Anger https://www.morningsidecenter.org/ en Advanced SEL Tip: Share Our Anger Triggers https://www.morningsidecenter.org/teachable-moment/lessons/advanced-sel-tip-share-our-anger-triggers <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--title--teachable-moment-lesson.html.twig x field--node--title.html.twig * field--node--teachable-moment-lesson.html.twig * field--title.html.twig * field--string.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <span>Advanced SEL Tip: Share Our Anger Triggers</span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--body--teachable-moment-lesson.html.twig * field--node--body.html.twig * field--node--teachable-moment-lesson.html.twig * field--body.html.twig * field--text-with-summary.html.twig x field.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <div class="field field--name-body field--type-text-with-summary field--label-hidden field--item"><p><em>Once your students have identified their personal anger triggers, have them share those triggers with each other. This can foster empathy, increase students' awareness of themselves and others, and reduce conflicts.</em></p> <p><strong>&nbsp;</strong><br> <em><strong>Note: &nbsp;</strong>Most of our SEL Tips can be applied immediately in a wide range of classrooms. This tip is best applied in classrooms where there is regular instruction in SEL (such as Morningside Center’s 4Rs Program) and where you’ve already created a positive classroom climate and sense of community. Before applying the tip, students will need to have been introduced to the idea of “anger triggers,” and will have identified their own anger triggers (that is, the words and actions of others that make them feel very angry, very quickly).&nbsp; If you are using&nbsp;<a href="http://www.morningsidecenter.org/node/36/">The 4Rs</a>, see Lesson 3 in the Feelings unit for a good introduction to anger triggers.</em></p> <p>&nbsp;<br> Two of the key competencies of social and emotional learning are self-awareness and awareness of others. As we teach SEL lessons regularly, everyone’s skills in these areas will start to blossom.<br> <br> One of the most powerful self-awareness skills is identifying our own anger triggers. As we begin to acknowledge the things that get under our skin and learn various methods for cooling down, our interactions with others can truly shift.<br> <br> But what if everyone in the classroom was aware of everyone else’s anger triggers, not just their own? In 4Rs classrooms, I’ve found that when students share their anger triggers, it can foster empathy between students and build not only students’ self-awareness, but their awareness of others.<br> <br> This tip will give you some simple ideas to help everyone in the classroom share their anger triggers, develop awareness of these triggers, and collectively create a peaceful classroom climate.<br> &nbsp;</p> <hr> <h4>Creating an Anger Triggers Book for the Classroom</h4> <p><br> Once students have identified their own anger triggers, let them know that you will create an Anger Triggers Book for the classroom. Each student will have their own page. On this page they will list their personal anger triggers and give some information about why they are triggered by these words or actions. They can also illustrate their page.<br> <br> When students have finished creating their personal anger triggers page, allow each student to present their page to the class. Allow other students to ask the presenting student clarifying questions. Then coach the presenter to ask his/her peers if they can try to keep these triggers in mind. After getting a commitment from their peers to try to do this, the presenter can put their page in the Anger Triggers Book. This process of sharing personal pages, asking clarifying questions, committing to an expanded awareness of others, and compiling the Anger Triggers Book can be stretched out over a period of a week or so.<br> <br> Once your Anger Triggers Book is complete, it can be used in many ways.<br> <br> <strong>1.&nbsp;</strong>&nbsp;When students are having trouble cooling down, invite them to read their own anger triggers page as a way of helping them identify and communicate what is upsetting them.<br> <br> <strong>2. &nbsp;</strong>When students are triggered by a peer, they can ask that peer to read their personal anger triggers page. This may help their peer to empathize and make adjustments to their own words and actions.<br> <br> <strong>3.</strong>&nbsp;&nbsp;When students share that they are in conflict, invite them to read each other’s personal &nbsp;anger triggers pages. This may help students realize how they triggered one another and feel a greater sense of empathy for each other. They may simply be able to apologize and move on.<br> <br> <strong>4. &nbsp;</strong>Before starting group work, invite all members of each group to read each other’s personal anger triggers page to help foster empathy in the group and create a peaceful collaboration.</p> </div> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--uid--teachable-moment-lesson.html.twig x field--node--uid.html.twig * field--node--teachable-moment-lesson.html.twig * field--uid.html.twig * field--entity-reference.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'username' --> <!-- BEGIN OUTPUT from 'core/modules/user/templates/username.html.twig' --> <span>Sara Carrero</span> <!-- END OUTPUT from 'core/modules/user/templates/username.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--created--teachable-moment-lesson.html.twig x field--node--created.html.twig * field--node--teachable-moment-lesson.html.twig * field--created.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'time' --> <!-- BEGIN OUTPUT from 'core/modules/system/templates/time.html.twig' --> <time datetime="2017-04-18T13:52:05-04:00" title="Tuesday, April 18, 2017 - 13:52">April 18, 2017</time> <!-- END OUTPUT from 'core/modules/system/templates/time.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'links__node' --> <!-- FILE NAME SUGGESTIONS: * links--node.html.twig x links.