"Thug Notes"

I'm always on the hunt to find ways to make literature more relevant to the lives of my students, most of whom, much to my chagrin, do not see the point of British Literature.  My students, both the AP and non-AP classes LOVE "Thug Notes."

Started by a few creative white guys (the "white" part surprised my students), "Thug Notes" is a modern video version of those handy yellow "Cliff's Notes" also called "Spark Notes" the rest of you read in high school to pass your English classes. (I didn't. Nerd that I am, I actually read the books. Always.) As we all know, the modern youth don't read - sadly, not even a condensed "Spark Notes" version of a book - this video series is an easy reinforcement of the plot and/or analysis for the students.  With a catchy tag line "Classical Literature, Original Gangster,"  this idea was bound to be a success with students! 

Sparky Sweets, PhD. doing his thing

What I don't like about "Thug Notes"?
1.  The stereotypes used.  To me, they are overused and cliche. It doesn't seem to bother my students though.
2.  The bad language - although most of the "bad words" are "beeped" out - there are plenty more used that have offended some and probably couldn't be used with every age group. I definitely wouldn't be able to use this site if I didn't work in a public school and with high school seniors.

What DO I like about "Thug Notes"?

1. Videos are short - I can give a quick overview of the book to the students without taking up too much class time.
2. There's more to it than just plot summary. The Analysis isn't too difficult for the kids to understand, and covers a wide range of ideas with insight and humor.
3.  It's creative - from the illustrations, to the music, the slang and the contrast of the thug living the high life in his fancy library - it's humorous and creative.
4. Most importantly: my students love it - with the humor, "slang" and pictures, my students remember the stories and even watch the videos on their own of books we haven't even read!  Anything that gets kids' into literature is a good thing to me.

"Thug Notes" has been featured in several prominent news stories. A few of which are The New York Times, and The Huffington Post.   "Sparky Sweets" is even on Twitter!

One last one:

Check out "Thug Notes" for yourself at http://www.thug-notes.com/

The Things They Tell Me: "I'm not ungrateful, I'm just tired"

"The poem that most relates to me is “The Unknown Citizen” because he seems to just go along with what one is “supposed” to do and I feel like that’s what I do.  I do well in school and play sports and join clubs because that’s what I’m “supposed” to do.  Realistically, not everyone has the same duties. The moment I showed I did well in school it because my “job” to always do well.  This led me to doing more in school like clubs, sports, etc. I’m not sure if I do things because I enjoy them or if I try to enjoy the things I do ....  I feel like I’m just empty and do everything robotically.  Doing well and being involved doesn’t make me happy; I have to find happiness somewhere among the pressure, insomnia, expectations, etc.  But this isn’t something others will hear about because all they see is that I’m doing what I’m supposed to.  I’m not ungrateful, just tired."

This was an excerpt from an essay that was turned in to me today.  I wonder, what is this student going to remember about high school? I doubt this kid will have much fondness or nostalgia for all those sleepless nights. Those memories will not likely be filled with fun memories, high school silliness, times spent with friends. Ironically, this very student who turned in this heart wrenching essay was mentioned by a different student, later this same day, as being an example of someone who "isn't stressed" and who can "handle the pressure of being in the top."  If only they knew that they were not alone in the struggle.

I don't understand this pressure the idea that these AP kids have to achieve PERFECTION - "only "A's" are allowed" - ALL THE TIME. When I ask them where they get this idea from, the pressure to perform, the idea that anything less than being "the best" is failure (to many of these students a "B" is unheard of, a "C," tantamount to failure), they all unanimously tell me, "my parents." As a parent, I understand wanting your child to achieve to their fullest potential - to live up to what they can do. But, what if your ideas of what your child is capable of are not realistic?  There is a difference between realistic high expectations, and pressuring your child to succeed at all costs. The pressure creates a dangerous road for students. One student I teach self-inflicts pain because of the pressure to "succeed." Another has "not felt hungry" and hasn't eaten a good meal in weeks. Many are compared to older siblings - either to "be just like" them, or to "NOT be" like the "failure" that was their brother or sister.

I often remind my students that they are "not the grades they receive" but they never seem to understand or believe it.  They seem to think that I am telling them to lower their ambitions, to not strive for greatness. What I am telling them, is that "success" in school doesn't always equal "success" in life, that sometimes failure is a good thing - an opportunity to learn, and that their value as a human doesn't come from a school report card.

"You Are Not The Grade You Receive" 

I wish I could tatoo that on their hearts and minds.