It has been said that the 1970s represented the “Golden Age” of American Cinema. It was a time period where a representative sample of “the great ones” emerged. If one was to look at the American Film Institute’s compilation of the 100 greatest films, there would be a stellar sampling of American films in the 1970s. A small budget film that was groundbreaking (or what our writers of the traditional essay set of prompts would deem, “radical”) was The Candidate. Starring Robert Redford as a California gubernatorial candidate and Peter Boyle as the chief campaign advisory, the film foreshadowed what the modern realm of American politics had become: realpolitik, spin control, and the dreaded exit poll. In the film’s pivotal last scene, when it had become evident that Redford’s character had won the office of California governor, he looks back at his advisor and asks a haunting question amidst the celebratory sounds of a political victory:
“So, now what do we do?”
Not to categorize our students as a collection of Redfords, I believe that some are uttering the same question. We have completed our study of the American Revolution. This examination encompassed text- based reading and analysis, preparation on an exam, and intense writing tasks on aspects of the time period. Students will have the chance to use the break to regroup and reload for what lies ahead.
When we return from break on January 7, 2008 (please accept my apologies for the mistake on the syllabus), we will begin our study of the formation of the United States Constitution. I have always believed that three documents guide the seventh grade Social Studies curriculum: Jefferson’s Declaration of Independence, The Constitution of the United States, and Lincoln’s Gettysburg Address. When we return from the break we engage upon the analysis of the second leg of this triad. We open our study of the post- Revolution America in a vein of philosophy. We will be receiving visitors in the form of Philosophy students from Mr. Goldberg’s class at Oak Park and River Forest High School. They will be facilitating philosophical discussions about a variety of topics ranging from ethics, social obligation of the individual, and justice. Our emerging scholars will learn how to “argue philosophy” utilizing active learning and listening techniques. Students will engage in a variety of discussions and then report out their findings to the larger group. This entry into the domain of philosophical discussion and inquiry is an excellent stepping stone to our discussion of the Constitution. As we assemble our understanding about how the Constitution was formed, we will engage in a serious study of its varied and multiple components. Capping this intense analysis will be an introduction to thinkers of political philosophy and Constitutional philosophy in action. This will allow students to read primary and secondary sources in the domain of ideology and intellectual history. This will be a zealous and arduous undertaking, as I have never attempted any study in this amount of depth and breadth. One of the hopes of having the high school students visit our students is to allow them to envision where they can be on their journeys. The idea of engaging within an intellectual discussion where ideas and concepts matter is a worthy vision, a Parthenon of academia where few even dare to tread. In stressing philosophy in American historical development, I believe we will allow all of our students to make another bold step into the arena of scholarship. By now, students have learned to take this arena extremely seriously, as all are invited, but few have the courage to “walk the line” into it.
More pedagogical tools will be divulged to students in the next couple of weeks. The employment of speak/ write lectures, outcome sentences, as well as other tools to help increase student understanding shall find greater presence into the classroom setting. Our assessments will range from the standard multiple choice exam, as well writing tasks which compel students to access all four primary learning styles in order to find greater success. Students should be vigilant about their second trimester final exam, which is to take place in February. The best advice I could give all of our students is to invest in a good, durable two pocketed folder, as well as a series of good pens and paper. These will be needed as they face what lies ahead.
I guess Redford's question of “What do we do now” is a rather loaded one. The songs in our garden may take a small respite, but their sonorous notes will resonate quite clearly and distinctly in the months of January and February. Students will have a clear idea of “what to do now” and what shall be done.
Best wishes to you this holiday season.
Mr. Kannan
“So, now what do we do?”
Not to categorize our students as a collection of Redfords, I believe that some are uttering the same question. We have completed our study of the American Revolution. This examination encompassed text- based reading and analysis, preparation on an exam, and intense writing tasks on aspects of the time period. Students will have the chance to use the break to regroup and reload for what lies ahead.
When we return from break on January 7, 2008 (please accept my apologies for the mistake on the syllabus), we will begin our study of the formation of the United States Constitution. I have always believed that three documents guide the seventh grade Social Studies curriculum: Jefferson’s Declaration of Independence, The Constitution of the United States, and Lincoln’s Gettysburg Address. When we return from the break we engage upon the analysis of the second leg of this triad. We open our study of the post- Revolution America in a vein of philosophy. We will be receiving visitors in the form of Philosophy students from Mr. Goldberg’s class at Oak Park and River Forest High School. They will be facilitating philosophical discussions about a variety of topics ranging from ethics, social obligation of the individual, and justice. Our emerging scholars will learn how to “argue philosophy” utilizing active learning and listening techniques. Students will engage in a variety of discussions and then report out their findings to the larger group. This entry into the domain of philosophical discussion and inquiry is an excellent stepping stone to our discussion of the Constitution. As we assemble our understanding about how the Constitution was formed, we will engage in a serious study of its varied and multiple components. Capping this intense analysis will be an introduction to thinkers of political philosophy and Constitutional philosophy in action. This will allow students to read primary and secondary sources in the domain of ideology and intellectual history. This will be a zealous and arduous undertaking, as I have never attempted any study in this amount of depth and breadth. One of the hopes of having the high school students visit our students is to allow them to envision where they can be on their journeys. The idea of engaging within an intellectual discussion where ideas and concepts matter is a worthy vision, a Parthenon of academia where few even dare to tread. In stressing philosophy in American historical development, I believe we will allow all of our students to make another bold step into the arena of scholarship. By now, students have learned to take this arena extremely seriously, as all are invited, but few have the courage to “walk the line” into it.
More pedagogical tools will be divulged to students in the next couple of weeks. The employment of speak/ write lectures, outcome sentences, as well as other tools to help increase student understanding shall find greater presence into the classroom setting. Our assessments will range from the standard multiple choice exam, as well writing tasks which compel students to access all four primary learning styles in order to find greater success. Students should be vigilant about their second trimester final exam, which is to take place in February. The best advice I could give all of our students is to invest in a good, durable two pocketed folder, as well as a series of good pens and paper. These will be needed as they face what lies ahead.
I guess Redford's question of “What do we do now” is a rather loaded one. The songs in our garden may take a small respite, but their sonorous notes will resonate quite clearly and distinctly in the months of January and February. Students will have a clear idea of “what to do now” and what shall be done.
Best wishes to you this holiday season.
Mr. Kannan
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