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> Tue, 18 Apr 2017 17:52:05 +0000 Sara Carrero 1098 at https://www.morningsidecenter.org NFC Championship Game: Learning from a Football Controversy https://www.morningsidecenter.org/teachable-moment/lessons/nfc-championship-game-learning-football-controversy <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--title--teachable-moment-lesson.html.twig x field--node--title.html.twig * field--node--teachable-moment-lesson.html.twig * field--title.html.twig * field--string.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <span>NFC Championship Game: Learning from a Football Controversy</span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--body--teachable-moment-lesson.html.twig * field--node--body.html.twig * field--node--teachable-moment-lesson.html.twig * field--body.html.twig * field--text-with-summary.html.twig x field.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <div class="field field--name-body field--type-text-with-summary field--label-hidden field--item"><h4><span style="font-size: 12px;">To the teacher: &nbsp;</span></h4> <div>&nbsp;</div> <div>On January 19, 2013, the San Francisco 49ers played the Seattle Seahawks in the National Football Conference championship. &nbsp;With a mere 31 seconds left in the game, Richard Sherman, the Seattle Seahawks cornerback, made the winning defensive play against 49ers wide receiver Michael Crabtree. &nbsp;Moments after the game, Sherman was interviewed. &nbsp;The 15-second tirade that followed turned him into the designated bad guy for Super Bowl XLVIII, which takes place on Sunday February 2. &nbsp;Richard Sherman's team, the Seahawks, will be playing in the Super Bowl, against the Denver Broncos.</div> <div>&nbsp;</div> <div>The incident also offered a teachable moment about emotional triggers. How do we react in the moment when they're frustrated and upset? And how we can learn to better manage our emotions and think before we act? &nbsp;In Lesson 1 below, we explore this question. &nbsp;</div> <div>&nbsp;</div> <div>In Lesson 2 (which can be presented on its own or in addition to Lesson 1), we learn who Richard Sherman is and how he responded to the media onslaught against him. &nbsp;Students consider whether those reactions were fair, how he handled them, and what lessons we might draw.</div> <div>&nbsp;</div> <div> <hr> <h3>LESSON ONE:<br> HANDLING OUR TRIGGERS</h3> <h4><br> Gathering/Opening Ceremony</h4> <p>Post "Aristotle's challenge" below on the board or on chart paper for all to see. &nbsp;Then, ask a volunteer to read it out loud:</p> </div> <div>&nbsp;</div> <div class="rteindent1">Anyone can become angry - that is easy. But to be angry with the right person, to the right degree, at the right time, for the right purpose, and in the right way - this is not so easy.</div> <div>&nbsp;</div> <div>In pairs, have students discuss the quote for a minute or two. &nbsp;Ask a few volunteers to share what they talked about in their pairs. (Or, if you're using a talking circle, send the talking piece around to ask student reflections on the quote.)</div> <div>&nbsp;</div> <div> <hr> <h4>Sherman's Interview Moments After the Game</h4> </div> <div>Ask if anyone in your class knows the names Richard Sherman and Michael Crabtree and why they were in the news last week. &nbsp;</div> <div>&nbsp;</div> <div>Elicit and explain that in last week's NFC championship (football) game, with a mere 31 seconds left on the clock, Richard Sherman, the Seattle Seahawks cornerback, made the winning defensive play against 49ers wide receiver Michael Crabtree.&nbsp;</div> <div>&nbsp;</div> <div>Moments after the game, Sherman was interviewed by Fox's Erin Andrews. &nbsp;The 15-second rant that he unleashed has turned him into the designated bad guy for Super Bowl XLVIII, which takes place on &nbsp;Sunday, February 2. &nbsp;Sherman's team, the Seahawks, will be playing in the Super Bowl, against the Denver Broncos.</div> <div>&nbsp;</div> <div>Ask students to watch the <a href="https://www.youtube.com/watch?v=bkTq__jd4I4">video</a> of Fox's Erin Andrew's interview with Richard Sherman right after the NFC Championship game and/or read the description below:</div> <div>&nbsp;</div> <div class="rteindent1">In an extremely noisy stadium Fox's Erin Andrews asks Richard Sherman: "Richard, let me ask you. &nbsp;The final play, take me through it?" (referring to Sherman's game-ending interception)&nbsp;</div> <div class="rteindent1">&nbsp;</div> <div class="rteindent1">A loud and animated Sherman: "Well, I'm the best corner in the game! When you try me with a sorry receiver like Crabtree that's the result you are going to get! Don't you ever talk about me!"</div> <div class="rteindent1">&nbsp;</div> <div class="rteindent1">Andrews: "Who was talking about you?"</div> <div class="rteindent1">&nbsp;</div> <div class="rteindent1">Sherman: "Crabtree. Don't open your mouth about the best or I'm going to shut it for you real quick! L-O-B!" &nbsp; (L.O.B. means 'Legion of Boom, Seattle's nickname for its defense.)</div> <div>&nbsp;</div> <div>Having watched the clip and/or read the transcript ask students:&nbsp;</div> <ul> <li> <p>How do you think Sherman is feeling? &nbsp;Why do you say that? &nbsp;Why might he be feeling this way?</p> </li> <li>What do you think about how Sherman is expressing himself? &nbsp;Why?</li> </ul> <p>&nbsp;</p> <h4>What Actually Happened?</h4> <div>Ask students if they know what happened to trigger this intense reaction in Sherman. &nbsp;If they don't know, ask them to speculate as to what might have happened to trigger Sherman's reaction. &nbsp;Ask them to take into consideration the environment in which the interview took place, the timing of the interview, etc. What is Sherman is trying to tell us about what happened with Crabtree?