Chapter 5 is broken up into three lessons. Lesson Number One: The Importance of Being Jewish. This lesion had to do with Joe Flom. He was known as the scholar who attended Harvard Law and was discriminated against for being Jewish when we applied for jobs. The limit in opportunity caused him to join the small new firm Skadden, Aprs, they worked with anything “came in the door to a generation of Jewish lawyers from the Bronx and Brooklyn in the 1950s and 1960s, then, was the work the white-shoe firms disdained: litigation and, more important, “proxy fights” (Gladwell 125). In the mid 1970’s to 1980s the money involved in mergers and acquisitions increased about 2000 percent and all of a sudden everyone needed a lawyer, and choose the small Jewish
…show more content…
This lesson goes into detail about being demographically lucky and unlucky through the story of Maurice Janklow and his son Mort Janklow. Maurice who attended law school in 1919 didn’t succeed as much as his son who built a law firm in the 1960’s. “The explanation has to do with two of the great cataclysmic events of the twentieth century: the Great Depression and World War II” which caused the demographic trough” (Gladwell 131). Janklow just like Flom were lucky enough to be born during this period, because the advantages of fewer people to keep with ultimately allowed them to succeed. “The story of Janlow tells us that the meteoric rise of Joe Flow could not have happened at just any time. Even the most gifted of lawyers, equipped with the best of family lessons, cannot escape the limitations of their generation” (Gladwell 138). Lesson Number Three: The Garment Industry and Meaningful Work. This section talks about the Borgenicht’s who moved to America and made a fortune by working hard using their skills to create and selling aprons. They were successful because they had the three qualities: autonomy, complexity and connection and it was meaningful (Gladwell 149-150). Gladwell then begins to talk about family lineage and comes to the conclusion that children of these workers became professional because of their humble origins (Gladwell 153). He closes the chapter by summing up how the outlier, Flom ended up succeeding, through …show more content…
It’s located in a poor neighborhood and students who attend usually come from a one parent, low income household. Based on these statements, many would believe the school is nothing special, however they are wrong. At KIPP students perform are high performing due to the expectations of homework, extracurricular, and constant learning. The author then goes on to talk about how underprivileged students typically perform better than privileged students during school, however during the summer months it is reversed, because underprivileged students are not provided with opportunities to continue their learning during, which ultimately sets them back when they return to school in August. This is where the KIPP school becomes the solution. KIPP starts at 7:35am and goes until 5pm Monday-Friday, Saturdays, nine to one and in the summer, it’s eight to two. By having a year-round school, it minimizes the issue of students not being able to continue learning the summer due to their situations. “The beginning is hard, he went on. By the end of the day they’re restless. Part of it is endurance, part of it is motivation. Part of it is incentives and rewards and fun stuff. Part of it is good old-fashion discipline. You throw all of that into stew. We talk a lot here about grit and self-control. The kids know what those words mean” (Gladwell 261). Children are expected to give up a
This lesson goes into detail about being demographically lucky and unlucky through the story of Maurice Janklow and his son Mort Janklow. Maurice who attended law school in 1919 didn’t succeed as much as his son who built a law firm in the 1960’s. “The explanation has to do with two of the great cataclysmic events of the twentieth century: the Great Depression and World War II” which caused the demographic trough” (Gladwell 131). Janklow just like Flom were lucky enough to be born during this period, because the advantages of fewer people to keep with ultimately allowed them to succeed. “The story of Janlow tells us that the meteoric rise of Joe Flow could not have happened at just any time. Even the most gifted of lawyers, equipped with the best of family lessons, cannot escape the limitations of their generation” (Gladwell 138). Lesson Number Three: The Garment Industry and Meaningful Work. This section talks about the Borgenicht’s who moved to America and made a fortune by working hard using their skills to create and selling aprons. They were successful because they had the three qualities: autonomy, complexity and connection and it was meaningful (Gladwell 149-150). Gladwell then begins to talk about family lineage and comes to the conclusion that children of these workers became professional because of their humble origins (Gladwell 153). He closes the chapter by summing up how the outlier, Flom ended up succeeding, through …show more content…
It’s located in a poor neighborhood and students who attend usually come from a one parent, low income household. Based on these statements, many would believe the school is nothing special, however they are wrong. At KIPP students perform are high performing due to the expectations of homework, extracurricular, and constant learning. The author then goes on to talk about how underprivileged students typically perform better than privileged students during school, however during the summer months it is reversed, because underprivileged students are not provided with opportunities to continue their learning during, which ultimately sets them back when they return to school in August. This is where the KIPP school becomes the solution. KIPP starts at 7:35am and goes until 5pm Monday-Friday, Saturdays, nine to one and in the summer, it’s eight to two. By having a year-round school, it minimizes the issue of students not being able to continue learning the summer due to their situations. “The beginning is hard, he went on. By the end of the day they’re restless. Part of it is endurance, part of it is motivation. Part of it is incentives and rewards and fun stuff. Part of it is good old-fashion discipline. You throw all of that into stew. We talk a lot here about grit and self-control. The kids know what those words mean” (Gladwell 261). Children are expected to give up a