We must be approaching the end of the year if I am to open a blog entry with a personal confession. I stand before you as a man filled with a sense of relief as I divulge a portion of my identity that few (albeit now many more) will know.
I am a fan of the musical The Sound of Music.
And now that I have said it and actually don’t feel any better having done so.
However, I admit that I fall victim to its charms. From the opening sequence of the hills of Austria to the whole “I Have Confidence” montage to the stolen moments at the gazebo, to cursed puppet shows, I have to admit I love it all. When Captain Von Trapp sings, “Edelweiss,” and recalls a time of history that has long since past, I become overcome with emotion and cry without much shame. Hardly a moment can pass when I don’t fixate upon it if it is on late at night on cable or prominently displayed on network television. Yet, my favorite moments have to be when Mother Abbess counsels Maria with the song, “Climb Ev’ry Mountain.” When she sings that song in the shadows with the lost soul of Maria watching on, seeming to gain strength with each note replete with crescendo and accentuation, it is almost as if I am gaining strength with her. (I will not forgive any student who dares approaches me and compares me with the flighty Maria!) Yet, when Mother Abbess sings proudly about “climbing” mountains, “searching high and low,” and not relenting until one finds their “dreams,” I become moved.
For a while now, I have felt that this song represents both this experiment we call democracy in America (long live Alexis de Tocqueville!) as well as the journey of scholarship that many students have started with their entry into this class. This process of climbing mountains seems to be quite appropriate with the work we have done this week.
Our first week of examining Growth in America through different vantage points proved to be quite insightful and powerful. Students responded well to the idea of seminar teaching, identification of short and long term goals, as well as multitasking throughout different elements transpiring. I tried to “step out of myself” and examine what the class “looked like”. At moments, I was able to accomplish this and what I saw was a tapestry of students engaging in different modes of analysis, creating new paths for process and product, and carrying multiple dialogues simultaneously about different topics. It felt strange, on one level, but oddly enough natural on another. I thought that it was revealing to see secondary source people pouring through the book to find answers, or the Primary Source people attempting to configure the geography that enveloped Mark Twain, or how the group on Philosophy attempted to figure out the ideas of Locke and Mill. The other interesting point here is the self sufficiency I have seen out of our students. For the most part, I have seen students embrace the idea of working on their own and flying “solo.” Many students have embraced this level of tiered instruction where students demonstrate independence of thought and actions. When students frequently approach me with questions like, “When do we meet because I have some questions that need to be answered” or “Could we work while you are talking” or “Can we meet during lunch to make sure I am clear on these ideas.” The level of discussion emerging seems to be one where independent scholarship is placed at the forefront of students’ minds. If we can continue this trend, I believe that one of the primary goals of this unit could be met. Like the Von Trapp family at the end, the summits await as we cross one threshold and enter another.
In terms of planning for this week, I would suggest that all stakeholders examine the online syllabus, specific to the individual student choice. Secondary source students will start their process of composing their Top 10 Lists, while the Primary Source students will work on their second DBQ. The writings of Karl Marx greet the Political Philosophy students as they study chapter 12. I believe that challenge in the domains of content, process, product, affect, and learning environments will be evident. Not to quote the Mother Abbess, but examine the syllabus “every day of your life, for as long as you shall live.” (At least, until the end of the year, perhaps.)
Happy hunting and scholars of the world unite… at least, scholars of team 7-1! My best wishes to you as you learn how to effectively “Climb Ev’ry Mountain.”
Mr. Kannan
I am a fan of the musical The Sound of Music.
And now that I have said it and actually don’t feel any better having done so.
However, I admit that I fall victim to its charms. From the opening sequence of the hills of Austria to the whole “I Have Confidence” montage to the stolen moments at the gazebo, to cursed puppet shows, I have to admit I love it all. When Captain Von Trapp sings, “Edelweiss,” and recalls a time of history that has long since past, I become overcome with emotion and cry without much shame. Hardly a moment can pass when I don’t fixate upon it if it is on late at night on cable or prominently displayed on network television. Yet, my favorite moments have to be when Mother Abbess counsels Maria with the song, “Climb Ev’ry Mountain.” When she sings that song in the shadows with the lost soul of Maria watching on, seeming to gain strength with each note replete with crescendo and accentuation, it is almost as if I am gaining strength with her. (I will not forgive any student who dares approaches me and compares me with the flighty Maria!) Yet, when Mother Abbess sings proudly about “climbing” mountains, “searching high and low,” and not relenting until one finds their “dreams,” I become moved.
For a while now, I have felt that this song represents both this experiment we call democracy in America (long live Alexis de Tocqueville!) as well as the journey of scholarship that many students have started with their entry into this class. This process of climbing mountains seems to be quite appropriate with the work we have done this week.
Our first week of examining Growth in America through different vantage points proved to be quite insightful and powerful. Students responded well to the idea of seminar teaching, identification of short and long term goals, as well as multitasking throughout different elements transpiring. I tried to “step out of myself” and examine what the class “looked like”. At moments, I was able to accomplish this and what I saw was a tapestry of students engaging in different modes of analysis, creating new paths for process and product, and carrying multiple dialogues simultaneously about different topics. It felt strange, on one level, but oddly enough natural on another. I thought that it was revealing to see secondary source people pouring through the book to find answers, or the Primary Source people attempting to configure the geography that enveloped Mark Twain, or how the group on Philosophy attempted to figure out the ideas of Locke and Mill. The other interesting point here is the self sufficiency I have seen out of our students. For the most part, I have seen students embrace the idea of working on their own and flying “solo.” Many students have embraced this level of tiered instruction where students demonstrate independence of thought and actions. When students frequently approach me with questions like, “When do we meet because I have some questions that need to be answered” or “Could we work while you are talking” or “Can we meet during lunch to make sure I am clear on these ideas.” The level of discussion emerging seems to be one where independent scholarship is placed at the forefront of students’ minds. If we can continue this trend, I believe that one of the primary goals of this unit could be met. Like the Von Trapp family at the end, the summits await as we cross one threshold and enter another.
In terms of planning for this week, I would suggest that all stakeholders examine the online syllabus, specific to the individual student choice. Secondary source students will start their process of composing their Top 10 Lists, while the Primary Source students will work on their second DBQ. The writings of Karl Marx greet the Political Philosophy students as they study chapter 12. I believe that challenge in the domains of content, process, product, affect, and learning environments will be evident. Not to quote the Mother Abbess, but examine the syllabus “every day of your life, for as long as you shall live.” (At least, until the end of the year, perhaps.)
Happy hunting and scholars of the world unite… at least, scholars of team 7-1! My best wishes to you as you learn how to effectively “Climb Ev’ry Mountain.”
Mr. Kannan
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