&nbsp;</div> <div>&nbsp;</div> <div>Then, if it hasn't come out yet, explain the sequence of events, described <a href="http://ftw.usatoday.com/2014/01/sherman-crabtree-hell-of-a-game">here</a> in <em>USA Today</em>:</div> <div>&nbsp;</div> <div class="rteindent1">Just moments before ripping 49ers receiver Michael Crabtree in one of the most memorable postgame interviews of all time, Seahawks cornerback Richard Sherman sprinted out of the endzone and over to Crabtree after the game had been all but decided. Sherman wrote on Monday that he simply wanted to shake Crabtree's hand and told the receiver "good game, good game." When Crabtree responded with a shove, it triggered Sherman's rant with Erin Andrews. &nbsp;</div> <div class="rteindent1">&nbsp;</div> <div class="rteindent1">Reality squares with Sherman's account, which he wrote for TheMMQB.com on Monday: "I ran over to Crabtree to shake his hand but he ignored me. I patted him, stuck out my hand and said, 'Good game, good game.' That's when he shoved my face, and that's when I went off," Sherman said.</div> <div class="rteindent1">&nbsp;</div> <div class="rteindent1">"Going off" not only manifested itself in that postgame rant, but before that, too.</div> <div class="rteindent1">&nbsp;</div> <div class="rteindent1">"I threw a choking sign at 49ers quarterback Colin Kaepernick" Sherman continued.&nbsp;</div> <div class="rteindent1">&nbsp;</div> <div class="rteindent1">"Why? Because he decided he was going to try the guy he was avoiding all game [i.e. Sherman], because, I don't know, he's probably not paying attention for the game-winning play."</div> <div>&nbsp;</div> <div>Now ask students to watch the <a href="https://www.youtube.com/watch?v=tOC0UpQawn8">next clip</a>, which is edited to first show Sherman (in blue) with Crabtree (in white) at the end of the game moments before the now infamous interview with Andrews. &nbsp;We then see Sherman once again during that interview and finally in another interview later that same night.</div> <div>&nbsp;</div> <div>Now that students have seen more of what happened, ask them whether that changed their perspective on the interview with Erin Andrews. &nbsp;</div> <ul> <li>How do they think Sherman was feeling:</li> </ul> <div class="rteindent2"><strong>a)</strong> in the run up to the Andrew's interview<br> <strong>b)</strong> during the interview with Matthews<br> <strong>c) </strong>in the studio later that night?&nbsp;</div> <ul> <li>How do you think the way Sherman was feeling affected his behavior that night?</li> <li>What was the original trigger for this behavior? &nbsp;What escalated the situation?</li> <li>Why do you think he was so much calmer in the interview in the studio? &nbsp;</li> </ul> <p>&nbsp;</p> <div>Now have students consider how Michael Crabtree was feeling. In the last minute of the NFC Championship game he had a good chance of catching the game winning touch down, till Sherman batted the ball away.&nbsp;</div> <ul> <li>How do you think Crabtree was feeling as he watched Sherman bat the ball away?</li> <li>How do you think he was feeling next, when Sherman slapped him on the rear, saying good game, good game, and offered him his hand?&nbsp;</li> <li>How do you think the way Crabtree was feeling affected his behavior, right after seeing the ball batted away?</li> </ul> <div>&nbsp;</div> <div>Both players reacted in the heat of the moment. &nbsp;But in the week following the game, Sherman was at the center of a media firestorm, while Crabtree was been all but forgotten. &nbsp; The reactions to Sherman's postgame interview ranged widely from indignation and disappointment, to support, understanding, resignation, and boredom. &nbsp;Sherman, defending himself on the day after the game, wrote on The MMQB.com: &nbsp;"It was loud, it &nbsp;was in the moment, and it was just a small part of the person I am. I don't want to be a villain, because I'm not a villainous person..."</div> <div>&nbsp;</div> <div>Also on that day he apologized for his actions. In tweets to ESPN's Ed Werder he wrote: "I apologize for attacking an individual and taking the attention away from the fantastic game by my teammates ... That was not my intent."&nbsp;</div> <div>&nbsp;</div> <div>Sherman also addressed his postgame comments in an interview with ESPN Radio on the "SVP and Russillo" show. "Obviously I could have worded things better and could obviously have had a better reaction and done things differently," he said during the interview. "But it is what it is now, and people's reactions are what they are."</div> <div>&nbsp;</div> <hr> <h4>Small Group Work or Circle Go Round</h4> <div>Ask students to think about a time they acted out of frustration or anger only to regret it after the fact. &nbsp;</div> <ul> <li>What was their trigger? &nbsp;</li> <li>Who was involved? &nbsp;</li> <li>Was there anything that escalated the situation? &nbsp;</li> <li>What might they have done differently had they been able to remain calm?</li> </ul> <div>&nbsp;</div> <div>Summarize what students have shared and explain that when emotions escalate in these ways, our thinking is often not clear. &nbsp; It is why cooling or calming ourselves down in situations such as these is so important. &nbsp;</div> <div>&nbsp;</div> <h4>Cooling down</h4> <div>In the second, in-studio interview, we saw Richard Sherman, talking about the incident on the field in a calm and collected way, very different from the original interview. &nbsp;</div> <ul> <li>Ask students what he might have done to calm down between the two interviews? &nbsp;Chart their responses.</li> <li>Adding to the list, ask students what they do to calm down when they get frustrated or angry? &nbsp;Continue the list.</li> </ul> <div>&nbsp;</div> <div>If there is time, give students some guidance about what to do when we are triggered.</div> <div>&nbsp;</div> <div>Explain that the best current thinking about cooling down when we get angry, frustrated or upset, is to use relaxation techniques and self-talk. &nbsp;As Aristotle suggested,&nbsp;</div> <div>&nbsp;</div> <div><strong>1) </strong>We need to be smart about when, how, and with whom we express our anger, if at all.</div> <div><strong>2)</strong> To think clearly about the most appropriate response to the situation giving rise to our anger, frustration or other intense feelings, we need to cool down.</div> <div><strong>3) </strong>We can cool down without rehearsing or dramatizing the anger; in fact, self-talk and relaxation techniques are more effective than emotional displays.