***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
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