Fifty years. It’s a nice, round number, isn’t it?

A little over ten years ago, when I was turning 50, I was teaching a one-semester elective class called Math Problem Solving. I was basically free to do anything I wanted within teaching the Indiana Academic Standards for 7th grade. And the main standard that I focused on was a big one.

“7.C.6: Use proportional relationships to solve ratio and percent problems with multiple operations (e.g. simple interest, tax,
markups, markdowns, gratuities, conversions within and across measurement systems, and percent increase and
decrease).”

Considering there’s another math standard for simply adding integers, this one was simply immense and covered a wide variety of problems to solve. So, we did a little trip down memory lane. I wanted to explore what was then 50 years ago, the year 1964. With a little Google-Fu, I pulled up some fun and relatable items besides myself that made their first appearance that year: The Ford Mustang, GI Joe, Rankin/Bass’s Rudolph the Red-Nosed Reindeer, the James Bond movie, Goldfinger, and much more. We looked at McDonald’s price boards from that year and calculated the rate of inflation to present day. Then we compared it to prices of other things like gasoline, bread, ground beef, and milk. We looked at wages, home prices car prices, everything we could find data for. And we compared. Oh, did we compare. We talked about the differences in the rates of inflation for different items and we theorized the reasons behind them.

Then, for a final project on the unit, I posed to my students a question: If you could go back in time to 1964, with a large American Tourister Bob Hope suitcase full of clothes and $50,000 in 1964 cash, and could spend a week there, what would you do, and what would you bring back to the present with you if you were limited to what could be contained in your suitcase?

One of the first students to hear the directions blurted out, “I want to go to Disney World.” I said, “Sorry, you can’t.” When they asked why not, I knew I had them hooked. I told them they’d have to look it up. They quickly discovered that Disney World didn’t open until 1971! They went wild over this project. Many of them bought stocks and some bought rare comic books, baseball cards, and various other money-making items. This was to be expected. Many of them had seen Back to the Future II. But the ones who hit me right in the feelings were the ones who wanted to go see The Beatles in concert; I had them find where the Fab Four were playing the day they were leaving (exactly 50 years ago the day the received the assignment); it was the ones who wanted to visit the grandparents who died before they were born. I had them ask their parents where they lived at the time. And my goodness, some wanted to save Martin Luther King, Jr. I asked them to find out where he was speaking that day. This was one time that iPads and the Internet won the day.

The breadth of this writing project stunned me. I had never seen imagination sparked like this in a math class. Sure, I expected them to find things that would secure them financially for the future, but to read about their additional adventures seeking rare experiences just restored my faith in the power of children, even adolescents. It showed me their character. And it showed me just what could be done when a teacher isn’t bound by covering a specific standard on a particular page in a lock-stepped curriculum.

Golden years, indeed.