</div> <div>&nbsp;</div> <div>Ask students if there are things they say to themselves (that is, self-talk) to cool down. Ask them to think of a time when someone did something that made them angry, and consider what they told themselves to keep from flying off the handle. &nbsp;See if students can come up with an example of a time when self-talk kept them from leaping to the (perhaps false) conclusion that the other person was intending to disrespect them.&nbsp;</div> <div>&nbsp;</div> <div>Note that people use different ways to calm themselves down and think more clearly. &nbsp;What works for one person may not work for the next. &nbsp;Have students look at the list and think about what works best for them/what might work best for them.</div> <div>&nbsp;</div> <div>Remember: the aim of these cooling down strategies is not to get us to accept the situation giving rise to our escalated anger or frustration, but to enable us to think clearly about how to address the situation most effectively.</div> <div>&nbsp;</div> <hr> <h4>Closing/ Closing Ceremony</h4> <div>&nbsp;</div> <div>Ask students to look at Aristotle's Challenge once more. &nbsp;<br> &nbsp;</div> <div class="rteindent1">Anyone can become angry - that is easy. But to be angry with the right person, to the right degree, at the right time, for the right purpose, and in the right way - this is not so easy.</div> <div><br> Ask some volunteers to share a take away from today's lesson.&nbsp;</div> <div> <hr>&nbsp;<br> &nbsp; <h3><strong>LESSON TWO: &nbsp;<br> Reacting to a media storm</strong></h3> <h4>&nbsp;<br> &nbsp;<br> <strong>To the teacher:</strong></h4> <p>On January 19, 2013, the San Francisco 49ers played the Seattle Seahawks in the National Football Conference championship.&nbsp; With a mere 31 seconds left in the game, Richard Sherman, the Seattle Seahawks cornerback, made the winning defensive play against 49ers wide receiver Michael Crabtree.&nbsp; Moments after the game, Sherman was interviewed.&nbsp; The 15-second tirade that followed turned him into the designated bad guy for Super Bowl XLVIII, which takes place on Sunday February 2. &nbsp;Richard Sherman's team, the Seahawks, will be playing in the Super Bowl, against the Denver Broncos.<br> &nbsp;<br> In Lesson 1, we looked at triggers and how to handle them. In this lesson (which can be presented either on its own or in addition to Lesson 1), we learn who Richard Sherman is and how he responded to the media onslaught against him in the days since that 15-second rant went viral. &nbsp;Were the charges against him fair? What do students think about the way he handled them?&nbsp; What lessons can we draw from the situation?<br> &nbsp;</p> <hr> <h4><br> <strong>Gathering </strong></h4> <p>Ask students to turn to face a partner and play the following word association game.&nbsp; First determine which student is A and which is B.&nbsp;<br> &nbsp;<br> A starts the activity by saying "football" to B, eliciting a one word association, the first thing that comes to mind. Immediately afterwards, A says "football" again, eliciting a second association from B. And then A asks a third time, eliciting a third association from B.&nbsp;&nbsp; When done, students switch roles: B now presents A with the word "football" three times, to elicit A's associations.&nbsp;<br> &nbsp;<br> Ask a few volunteers what some of their associations were.&nbsp; Summarize how football is the most popular sport in the US, a violent and aggressive game, a multibillion-dollar business that provides entertainment to millions.&nbsp; Mention that one of the reasons it's been in the news is that the season ending championship, the Super Bowl, is being played on Sunday, February 2, 2014.&nbsp; The two teams that made it to the finals are the Seattle Seahawks and the Denver Broncos.&nbsp;</p> <p>&nbsp;</p> <hr> <h4><strong>Sherman interview&nbsp;</strong></h4> <p><em><strong>(Skip this section if you have already done &nbsp;Lesson 1 in the class)</strong></em></p> <p>&nbsp;<br> Ask if anyone in your class knows the names Richard Sherman and Michael Crabtree and why they have been in the news.<br> &nbsp;<br> Elicit and explain that in last week's NFC championship (football) game, with a mere 31 seconds left on the clock, Richard Sherman, the Seattle Seahawks cornerback, made the winning defensive play against 49ers wide receiver Michael Crabtree.<br> &nbsp;<br> Moments after the game, Sherman was interviewed by Fox's Erin Andrews.&nbsp; The 15-second rant that he unleashed has turned him into the designated bad guy for Super Bowl XLVIII, which takes place on &nbsp;Sunday, February 2. &nbsp;Sherman's team, the Seahawks, will be playing in the Super Bowl, against the Denver Broncos.<br> &nbsp;<br> Ask students to watch the <a href="https://www.youtube.com/watch?v=bkTq__jd4I4">video</a> of Fox's Erin Andrew's interview with Richard Sherman right after the NFC Championship game&nbsp;and/or read the description below:<br> &nbsp;</p> <div class="rteindent1">In an extremely noisy stadium Fox's Erin Andrews asks Richard Sherman: "Richard, let me ask you.&nbsp; The final play, take me through it?" (referring to Sherman's game-ending interception)<br> &nbsp;<br> A loud and animated Sherman: "Well, I'm the best corner in the game! When you try me with a sorry receiver like Crabtree that's the result you are going to get! Don't you ever talk about me!"<br> &nbsp;<br> Andrews: "Who was talking about you?"<br> &nbsp;<br> Sherman: "Crabtree. Don't open your mouth about the best or I'm going to shut it for you real quick! L-O-B!"&nbsp; &nbsp;(L.O.B. means 'Legion of Boom, Seattle's nickname for its defense.)</div> <p>&nbsp;<br> Ask students:&nbsp; What are your thoughts and feelings about the clip?&nbsp; What do you think about how Sherman is expressing himself?</p> <p>&nbsp;</p> <hr> &nbsp; <h4>YouTube Responses to the Interview</h4> <p>Print out the handout at the bottom of this lesson and cut the quotes into strips.&nbsp;<br> &nbsp;<br> Ask students: How has the media responded to the video clip &nbsp;of Richard Sherman's interview with reporter Erin Andrews?