The Teacher- Encouraged Peril Within Challenge

The Constitutional journey continues this week. Thus far, we have explored the Preamble, the goals of the Constitution and the principles to accompany it. The reality is that we have much more to go in this voyage. Our focus this coming week will focus on attaining concepts regarding the different branches of government. The very nature of this inquiry is differentiated so that students of all levels can probe deeply into the nature of United States government as well as the structure of political institutions. Evidence of this would be how students sought to forge connections between goals and principles, as well as methods how students seek to understand modern applications of the topic of the Executive Branch. The use of Outcome Sentences also differentiates as students are the active agents of understanding in the concept of creating a one sentenced result of their learning. Students are being asked (and, in some cases, forced) to raise the level of commitment, focus, and heart in emerging into the domain of scholarship.

In a larger sense, the middle school ideals can be seen in this idea of student responsibility and accountability. The idea of differentiated instruction works best when the student conducts the differentiation. When students can be trusted to be the arbiters of academic conceptions of the good, we place a level of advocacy and autonomy on students that allow them to be stronger scholars. This aspect of freedom is integral to the middle school concept. When students are encouraged to take chances and engage in intellectual risk in the protected domains of a middle school, the results yield a critically discerning author of their own intellectual journey. Our unit on the Constitution is one of those instances where students can take risks in their thought and their production. Yet, these risks can only be taken if students are willing to put their imprint on their time in this classroom. One of the questions that I have started to pose to students is how are they going to leave their mark in their time in 7-1 Social Studies? What will they do with their time that shows meaning and purpose? The study of the Constitution has been peppered with statements such as, “You will be coming back here next year and telling the student sitting in this seat to listen to these notes on the Preamble” or “You will be appreciative of how you memorized the Preamble next year.” These ideas force our current students to start playing with the image of time in so far as seeing themselves as future students for a moment in the present coming back to speak to the future beings who will inhabit their present space. For a moment, I can catch some of our students creating a mental projection into this time/ space continuum and at that moment, I can see the precursors to understanding develop. I believe that the current stress on differentiated instruction can be understood in a more coherent and, perhaps, healthy context if we empower students to be authors of an emotional and intellectual journey. If they are willing to undergo it and endure the trials and terrors that seem intrinsic to it, they will find triumph in the final analysis. This dynamic of endurance and triumph is not only a Faulknerian theme, but one that injects purpose and relevancy into instruction. Once this dynamic has been accomplished, students have become scholars, instruction has been met to students’ needs, and all have raised their capacity for greatness. It is not only a goal of a middle school, such as Percy Julian, but embodied in the principles of 7-1’s Unit on the Constitution.

As always, the middle of the year seems to embody more red tape items than originally thought. Conference sign up sheets have been sent home and confirmations will be or already have been sent home. (At this time, my conference schedule is posted under the link of “Handouts” on the pdf pane to the left hand side of the blog.) Additionally, we will be going “live” with online grades very soon. Our tentative plans are to be ready by the 29th of January. In addition to this, students will receive weekly progress reports in Social Studies that can be signed by parent/ guardian and submitted by Thursday of each week for five points of extra credit. In class news, the “Meet Social Studies” study session will start on Monday, 2/11, during 5th period lunch. Simply put, it’s a Tim Russert- like “Meet the Press” setting where students have the chance to ask questions and seek clarification about the curriculum or specific content. It’s not a moment to complete homework (students can make individual AM or Lunchtime appointments to do this). Instead, this “Meet Social Studies” study session is intended to enhance dialogue about the curriculum and offer clarity where confusion might be present. To paraphrase the words of the great Buffalo Bills fan, “If it’s Monday, It’s meet Social Studies!” Finally, students should be on the lookout for Election ’08 Extra Credit opportunities in the next week or ten days.

As the songs in our garden strove to be heard, their notes are struck through the emergence of scholarship through challenge and academic austerity. The only piece of advice I can offer is for students to keep singing their songs.

All best and happy hunting.
Mr. Kannan

The Dawn of Understanding: Constitutionality in 7-1 Social Studies Students

Progress Reports went out Thursday. I witnessed a variety of expressions at the receipt of progress reports. I believe that there was a contingent of students who awoke to the fact that first trimester is in fact over. This would mean that whatever success experienced before remains in that portal of the past and is not entirely reflective of future success. These students faced the dawn of a new mode of reality: Second trimester is here and is a force who is demanding the reality of reckoning. Another group of students saw their progress reports took a deep breath upon looking at their progress report. They smiled and marveled at how well they did. Yet, there was something in their sensibilities that indicated to them that there was much more to come. This progress report being held in their grasp was only a snapshot at a particular moment in time. They looked around the room, my room, and collected that what lie in store will be far more arduous than what was expected. Another group looked at their progress report and seemed to hope beyond a calculation that things “will get better.” Their hope resided in the ever present that there will be some awakening, some angel that will rescue them. It seemed that the students I witnessed on progress report day would fall into one or a hybrid of the above classifications.

