Continuing Dialogues

At this point, we are passing the halfway point of our unit on growth in America. Some students are flourishing under the independent focus of this course of study, while others are learning how to utilize their spirit of independence in achieving a goal consistent with its positive use. For this week’s blogs, I would like to bring out specific questions that each group of students should engage upon in reflection in order to ensure that a successful process is matched with a successful product.

Option 1: Secondary Source, American History Textbook
* Are the Check Your Progress questions completed in a strong and compelling manner? For each chapter, there is some type of task associated with it. However, the one consistent thread is the completion of the Check Your Progress Questions for each chapter. These questions are graded on more of a production level, to ensure that the work has been done in good faith in a reasonably accurate manner. They are worth 50 of the total 200 points for the chapter. Such a point value makes these tasks extremely important. For example, if a student could only to manage to muster a 110/ 150 (73%) on the chapter ending task, but earned 50/50 on the questions component of the task, their overall grade would be a 160/200 (80%). Naturally, the tasks for each chapter will occupy a great deal of attention , but these quick hitting questions could prove to be extremely important.

Option 2: American History Primary Source Analysis
* How’s that Thesis Statement on the DBQ? When writing the DBQ for each chapter, I believe that the thesis statement determines success or the lack of it. It’s hard to comprehend the notion that one sentence can be indicative of how a paper is written, but in this case it is quite a valid notion. I think that when students are writing their DBQ, they must pay attention to that Thesis Statement, and engage in a process of crafting and recrafting it. I believe that when students finally settle on a thesis statement, they must ensure that the evidence from the documents help to support it. Aligning the thesis statement with what is present in the primary sources selected will be of critical importance and a dialogue worthy of having.

Option 3: Political Philosophy Primary Source Analysis
* Can we have a dialogue on your dialogue? I think that the questions that come out of this particular group will be on the dialogue that is due on May 21. I think that students need to start determining how their dialogues will look, how they can start assembling the dialogue and which thinkers upon which they wish to focus. I believe that students should begin the process of how they use the voices of these thinkers to enhance their voices in creating the dialogue. It will be a challenge, but these philosophies cover a wide variety of topics within modern consciousness and students must begin the process of that examination. I think the dialogue that has been vetted through reflection and rumination will stand a better chance of success than one that has been “thrown together.” The guidelines for the dialogue will be given out to students this week and thus the process of reflection should begin.

I think that in each setting, the more thoughtful analysis that is given, the better the process of creation, which will yield a better final product. The growth of scholarship can only happen when a transformative dialogue on work process and product occurs.

Happy hunting.

Mr. Kannan