&nbsp; What have they seen or heard?<br> &nbsp;<br> Explain that as the video of the interview went viral, many people responded to it - in the media and on the internet, including YouTube.&nbsp; Tell students that they'll each get one of the responses people made to the video on YouTube.&nbsp;<br> &nbsp;<br> Distribute the slips of paper randomly among your students.&nbsp; Ask students to read out the responses one after the other (using a talking piece if you're in a talking circle).&nbsp;<br> &nbsp;<br> Next ask students:</p> <ul> <li>What are your thoughts and feelings about how people responded to the clip?</li> <li>Were there any responses that resonated with you more than others?&nbsp; Why?</li> <li>What did you learn about Richard Sherman from these responses?&nbsp;</li> </ul> <p>Elicit that several people talked about how there is more to Richard Sherman than football.<br> &nbsp;<br> In a recent article in the New Yorker magazine, journalist Amy Davidson wrote:<br> &nbsp;</p> <div class="rteindent1">It's worth noting that Sherman, who grew up in Compton as the son of a garbageman and a social worker, was his high school's salutatorian and that, according to <em>Sports Illustrated</em>, "eight players from Sherman's graduating class earned scholarships to Division I schools, several of whom had walked into the coach's office at one point or another to ask, ‘How do I get into college? Because if I don't, Sherm is never going to let me hear the end of it.' " Sherman turned down the University of Southern California for Stanford. He said, "I had to prove it was possible: Compton to Stanford." He did well there academically; he also stayed in touch with his high-school friends, helping to make sure that they graduated, too—something that, according to several studies, many colleges fail to do for their athletes. After the Seahawks drafted him, in the fifth round, he became known as an inventive verbal provocateur on the field, as well as one of the best players in his position. But he is, by all accounts, a considerate and community-minded teammate.</div> <p>&nbsp;<br> Ask students:&nbsp;</p> <ul> <li>Based on this information about Richard Sherman how do you feel about the responses on YouTube now?</li> </ul> <p>Sherman himself responded to the outcry in the AP in the following way:<br> &nbsp;</p> <div class="rteindent1">I was surprised by it. Because we're talking about football here and a lot of people took it a little bit further than football.&nbsp; I guess some people showed how far we have really come in this day and age and it was kind of profound what happened and people's opinions of that nature, because I was on a football field showing passion. Maybe it was misdirected, maybe things may have been immature, maybe things could have been worded better but this is on a football field. I didn't commit any crimes, I wasn't doing anything illegal. I was showing passion after a football game.</div> <p>&nbsp;<br> Sherman apologized for taking away the spotlight from some of his teammates' impressive plays during the game. Marshawn Lynch's 109 yards rushing and 40-yard touchdown, Jermaine Kearse's 35-yard touchdown catch on fourth-down and Bobby Wagner's 15 tackles all became secondary to Sherman's words in the interview.<br> &nbsp;<br> What seemed to bother Sherman the most in the fallout was hearing the word "thug" attached to his name.&nbsp; "The only reason it bothers me is it seems like it's an accepted way of calling someone the N-word nowadays," Sherman said. "It's like everybody else said the N-word and they said thug and they're like, 'that's fine,'" Sherman said. "That's where it kind of takes me aback. It's kind of disappointing because they know. What is the definition of a thug, really?"<br> &nbsp;<br> In small groups, ask students to talk about what Sherman asserts here:</p> <ul> <li>How do you feel about what Sherman says about being called a thug?</li> <li>What in your opinion is the definition of a thug?</li> <li>Do you feel that this then is an accurate description of Richard Sherman?</li> <li>Do you agree with Sherman that thug has become a substitute for the N-word?</li> </ul> <p>Bring the class back together.&nbsp;<br> &nbsp;<br> Ask: &nbsp;&nbsp;<br> &nbsp;<br> Will this incident involving Sherman change the way you react the next time a controversy like this erupts in the media or on the internet? If so, how?</p> <p>&nbsp;</p> <hr><br clear="all"> <br> &nbsp; <h4>YouTube responses:</h4> <p>&nbsp;</p> <hr><br> "He's living the American dream and you're just envious. He didn't say anything wrong, he just got Seahawks to the superbowl, it was an extremely excited moment, he just had a little more adrenaline going. That's all."&nbsp; <em>Ranjan Lamichha</em><br> &nbsp; <hr><br> &nbsp;<br> "No one is going to hype down after a game. Let be real here. Any real football fan loves to see that aggressiveness and competitiveness from their team.&nbsp; This isn't fine dining or a book review.&nbsp; This is a sport for goodness sakes!"&nbsp;&nbsp; <em>SOExclusive Swagtastix</em><br> &nbsp; <hr><br> "You can call Richard Sherman many things, but uneducated is not one of them.&nbsp; Geez."&nbsp; <em>kelley walker</em><br> &nbsp; <hr> &nbsp;<br> "Yawn he had to apologize for that." <em>Upful Soul</em><br> &nbsp; <hr> &nbsp;<br> "At first glance this is certainly not cool behavior. Well to be truthful it's way out of pocket. But having played football at one time myself, I see the adrenaline pumping and the testosterone fully engaged. Ego is monster. There are lessons from this rant he has yet to experience and will be paying dividends on his head for years to come. Graciousness in winning and in losing is the way of a champion." <em>James Goins</em>&nbsp; <div>&nbsp;</div> <div> <hr></div> <p>&nbsp;<br> "This is what all this hype was about? I'd be mad to if I am being a good sport and someone pushes me in the face.&nbsp; So Crabtree wanted to be a poor sport, Sherman had every right to act the way he did." <em>Jorge Ramirez</em><br> &nbsp;</p> <hr><br> &nbsp;<br> "I finally took the time to watch the infamous post game interview everyone's been talking about.