I think a common thread in all of these test cases of student response to student achievement is the notion of an awakening. There seemed to be a maturation element which was present, one that might not have reared its head earlier on in the year. I believe this idea of awakening and dawning is critical in understanding where our unit in the Constitution has progressed. In the last week, I believe that there has been a level of dawning that has emerged in many of our students. Lining up outside of class to give an amendment, memorizing the Preamble, learning about sections of the Constitution, and wrestling with the demons that seem to be present in both the Citizenship Handbook as well as outcome sentences have all seemed to be create a new morn in the minds of our emerging students; “morning, excellent and fair.”

This metaphor of the dawn or awakening seems to not only be reflected in our students, but is a critical component within the Constitution. The framers conceived of a document that was living and breathing, a set of ordinances on first glance, but revealing so much more. Their creation can only function if there is a new horizon within which freedom can be exercised, a road that will continue, and an eternal sense of dawn and morning. This dynamic of allowing for opportunities to display the sense of excellence and glory intrinsic to the Constitutional employment of freedom seemed to be of critical importance to the Founders. This might explain why the notion of liberty seems to play such a vital role in the interpretation of the document. At the same time, I can sense that this idea seems to be present in our students. For some, freedom is becoming more definable, as their choices are beginning to form the initial foundations or vestiges of who they will become. Middle school is an excellent domain to experience this aspect of freedom for it makes universal a subjective experience. The notion of individual identity is something that is emotionally and physiologically differentiated for all of our students. To experience the Constitutional dependence on freedom in a pure middle school setting enhances the meaning of the content. Like the framers, our students are beginning to scratch the surface of how immense the natures of freedom and choice are. Within this schema, students are beginning to see how their road, like that of the infant America, stretches for miles. Progress Report day seemed to illuminate to me the many level of dawn that lie inherent in our student.

The framers were wise enough to understand the complex nature of choice. They saw that choices could go in either direction, but there are more gains that result from positive choices, decisions and actions that seek to build a foundation, despite its difficulty, as opposed to seeking sanctuary in a negative one, or what Mill would label as the “lower” pleasure. I believe that our immersion into the Constitution is illuminating more about it. At an awkwardly simultaneously moment, I can sense more coming out about our students, as well. Choices begin to emerge out of cloistered halls of individual fear and into the wide open they present themselves and more about our students become evident. The framers saw this emergence of a nation that I see in 7-1 students.

As morning breaks, excellent and fair, we can hear that song of the nightingale that cannot be recounted or replicated, but only experienced.

The Red Tape Issues also seem to be guiding us at this time. Conference sign up sheets went out with Progress Reports. Please return them as soon as possible. Confirmations will be sent home with students. My conference schedule will be posted under the pdf link “Upcoming Tasks/ Assessments/ Handouts” on the top left hand pane of this blog. At the same time, grades are going to be going online on January 28. Expect to be able to experience both the joy of online grade acquisition combined with progress reports to be sent home with the same regularity that has defined 7-1 Social Studies thus far in the year.

As always, if I can be of any further assistance, please do not hesitate to contact me at school or at home.

Mr. Kannan

The Constitution, February, Philosophy, and Tony Kushner: Where 7-1 Social Studies Might Finally Meet

***PLEASE NOTE: Based on the extensive class discussion on Monday, 1/14, I have decided to spend an extra day on the Speak/ Write Lecture on 7-3. This means, that Tuesday night's assignment will be about The Bill of Rights and assigned in class. Students will be asked to note all changes in their daily planners and their syllabi for the week. We will commence the inductive learning task on the Constitution on Wednesday. All assignments will be moved down a day, and Thursday's work will commence on Tuesday, 1/22. I thank you in advance for your understanding, but the discussion necessitates another day. And now, this week's blog...


