued that its support of charter schools was helping create "the most segregated sector of schools for black students."

Daren Briscoe, a spokesman for the Department of Education, said the Obama administration had taken "historic steps to transform the schools that for too long have shortchanged the full potential of our young people and have been unsuccessful in providing the necessary resources and protections for students most at risk."

Other advocates for minorities said charter schools had benefited their communities, even if they were not racially integrated.

Raul Gonzalez, director of legislative affairs and education policy at the National Council of La Raza, a Latino advocacy group, said that black and Hispanic parents did not necessarily say "I want my kid to be in an integrated setting." Instead, he said, "they're going to say I want my kid's school to do better than what it's doing."

Todd Ziebarth, vice president of the National Alliance of Public Charter Schools, said he supported more money for transportation to charter schools and encouraging them to pursue more diversity. But, he said, "if a school is relatively homogeneous but is performing really well, we should be celebrating that school, not denigrating it."

Critics of segregation in traditional public schools and charters said that there was more to education than pure academics.

"Is it possible to learn calculus in a segregated school? Of course it is," said Mark D. Rosenbaum, chief counsel to the American Civil Liberties Union in Los Angeles. "Is it possible to learn how the world operates and to think creatively about the rich diversity of cultures in this country? It is impossible."

By MOTOKO RICH 20 Sep, 2012


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Source: http://www.nytimes.com/2012/09/20/education/segregation-prominent-in-schools-study-finds.html?partner=rss&emc=rss
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The Learning Network Blog: Lesson | Out on a Limb: Building Muscle Models in Science Class

Overview | Unlike some animals, we cannot regenerate diseased or missing body parts. Or can we? In this lesson, students learn about a soldier undergoing experimental treatment to help him regrow muscle missing from his leg. Then students build models to reinforce concepts surrounding cells, tissues and organs.

Materials | Computers with Internet access, projection equipment and a variety of art materials to build models of muscles — like yarn, small pompoms, plastic wrap, cardboard tubes, glue, plastic mesh and other items (you might want to ask students to contribute materials in advance).

Warm-Up | When students arrive, direct them to walk in a large circle around the room, paying close attention to the muscles they use to walk. (Alternatively, any simple active motion can work for this warm up, like lifting a backpack or a book, or marching in place.) Ask students to identify the different motions involved in walking (lifting the knee, extending the leg and so on). Can they tell which muscles are involved in each motion?

Next, have students describe what they observed and what they already know about their muscles. What major muscle groups are found in the legs? How do muscles work? What are they composed of? How would the loss of each muscle group affect walking? What, specifically, do the quadriceps do?

You might show a short Muscle Activation During Gait animation illustrating the activation of walking muscles.

Related | The article "Human Muscle, Regrown on Animal Scaffolding" describes the experimental medical procedure that helped Sgt. Ron Strang, injured in Afghanistan, walk again.

In the months after a roadside bomb in Afghanistan blew off part of his left thigh, Sgt. Ron Strang wondered if he would ever be able to walk normally again.

The explosion and subsequent rounds of surgery left Sergeant Strang, 28, a Marine, with a huge divot in his upper thigh where the quadriceps muscle had been. He could move the leg backward, but with so much of the muscle gone he could not kick it forward. He could walk, but only awkwardly.

"I got really good at falling," he said of his efforts. And Sergeant Strang, a tall, athletic man, had to give up running.

But that was two years ago. Now he walks easily, can run on a treadmill and is thinking of a post-military career as a police officer. "If you know me, or know to look for it, you can see a slight limp," he said. "But everybody else, they go, 'I would never have guessed.' "

There is something else they would never have guessed: Sergeant Strang has grown new muscle thanks to a thin sheet of material from a pig.

Read the entire article with your class, then answer the questions below.

Background Vocabulary : You may wish to introduce students to the following words or concepts before reading: stem cells, tissue, scaffold, extracellular, bladder

Questions | For reading comprehension and discussion:

  1. What happened to Sergeant Strang? Describe his injury and why he needed medical help.
  2. What is the extracellular matrix? Where is it found? What is it composed of?
  3. In this experimental therapy, what role does the extracellular matrix play in repairing tissue? How are stem cells involved?
  4. Using a related graphic, what are the steps taken by the doctors to help Sergeant Strang?
RELATED RESOURCES
From The Learning Network
From NYTimes.com

Activity | In the article, doctors attempt to harness the body's own healing ability to recreate normal muscle in patients. In this activity, students will research skeletal muscle structure and then create models of healthy skeletal muscle cells, muscle tissue and whole muscles.

Instruct students to research the parts of a muscle and create their own models containing cells bundled into tissues and whole muscles, using any materials available. Alternatively, the class could work together, with some students creating muscle cell models, another group bundling them into tissues, and a third group arranging bundles, adding blood vessels, and connecting the entire muscle to bone. (Teachers can determine the appropriate level of complexity for the models.)

Here is some information, with links to related sites, that might be useful:

Skeletal muscle cells (also called myocytes or muscle fibers) are long, thin multinucleated cells that contain the proteins actin and myosin within sarcomeres.

A single muscle can contain thousands of muscle cells. Muscle cells group together in muscle tissue, which are bundles of cells that can contract as a unit.

Whole muscles are composed of muscle tissues, which are in turn composed of muscle cells. Muscles are banded together with connective tissue, infiltrated with blood vessels and nerves, and attached to bone in order to create movement. Specific muscles are named based on size, shape and function.

When students have finished their models, have them explain the form and function of each part to the class. Again, show students the Remodeling Muscle graphic that describes the procedure that helped Sergeant Strang walk again. Now that students have learned more about muscles, how would they modify their own models to illustrate Sergeant Strang's experience?

Going Further | Students observe a teacher-led chicken dissection demonstration. Obtain a whole raw chicken from the supermarket and allow students to investigate it. Move limbs to show how they move, then remove skin to observe muscles, ligaments and tendons. Can students identify which chicken muscle groups are analogous to those of humans (like the quadriceps, hamstrings, biceps, abdominals, etc. )? (Note: Handle raw chicken carefully to avoid salmonella contamination. Use rubber gloves, delineate a work area and thoroughly clean up with a bleach solution following the activity.)

Common Core E.L.A. Anchor Standards, 6-12:

Reading
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.

Speaking and Listening:
2. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

Language:

4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

McREL Standards

Science
5. Understands the structure and function of cells and organisms
11. Understands the nature of scientific knowledge
12. Understands the nature of scientific inquiry
13. Understands the scientific enterprise

By ALISON FROMME 20 Sep, 2012


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Source: http://learning.blogs.nytimes.com/2012/09/19/out-on-a-limb-building-muscle-models-in-science-class/?partner=rss&emc=rss
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