&nbsp; I don't have a problem with it. &nbsp;These guys are amped up. &nbsp;You can't blame him for letting off a little steam. &nbsp;What Sherman said is nothing compared to what goes on during the game on the field. ..."&nbsp; <em>Steve Bredall</em><br> &nbsp; <hr><br> &nbsp;<br> "... It was really loud in there, and he probably felt as though needed to compensate in order to be heard.&nbsp; At any rate, I can't believe it's generated so much controversy. &nbsp;He wasn't the model of sportsmanship but I've heard worse.?"&nbsp; <em>kelley walker</em> <hr><br> &nbsp;<br> "He is an athlete with post-game adrenaline saying he is the best and telling a player who made previous comments about him, that he is the best. What is the big kerfuffle? What does that have to do with being a ‘thug' or any of the other ignorant labels that have been thrown at him, or the racist and hateful comments all over YouTube, Twitter and multiple sites? ... Because it's an African-American athlete that was rushed post-game, was still pumped on the adrenaline that got him through the game ... he didn't have time to get into PR mode ..."&nbsp; <em>Dana R</em><br> &nbsp; <hr> &nbsp;<br> "The young man from Compton did well, more power to him. The racists come out, and even those who don't actually use racial slurs still cannot back up their so called disgust with reasoned arguments." <em>John Nicholas</em><br> &nbsp; <hr> &nbsp;<br> "[To call him a] ‘thug' is way to harsh.&nbsp; I agree however, I don't care if he's black, white, green or paisley, there is such a thing as dignity and class, neither which is showcased in this soundbite. That being said, I'm sure Mr. Sherman is basically a good guy and just got a little fired up. I do lament the fact that at times sportsmanship is no longer an important trait in our society."&nbsp; <em>Jonas Landau</em><br> &nbsp; <hr> &nbsp;<br> Ignore rant.&nbsp; He was just fired up &amp; had to yell because the sound in the stadium was deafening.&nbsp; If he had just finished a round of golf &amp; he was yelling like that I would say he should try anger management, but he's a football player.&nbsp; He will need that confident tude on Superbowl Sunday.&nbsp; If the Broncos win, I hope whoever gets interviewed screams ‘don't you ever talk about me.'&nbsp; <em>Blanche Mitchell</em><br> &nbsp; <hr> &nbsp;<br> "People &nbsp;complaining about what he is saying should just not watch football, it's not for them." <em>ColtoSillas</em><br> &nbsp; <hr> &nbsp;<br> "Was this really that big of a deal?&nbsp; I'm not a football fan defending this ... But really, what's the big deal?&nbsp; He was pumped up about the game and whatever this Crabtree guy said, he didn't curse or threaten to kill the guy ... What he did say was pretty tame, heck for all anyone here knows the dispute was set up for the show (this was TV after all)."&nbsp; <em>MasochistMouse</em><br> &nbsp; <hr> &nbsp;<br> "At first I thought he was being an egotistical thug.&nbsp; But watch his latest interview on CNN. He talks about being asked questions while he is pumped up and "in the zone," and he apologizes for some remarks. He makes a lot of sense and I agree with him. Athletes have to get into their zone to perform. I got new respect for him, even if he does talk a little too openly sometimes. He's no thug."&nbsp; <em>G Monayz</em><br> &nbsp; <hr> &nbsp;<br> "I can't picture a big white football player getting this much attention for doing the same thing.&nbsp; People would dismiss it as passion for the game.&nbsp; Fox News would probably hype it up." <em>Sk8bow </em><br> &nbsp; <hr> &nbsp;<br> "For all the ignorant trolls who comment solely on face value, get your facts straightened out ... there is more to Richard Sherman than meets the eye."&nbsp; <em>Niru N</em><br> &nbsp; <hr> &nbsp;<br> "Ali talked just as much if not more trash than Sherman.&nbsp; If the NFL played with kind and gentle hearts there would be no NFL!&nbsp; The NFL is the most intense and emotional game of all sports.&nbsp; it's all a mental game but not like Wimbledon tennis.. lol."&nbsp; <em>M00nchildblues</em><br> &nbsp; <hr> &nbsp;<br> "It seems as&nbsp;if people expect Black Athletes and Black people in general for that matter to act like robots. If they don't comply with behaving like a robot they are labeled ‘thug' or ‘ignorant' or what have you. Let the guy be a human being,?" <em>OaklandRaider1983</em><br> &nbsp; <hr> &nbsp;<br> "Sherman is probably smarter than most football players.&nbsp; He was a Stanford graduate because of football, but he did do well in H.S. classes. His cockiness has nothing to do with that though. It's not even intelligent creative cockiness like Ali or Hector Camacho. It's simple, brute arrogance and so it seems mean spirited. If I were him I would worry I'm gonna get shown up for it." &nbsp;<em>David L</em><br> &nbsp; <hr> &nbsp;<br> "I'm a Niners fan but Sherman's response was pretty damn funny. Can't let peeps get to you like that regardless if it's on the street or during a game. Crabtree must have really [hit] a soft spot...lol." <em>ThePricelessLegacy</em><br> &nbsp; <hr> &nbsp;<br> "Love IT!! Intensity, passion, confidence, amped up after a HUGE win...the way the game should be played. Check out the writings of Richard Sherman ... there is a history between Sherman and Crabtree and two almost got into a fight at an event put on by Arizona Cardinals star wide receiver Larry Fitzgerald last year, and that is why there is bad blood between them."&nbsp; <em>Joel Bennecke</em><br> &nbsp; <hr> &nbsp;<br> "This is why I don't watch football. No class." <em>Dustin Gomez</em><br> &nbsp; <hr> &nbsp;<br> "In reality, what Richard Sherman did was teach us about ourselves. He taught us that we're still a country that isn't ready for lower-class Americans from neighborhoods like Compton to succeed. We're still a country that can't decipher a person's character. But most of all, he taught us that no matter what you overcome in your life, we're still a country that can't accept someone if they're a little louder, a little prouder, or a little different from the people we surround ourselves with." <em>Freshviews</em><br> &nbsp; <hr> &nbsp; <p>&nbsp;</p> </div> <div>&nbsp;</div> </div> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--uid--teachable-moment-lesson.html.twig x field--node--uid.html.twig * field--node--teachable-moment-lesson.html.twig * field--uid.html.twig * field--entity-reference.