After some time having passed after our philosophy seminars, I have come to the conclusion that our progression into Constitutionality will yield some fascinating results. It was worthwhile to witness our students debate and discuss the intellectual points surrounding topics such as freedom, selfishness, violence, friendship, the existence of God, identity, ethical relativism, and happiness. The discourse allowed for different thoughts and ideas to emerge. Moreover, I believe that all of our students, our emerging scholars, understood the inherent intricacy of philosophic discourse. Our philosophy seminar embodied so many middle school principles. Heterogeneous composition of groups allowed students from different valences of experience voice their opinion on topics of meaning. The format of open forum where all strove to find common ground and understanding was also a concept unique to the middle school experience. Even the mere physical configuration reminded me of what the middle school mission was designed to be: Students leading and participating in discussions throughout a Wing, sitting on the floor, taking notes, and listening to the thoughts of others. There was noise, the type that indicates learning and discussion is present. When I stood in front of stakeholders at Curriculum Night and talked about how my goal was to create a “Construction Zone” of learning, the philosophy seminar was an operational definition of this principle.

As we move from Philosophy to the realm of Constitutionality, the same principles will be evident. We conclude our discussion of the Constitutional Convention this week and begin our descent (or ascent, if you are not a student) into the ideas within the Constitution. We will be identifying goals and principles, facts and applications, theories and practices. We will start our voyage with what is present in our textbook, in the section entitled “Citizenship Handbook” and then move into the relevancy of the Constitutional based issues. Finally, we will use the elements of political philosophy in examining the role of government in the lives of individuals and society. This would mean that students will experience both aspects of history in telling the narrative of the Constitution- primary and secondary sources. This will culminate in our second trimester final exam which will cover The American Revolution, post Revolutionary America, and the Constitution. I would anticipate this taking place towards the end of February.

A source of debate within our discipline of History is why students would require multiple exposure to concepts. Perhaps, this is a topic of discussion in any course of study. I have always maintained that the Constitution is a vibrant part of my curriculum and it is developmentally appropriate to illuminate this topic as often as possible into the world of Middle School Students. I began my discussion of the Constitution this past week by suggesting that the Constitution is “one of but a handful of documents that every adult in America wrestles or interacts with on a daily basis.” An implied foundation to Law and Order (including the long running television show) is a heightened awareness of the Constitution. The fact that our nation is currently in the process of selecting a president only brings further light to the relevancy of the Constitution. I have believed that the more exposure students have to the Constitution, the greater the chance they will understand its implications, which have managed to perplex, amaze, challenge, and comfort Americans since its inception. We can even see how our middle school relies on the principles and ideas of the Constitution. When we speak of student autonomy, the power of independent thought, as well as promoting a climate which enhances the general welfare, we speak in terms first coined in America by the Constitution. As a side note, it is worthy to note that the previous version of our Social Studies textbook included a discussion of the First Amendment which dovetailed into Justice Holmes’ idea of how the First Amendment does have limits and does not allow “one to scream ‘Fire’ in a crowded theatre.” In expressing my closing thoughts to students on the importance of the Constitution, I have used this idea to demonstrate why the practice of bullying and intimidation is not only antithetical to our ideas of a Middle School, but also lies in direct opposition to the aims of the Constitution. In expressing how the founding fathers conceived of freedom to be exercised in reasonable manner and not without regard for others, I feel that our curriculum empowers our institution, our community, and our hopes for a middle school. To stand at the starting stages of this journey for another year is a moment of excitement, indeed.
Students will have nightly work on the Constitution. I mean, if I could demand a 500 point writing task on the Revolution, one can only surmise what I have lying in wait for this particular lesson. Students will be working out of the textbook, and will be engaged in a variety of learning tasks with different learning styles evoked. Expect assignments to display this differentiated style of instruction for all learners. I would also posit at this point that the employment of Outcome Sentences is critical in order for this experiment of learning about the Constitution to yield fruitful results. A good conversation starter can be to ask your student to display some of their outcome sentence starters. One of my hopes in utilizing the Outcome Sentence forum is for students to develop many ways to redescribe the act of learning. (I would suggest that if you need further clarification, access the PowerPoint Slide Show on Outcome Sentences, which can be found under the link of “Recent PowerPoint Lessons” on the top left hand pane of this blog.) Students will be composing outcome sentences on a nightly basis. Students will be asked to reflect on readings that are out of their textbook and in packets that I will be supplying. It is my hope that they are able to gain much out of this lesson as it will be instrumental in both their learning as student and prospective participant in this experiment called American Democracy.
…. And now for something completely different. Progress Reports in all classes will be sent home with your student this Thursday. The signed cover sheet that has student grades in all classes is due back to me by Thursday, 1/24. Conference Sign Up Sheets will be sent home soon, as well. Please make sure you sign up for time slots and have your students return the sheets as soon as possible to ensure that your primary choices can be honored. In other news, please be aware that your students’ academic performance will be able to be accessed online in the near future. Details about this process will be sent home with information from Team 7-1 as well as administration. Finally, all stakeholders should be reminded of how important this particular stretch of time is in all classes. I have always believed that some of our best teaching and learning takes place in late January and February. Be vigilant and ready.
In Tony Kushner’s work Angels in America, one of the characters speaks a powerful truth about both the Constitution and our pledge as students and learners when he says, “Forgiveness might be where love and justice finally meet.” The challenges in both understanding the possibilities of and living within the promises made in the Constitution might require a level of compassion, understanding, and eventual forgiveness and wisdom that can help to bridge the chasm within love and justice. When the Greeks conceived of the term “Philosophy” to mean “love of wisdom,” this has to be what was intended.

