Rather than comment once again on the dramatic deficiencies of the deform movement, allow me to inform the reader on what educators actually do. I’m helping to rewrite a chapter in an elementary social studies methods textbook and here’s a brief draft excerpt:
Give students evidence, one clue at a time. Ask them to consider each clue, then to revise their responses to the EQ. For the evidence gathering, consider using the resource Who Wants Pizza (2010) by Jan Thornhill. We also recommend using a collection of resources that address the other individual ingredients in more detail, such as Extra Cheese, Please! Mozzarella’s Journey From Cow to Pizza (Peterson, 2003) and The Biography of Tomatoes (Morganelli, 2007).
Organize students into smaller working groups. Provide some kind of notes page for “data” collection. Students will circulate among the four clue stations with copies of excerpts from various texts and resources, or highlight specific pages in certain texts. Consider breaking up the pizza ingredients thusly:
Clue #1: Dairy and cheese
Clue #2: Tomatoes and other produce (e.g., peppers, onions, mushrooms, garlic, etc.)
Clue #3: Herbs and spices (e.g., oregano, basil, salt, pepper, etc.)
Clue #4: The crust or dough (e.g., flour, yeast, olive oil, etc.)
Conclusions:Revise Hypotheses. Conclude with a discussion of all the players and resources involved with making pizza. Ask students to use the combination of clues to answer the EQ: How do we get our pizza from the farm to our tables?
See. We make stuff. This is just a draft and an excerpt completely out of context. But still. There’s more to what we do than simply piss and moan about the next deform suggestion. Sure, pissing and moaning is sometimes necessary. Someone has to. So yes, there is plenty real educators can offer every and all aspects of this debate.