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'username' --> <!-- BEGIN OUTPUT from 'core/modules/user/templates/username.html.twig' --> <span>fionta</span> <!-- END OUTPUT from 'core/modules/user/templates/username.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--created--teachable-moment-lesson.html.twig x field--node--created.html.twig * field--node--teachable-moment-lesson.html.twig * field--created.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'time' --> <!-- BEGIN OUTPUT from 'core/modules/system/templates/time.html.twig' --> <time datetime="2014-01-29T11:45:30-05:00" title="Wednesday, January 29, 2014 - 11:45">January 29, 2014</time> <!-- END OUTPUT from 'core/modules/system/templates/time.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'links__node' --> <!-- FILE NAME SUGGESTIONS: * links--node.html.twig x links.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> Wed, 29 Jan 2014 16:45:30 +0000 fionta 552 at https://www.morningsidecenter.org Awareness of Anger https://www.morningsidecenter.org/teachable-moment/lessons/awareness-anger <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--title--teachable-moment-lesson.html.twig x field--node--title.html.twig * field--node--teachable-moment-lesson.html.twig * field--title.html.twig * field--string.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <span>Awareness of Anger</span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--body--teachable-moment-lesson.html.twig * field--node--body.html.twig * field--node--teachable-moment-lesson.html.twig * field--body.html.twig * field--text-with-summary.html.twig x field.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <div class="field field--name-body field--type-text-with-summary field--label-hidden field--item"><p class="byline">By Morningside Center</p> <p><em>(grades 3-6)</em></p> <p style="text-align: left"><b>Learning Outcome:</b> Students will describe the ways people communicate and physically&nbsp;react when they have strong feelings, especially anger. Students will recall and describe a time they got angry.</p> <p><b>Materials needed:</b> Agenda written on chalkboard or chart paper</p> <p><b>Gathering:</b> Go-round. Ask students to complete the sentence, "I feel good about myself when ..."</p> <p style="text-align: left"><b>Check Agenda:</b> Go over the day's plan and ask if it seems okay.</p> <hr> <h3 style="font-weight: bold; ">A Time When I Got Angry: Guided Reflection</h3> <p>Divide students in pairs to take turns talking about a time they were angry. What did it feel like? Give them about a minute each to talk.</p> <p style="font-weight: bold">Introduction</p> <p>The word "feeling" is used to refer to times when our bodies are reacting in certain ways to things that are happening. We also have particular kinds of thoughts at these times. For example, when people are afraid, sometimes they think very fast about what they need to do, but sometimes they freeze and don't move at all. Sometimes they run. Sometimes they shake and sometimes they sweat. Their minds may be totally blank and not have any thoughts at all; or they may have thoughts like, "I better get out of here."</p> <p>When people have the feeling of anger, they have particular bodily sensations and thoughts.</p> <p><b>A.</b></p> <p>Ask students to close their eyes and think about a time they were angry. What was happening? What were they doing? Who were the people they were angry at? Ask them to imagine that these people are here now. Ask them to picture those people clearly. Imagine that they are back in that situation and very angry.</p> <p>Ask students to focus their attention on various parts of their own bodies: Start with the head, face, shoulders, arms, back. What do their bodies feel? What thoughts are going through their minds?</p> <p>Recall students to the present moment. Ask them to remember the bodily sensations and thoughts they had when angry, but to open their eyes and focus on some part of the classroom.</p> <p style="font-weight: bold">B.</p> <p>With the class, develop two lists - Body Responses and Thoughts.</p> <p>Body responses may include heart pounding, sweating, an impulse to make violent motions (like a child's tantrum). Explain that all these are normal body responses.</p> <p>Thoughts might be things like ''I'm going to punch him out," "People always do this to me," or "I'm not going to take this."</p> <p style="font-weight: bold">C.</p> <p>Point out that sometimes feelings are a signal that we need to do something, but they aren't always. When we have a strong feeling, we always have a choice about what we do about it. When we're angry, we may think we want to punch someone in the face, for example, but we can stop and decide if it really makes sense to do that. If we can cool off and think about it, maybe we will want to handle the situation some other way.</p> <p style="font-weight: bold">Evaluation</p> <p>Ask a few volunteers, What thoughts about the experience of anger will you carry away from this lesson?</p> <p style="font-weight: bold">Closing</p> <p>Deep Breathing:</p> <p>One of the things we can do to relax our bodies when they are tense with anger is to take deep breaths. Have students breathe in deeply, all the way to their abdomens so that their abdomens puff out. Then have them fill up their lungs from the bottom to the top. Then have them exhale, reversing the process, breathing out from the top of the lungs down to the abdomen, sucking in the abdomen. Do this five times.</p> <hr> <h3>Additional Activity: Anger Survey</h3> <p>Have the class brainstorm questions for an anger survey.</p> <p>These questions may include:</p> <ul> <li>When were you angry?</li> <li>What caused the anger?