Happy hunting to the students of Team 7-1, you kings and queens of intellectual inquiry, sojourners of truth and understanding.

Mr. Kannan

What Lies Ahead: Returning from a state of Winter Hibernation into the 7-1 Social Studies Wilderness

After a hiatus from posting on the blog for about two weeks, I hold a great deal of excitement about what we will be addressing in C105 for Social Studies. There is much to behold as we will be adding more to our garden of scholarship.
The Writing Tasks on Chapter 6 have been graded and will be returned on Monday. It was another moment where our emerging scholars, your children, progressed on the path of academic scholarship. This can be viewed on both narrative and empirical levels. Of the 109 papers assessed, 95 possessed a score that would be at the “A” or “B” level, which translates to 87% of the team. No paper scored lower than a “C”, which means that with revisions due Friday, 1/11, all 7-1 students have the capacity to earn an “A” or “B” on the hardest writing task thus far in the year. In going beyond the numbers, I noticed a great deal of austerity demonstrated on this work. By far the most selected writing task was the “Identifications and Pictures” followed by the “A-B-C Summaries.” Regardless of their choices, students will be seeing each of these particular writing types of writing tasks again in the future in different forms. As a collective unit, our writing in history is developing more breadth and greater precision.
The first week back will be an intense one. As mentioned, Revisions of the Chapter 6 Writing Tasks will be due on Friday. In order for students to revise their writing tasks, they need to rewrite what needs to be revised with the areas of improvement added. I went to great lengths to make comments on each and every writing sample and outline on the attached rubric where improvement was needed. Revisions should be completed outside of class and be ready for submission at the start of Friday’s class. If students require further guidance, they should speak with me before school, during lunch, or contact me outside of class via phone or email. Examining the week, Monday will also be the introduction into the concept of Outcome Sentences, another method of gauging student comprehension. This tool rests on the idea that a student creates their own sense of understanding within a particular concept. They are asked to compose one sentence on a specific idea that must begin with “I” and some type of verb associated with learning. For students to derive different means of explaining how one learns is a challenge in its own merits. We will be using this activity often, so a benchmark is reached on Monday. On Tuesday, we will begin our Philosophy Seminars with students from the high school. Students will be broken into different groups that deal with topics such as selfishness, the presence of God, freedom, and the notion of happiness. Groups will consist of 2-4 students and a high school facilitator who will drive the discussion based off of a thinker’s ideas on the topic. Students will be taking notes on the thinker’s view on the topic and the nature of the discussion. There will be a reporting out session on Wednesday. The purpose of this experience is to familiarize our students with the elements of a philosophical discussion, the importance of active listening, and to gain a better understanding of the discourse technique. These benefits will be felt when we engage in a discussion of government and its purpose. Finally, we will conclude the week with a series of Speak/ Write Lectures, a method of direct instruction that compresses topics from the text into three minute “chunks.” The steps taken this week will lead us into the foray of the United States Constitution. Progress Reports in all classes will go home on Thursday, 1/17 with Winter Conferences to soon follow. Students should be aware of assignments this week. Student work during the philosophy seminar, the composition of outcome sentences, and the signed cover letter from all Language Arts Progress Reports all will be reflected in student grades. As we hit the ground running, work awaits our students with intense process leading to powerful product. All stakeholders are reminded that this blog contains pdf copies of class handouts, lecture notes, as well as syllabi for this week and the next week (See pane on left hand side of screen). Also present on this blog are extra credit opportunities. As we begin another phase of our journey, all stakeholders are reminded to use this blog as a resource to help advance expectations and achievement, promises and possibilities.

We are approaching a point of the year where it is becoming evident that we are closer to the end than we are the beginning. I hope that our emerging scholars have rested well over the Winter Recess as they will need a great deal of internal strength and academic and intestinal fortitude to withstand this particular leg of the journey from now until Spring Break. It is a great time, indeed! It is in this particular leg of our voyage where the emergence into scholarship will be most evident. That which appears to be a wilderness will serve to allow our garden to grow with more songs of the nightingales sung.

Happy Hunting!

Mr. Kannan