</li> <li>How was the anger expressed (e.g., physical violence, verbal violence, property damage, peacefully resolved, etc.)</li> <li>What was the final outcome?</li> </ul> <p>As a homework assignment, have students use the prepared questions to interview a friend, classmate, or family member about a recent situation that made them angry.</p> <p>Have students report their findings to class. Discuss the results of the interview. Evaluate how the person dealt with his/her anger. Invite suggestions for improving the outcome of each story.</p> <hr> <p style="text-align: left"><em>We welcome your thoughts and suggestions about these activities!&nbsp;</em></p> </div> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--uid--teachable-moment-lesson.html.twig x field--node--uid.html.twig * field--node--teachable-moment-lesson.html.twig * field--uid.html.twig * field--entity-reference.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'username' --> <!-- BEGIN OUTPUT from 'core/modules/user/templates/username.html.twig' --> <span>fionta</span> <!-- END OUTPUT from 'core/modules/user/templates/username.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--created--teachable-moment-lesson.html.twig x field--node--created.html.twig * field--node--teachable-moment-lesson.html.twig * field--created.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'time' --> <!-- BEGIN OUTPUT from 'core/modules/system/templates/time.html.twig' --> <time datetime="2011-11-07T13:00:00-05:00" title="Monday, November 7, 2011 - 13:00">November 7, 2011</time> <!-- END OUTPUT from 'core/modules/system/templates/time.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'links__node' --> <!-- FILE NAME SUGGESTIONS: * links--node.html.twig x links.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> Mon, 07 Nov 2011 18:00:00 +0000 fionta 648 at https://www.morningsidecenter.org Similes & Feelings https://www.morningsidecenter.org/teachable-moment/lessons/similes-feelings <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--title--teachable-moment-lesson.html.twig x field--node--title.html.twig * field--node--teachable-moment-lesson.html.twig * field--title.html.twig * field--string.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <span>Similes &amp; Feelings</span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--title.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--body--teachable-moment-lesson.html.twig * field--node--body.html.twig * field--node--teachable-moment-lesson.html.twig * field--body.html.twig * field--text-with-summary.html.twig x field.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <div class="field field--name-body field--type-text-with-summary field--label-hidden field--item"><p class="byline"><b>Lesson in brief:</b> Students will explore anger using similes.<br> &nbsp;</p> <h4 style="text-align: left; "><b>Introduction</b></h4> <p style="text-align: left; ">Explain that this activity will foster creative thinking by asking students to make connections between things they don't usually think of as connected. Review or explain the meaning of simile: a figure of speech in which two unlike things are compared.</p> <p style="text-align: left; "><b>1.</b> Ask the students to name the following:</p> <ul> <li>three machines or appliances (e.g., television, car, computer)</li> <li>two things found in nature (e.g., birds, rock)</li> <li>one activity people like to do that ends in <em>ing</em> (e.g., swimming)</li> </ul> <p><b>2.</b> Record their responses on chart paper.</p> <p><b>3.</b> Beginning with the first machine, ask "Anger is like a _____________ because ______________."</p> <p><b>4.</b> After receiving several responses from students for the first machine, go on to the second, and so on.<br> &nbsp;</p> <h4><b>Discuss</b></h4> <ul> <li>What are we saying about anger?</li> <li>Have you ever had an experience when your anger was like... (select an appliance, something in nature, etc.)?</li> <li>Were you satisfied or dissatisfied with your response? Why?</li> <li>What are some suggestions for reducing anger?<br> &nbsp;</li> </ul> <h4><b>Pair Poems</b></h4> <p>In pairs, have students create a one-stanza short poem that incorporates similes from the previous activity. For example, using the simile "Anger is like a washing machine," the poem should build on why anger is like a washing machine.</p> <p>Have pairs share their poems.<br> &nbsp;</p> <h4><b>Evaluation</b></h4> <p>Ask the class, What is something you learned from today's lesson?</p> </div> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/field/field.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--uid--teachable-moment-lesson.html.twig x field--node--uid.html.twig * field--node--teachable-moment-lesson.html.twig * field--uid.html.twig * field--entity-reference.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'username' --> <!-- BEGIN OUTPUT from 'core/modules/user/templates/username.html.twig' --> <span>fionta</span> <!-- END OUTPUT from 'core/modules/user/templates/username.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--uid.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'field' --> <!-- FILE NAME SUGGESTIONS: * field--node--created--teachable-moment-lesson.html.twig x field--node--created.html.twig * field--node--teachable-moment-lesson.html.twig * field--created.html.twig * field.html.twig --> <!-- BEGIN OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <span> <!-- THEME DEBUG --> <!-- THEME HOOK: 'time' --> <!-- BEGIN OUTPUT from 'core/modules/system/templates/time.html.twig' --> <time datetime="2011-07-23T14:39:09-04:00" title="Saturday, July 23, 2011 - 14:39">July 23, 2011</time> <!-- END OUTPUT from 'core/modules/system/templates/time.html.twig' --> </span> <!-- END OUTPUT from 'core/modules/node/templates/field--node--created.html.twig' --> <!-- THEME DEBUG --> <!-- THEME HOOK: 'links__node' --> <!-- FILE NAME SUGGESTIONS: * links--node.html.twig x links.html.twig --> <!-- BEGIN OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> <!-- END OUTPUT from 'themes/contrib/bootstrap/templates/system/links.html.twig' --> Sat, 23 Jul 2011 18:39:09 +0000 fionta 741 at https://www.morningsidecenter.org